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All Journal JURNAL EDUCATION AND DEVELOPMENT Lingua Journal Of Academia In English Educations (JADEs) Jumper : Journal of Educational Multidisciplinary Research
Shafrida Wati
IAIN Langsa
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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HIGHER EDUCATION STUDENTS’ FOREIGN LANGUAGE ANXIETY: A CASE STUDY AT ENGLISH EDUCATION DEPARTMENT OF IAIN LANGSA Shafrida Wati; Nina Afrida
Jurnal Education and Development Vol 10 No 1 (2022): Vol.10. No.1 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.515 KB) | DOI: 10.37081/ed.v10i1.3240

Abstract

This study discusses EFL learners’ foreign language anxiety at a higher education institution in Langsa. It further explores factors that contribute to language apprehension and how it manifests in the students. This study employed a qualitative approach with the type of case study research. The subjects of this research were 10 students of the English Education Department of IAIN Langsa. The data were collected through observation, focus group discussion, and in-depth interviews. Data analysis techniques included data reduction, data presentation, and data conclusion. This study found that the majority of the students experienced anxiety in learning English as a foreign language. Factors that trigger anxiety include inadequate vocabulary and knowledge of grammar, unintelligible pronunciation, individual learning preferences, and afraid of negative evaluation. Some learners suffered various symptoms when practicing the target language, such as shaky hands, wobbly legs, stuttering, headache, and a sense of dread. Such factors affected their attitudes toward the foreign language learning, such as language inhabitant, demotivated, and worried in language classrooms. Nevertheless, few of them conducted efforts to deal with the anxiety include participating in the classroom activity, preparing notes before speaking, and learning with peers.
STUDENTS’ EFL ANXIETY IN LEARNING READING IN ACEH, INDONESIA Nina Afrida; Shafrida Wati
Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v18i01.1898

Abstract

This research examines students’ foreign language anxiety of the English education of state institute of Islamic studies Langsa, Aceh, Indonesia which includes reading anxiety. Furthermore, this research also explores the factors that cause the emergence of anxiety experienced by students when learning a foreign language and explores their efforts to manage this anxiety. This research uses mix-methods with a sequential explanatory model. A total of 130 students for the 2019/2020 academic year at all semesters as the subject in this study. A questionnaire is given for them to obtain the quantitative data, besides, 30 sutudents get in-dept interview as the addition data to find the causes oh anxiety. Consequently, the results of questionnaire showed that Efl students experienced anxiety in learning reading is medium category(54.8%).While the result of in-depth interviews is among the factors that cause anxiety are cognitive factors, namely inadequate mastery of language supporting elements, such as vocabulary, grammar, and pronunciation, worry factors about getting negative assessments from the surrounding environment, low interest and motivation in foreign languages, assessment factors, and lecturer factors. Among the symptoms of anxiety experienced when learning a foreign language are shaking, heart palpitations, tension, confusion, cold sweats, panic, depression, and difficulty breathing. Not all Efl students make efforts to suppress anxiety, but some of them make preparations in the form of notes before showing the language, practice the language with friends and family, and follow several YouTube channels related to language learning.
EXPLORING LEARNERS’ SPEAKING APPREHENSION IN AN ENGLISH CLASSROOM AT SMPN 5 LANGSA Shafrida Wati; Zahratul Idami; Anita Anita
Jurnal Education and Development Vol 10 No 3 (2022): Vol.10. No.3 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (286.62 KB) | DOI: 10.37081/ed.v10i3.3881

Abstract

This study explores language apprehension in speaking experienced by learners in a foreign language setting. It further investigates factors contributing to the anxiety and types of anxiety they experienced in practicing English. This research deployed qualitative research with a case study type of research. The subject of this study was 25 students in the ninth grade of SMPN5 Langsa. Observation and interviews were used to collect the data. To analyze the data the researchers used an interactive model of analyses suggested by Miles and Huberman (1994) consisting of data reduction, data display, and conclusion drawing. Findings showed that factors that trigger language apprehension among the learners are low self-efficacy, lack of vocabulary and grammar mastery, de-motivated in learning English, and unsupportive language learning environment. Most of the learners experience state anxiety particularly when they are asked to share their thoughts in English spontaneously and to practice the target language in front of the class.
Leveraging Gamification (Quizizz) for Enhanced Reading Comprehension Outcomes: A Quasy Experimental Investigation at Junior High School Nina Afrida; Melly Permata Sari; Shafrida Wati; Muslem
JADEs Journal of Academia in English Education Vol. 6 No. 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.12998

Abstract

This study examined the effectiveness of Quizizz, a gamified digital learning platform, in enhancing students’ reading comprehension of descriptive texts at Junior high school in Langsa. Utilizing a quasi-experimental design with pre-test and post-test, the study involved 47 ninth-grade students divided into experimental and control groups. Statistical analysis conducted with SPSS version 25 revealed a significant improvement in the experimental group's mean reading comprehension score from 48.88 in the pre-test to 64.42 in the post-test, with an average gain of 15.54, compared to the control group's smaller gain of 7.00 (pre-test mean = 46.67, post-test mean = 53.67). The independent t-test confirmed a statistically significant difference between the groups (p = 0.000 < 0.05). These results underscore that Quizizz not only improves reading comprehension outcomes but also cultivates a more engaging and student-centered instructional environment. It is recommended that educators integrate Quizizz as an innovative instructional tool to foster student engagement and optimize reading comprehension proficiency.
Exploring the Use of Short Films in A Deep Learning Oriented EFL Listening Classrooms: A Qualitative Case Study Dessy Kurniasy; Zahratul Idami; Shafrida Wati; Wahidah
Jumper: Journal of Educational Multidisciplinary Research Vol 5 No 2 (2026): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/jumper.v5i2.378

Abstract

Listening comprehension continues to present significant difficulties for English as a Foreign Language (EFL) learners, especially when they must process spoken language in real time. The audiovisual media in listening instruction can improve comprehension and learning engagement. This study investigates how short films are used in a deep learning approach in a university English as a Foreign Language (EFL) listening class. A qualitative case study method was used, involving twenty-two undergraduate students in a Listening and Speaking course at the State Islamic Institute (IAIN) Langsa, Indonesia. Classroom observations, student reflection logs, and semi-structured interviews were used to gather the data. The training unfolded over four separate sessions. The project involved watching films, identifying important words, creating stories, and writing personal reflections. The findings indicated that the incorporation of short films improved students' listening comprehension by providing contextual visual cues that facilitated meaning construction. Moreover, the use of reflective activities encouraged deeper cognitive involvement, allowing students to connect the film's content with their own experiences and the larger societal context. Conversely, some students encountered difficulties in spontaneous oral retelling, attributable to limited vocabulary and speaking confidence. In conclusion, the study indicated that the combination of audiovisual materials with deep learning activities can cultivate more meaningful listening experiences within EFL classrooms.
Co-Authors Anita Anita Dessy Kurniasy Melly Permata Sari Muslem Nina Afrida Wahidah Zahratul Idami