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All Journal Paradigm: Journal of Language and Literary Studies JOLLT Journal of Languages and Language Teaching
Burhanudin Syaifulloh
University of Canberra
Humanities Languange, Linguistic, Communication & Media

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Journal : JOLLT Journal of Languages and Language Teaching

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Syllabus Design of English Club: Fostering Joyful Extracurricular for Tenth Graders Aziz Mashudi; Rohmani Nur Indah; Burhanudin Syaifulloh
Journal of Languages and Language Teaching Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7211

Abstract

The transition from online to onsite English classroom resulted in the challenge for tenth graders to be more skillful in actively engaging into English conversation activities. However, it requires better planning of English Club as curricular lesson to enhance student’s participation. This study was intended to develop the syllabus of English Club to be a joyful extracurricular for tenth graders at a senior high school in Daha Kediri. The need analysis used questionnaire and interview to find the required data of student’s speaking practice in English Club activities. The findings show that English Club plays an important role in supporting students to practice speaking. The students also thought that the English Club had a great way of encouraging their motivation to practice speaking with friends. In other words, English Club gives them more joyful experience and knowledge from the learning atmosphere which is fun and comfortable making them more interested in practicing speaking.
Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? Masrifatul Afifah; Ary Setya Budhi Ningrum; Sri Wahyuni; Burhanudin Syaifulloh
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10798

Abstract

Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).
Co-Authors Ary Setya Budhi Ningrum Aziz Mashudi Masrifatul Afifah Rohmani Nur Indah Sri Wahyuni Wenyk Ambarwati