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All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah UJET: Unila Journal of English Teaching
Bambang Setiyadi
Universitas Lampung
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The anxiety in English for foreign language speaking class: the case of university students in Lampung context Septiawan, Habi; Setiyadi, Bambang; Mahpul, Mahpul; Sukirlan, Muhammad; Nisa, Khairun
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21755

Abstract

To date there have been a lot of currently emerging studies focusing on English speaking anxiety experienced by Indonesian university students. Nevertheless, particularly the studies have not investigated university students in Lampung region as the new context. This study aims to describe the level, attitude and perception, and the causes of speaking anxiety in English among university students in the Lampung context. Descriptive research combining quantitative and qualitative approach was performed to conduct this study. 64 new state university students from the English department were involved as participants in this study. A questionnaire and interview form related to speaking anxiety were used to collect the data whereby quantitative data was analyzed by using descriptive statistics while qualitative data was analyzed via content analysis. Results of this study showed that students experienced low anxiety level when speaking English as a foreign language, but mostly they provided the perception that speaking ability was a trigger for anxiety. Even though students' positive attitude towards English used in the classroom was reflected, their speaking skill in English was negative. Additionally, some main sources such as the limited of vocabulary, self-confident, and speaking opportunity were the causes of speaking anxiety.
Utilizing X as a media to improve writing ability on an analytical exposition text for EFL high school students Lukitaningtyas, Pinurih; Setiyadi, Bambang; Nurweni, Ari
U-Jet Unila Journal of English Language Teaching Vol. 14 No. 1 (2025): UJET
Publisher : English Language Education Study Program

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Abstract

This study focuses on evaluating the writing skills of EFL high school students through analytical exposition after they utilized X. It was carried out with eleventh grade students at SMAS Al-Kautsar Bandar Lampung during the first semester of the 2024/2025 academic year. The sample was class IX.3, which consisted of 36 students. The research used pretest and posttest design. The data were gathered through those tests, which involved writing analytical exposition texts, and were analyzed using a Paired Sample t-test at a significance level of 0.05. The findings indicated a notable enhancement in the students' writing skills after using X as a learning media; the average scores from the pretest and posttest reflected this change. The pretest scores enhanced from 74.06 to 85, showing an improvement of 10.94 points. Additionally, the two-tailed significance value was less than 0.001. Therefore, it can be concluded that teaching analytical exposition texts using X effectively improves the students' writing abilities.
STEAM and Writing Creativity: A Systematic Review with Implications for Higher Education Lestari, Dewi; Abdurrahman; Maydiantoro, Albert; Kadaryanto, Budi; Setiyadi, Bambang
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.30199

Abstract

This study synthesizes how Science, Technology, Engineering, Arts, and Mathematics (STEAM)-oriented learning has been linked to writing creativity and literacy development, with particular attention to the transferability of these practices to higher education.  A systematic review guided by PRISMA was conducted using Scopus and Web of Science. Searches covering 2017–2025 yielded 200 records. After 32 duplicates were removed, 168 records were screened by title and abstract, 50 full-text articles were assessed for eligibility, and 10 studies were included in the final qualitative synthesis.The analysis used a structured extraction matrix and qualitative content analysis to identify recurring instructional mechanisms, writing outcomes, enabling conditions, and constraints.  The review found four recurring pedagogical mechanisms: multimodal digital storytelling, project-based design and documentation, collaborative inquiry supported by reflective writing, and scaffolded argumentative or expository composition. Across the reviewed sources, the most frequent writing-related outcomes were general literacy or communication development (n = 5), multimodal or digital writing (n = 4), argumentative or expository writing (n = 4), and creative, reflective, and disciplinary writing outcomes (each n = 3). The evidence base also indicates several implementation constraints, particularly uneven educator readiness, time-intensive project structures, and   unequal access to digital infrastructure. Although direct higher education studies remain limited, the reviewed literature consistently suggests that STEAM-rich environments can increase students’ engagement, idea generation, organization of written explanations, and willingness to revise. The review concludes that STEAM should be understood not only as an   interdisciplinary   content   framework   but   also   as   a   literacy-rich pedagogical ecology that can strengthen academic writing when adapted deliberately to university contexts.
Co-Authors Abdurahman Abdurrahman Apri Mahendra Putra Ari Nurweni Budi Kadaryanto Deva Setyawan, Deva Dewi Lestari Khairun Nisa Lukitaningtyas, Pinurih Mahpul Mahpul, Mahpul Maydiantoro, Albert Muhammad Sukirlan Ni Nyoman Wety S Septiawan, Habi