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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of Educational Experts (JEE) Jurnal Ilmiah Wahana Pendidikan
Nurul Hidayah
STAIN TEUNGKU DIRUNDENG MEULABOH
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MOBILE-LEARNING FEEDBACK AND STUDENTS’ SELF- EFFICACY IN NEW NORMAL POST COVID-19 Nurul Hidayah
Journal Of Educational Experts (JEE) Vol 3, No 2 (2020): Journal of Educational Experts (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v3i2p39-45

Abstract

Nowadays, we live in a digital age and New Normal of COVID-19. There is a massive migration of face-to-face teaching learning method to online or mobil- teaching and learning. It is required to do a physical distancing among school members to stop the spreading of the COVID-19. Mobile-learning is a must to keep education process continue while we remain to stay at home. The successful of mobile teaching and learning process depends on several aspects, one of them is students’ self-efficacy.  Students’ self-efficacy determines how hard students try to accomplish the task given and to the extent students commit taking  part in the mobile learning process during this pandemic COVID-19. It also determines to what extent students want to challenge themselves. To sum up, self-efficacy plays a crucial role in students’ achievement using mobile-learning method during this pandemic era. There is a significant relationship between feedback and self-efficacy. Therefore, educationalist is suggested to provide mobile-learning feedback to enhance students’ self-efficacy to keep the students commit to taking part in the teaching-learning process. An elaborated feedback affected students’ self-efficacy more although it is only a video feedback.
Perceived Toxic Parenting, Self-Esteem And Students’ Academic Achievement;An Analysis of Psychological Point of View And Islamic Perspective Nurul Hidayah; Angraini Ramli; Fransisca Tassia
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 17 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (217.48 KB) | DOI: 10.5281/zenodo.7081527

Abstract

This study aims at analyzing Perceived Toxic Parenting, Self-Esteem And Students’ Academic Achievement. It is a library research. The study analyzed the effect of perceived toxic parenting toward children’ self-esteem and academic achievement from Psychology point of view and islamic perspective. Several literatures related to the topict were analyzed with the keywords used to serach the articles are; Parenting, islamic parenting, toxic parenting, self-esteem, academic achievement. The study found that the toxic parents, one or both parents, results to negative psychological development of children. Children raised by toxic parents are more likely difficult to develop their positive self-image in which lead to lack of self-esteem. Children’s Self-esteem and academic achievement are two correlating variables that support each other. The lower self-esteem children hold, the lower academic achievement they obtained. In addition, Islam enlighted the parents to avoid practicing toxic parenting. Allah Ta’ala rebuked parents in his word in Surah al-An'am 151, that for any reason, parents are prohibited from killing, neglecting, not feeding their children. In a hadith of the Prophet narrated by al-Baihaqi, our Prophet stated that the children also have the right to be treated fairly among their siblings.
GEN Z SPEAKING ANXIETY IN EFL CONTEXTS: A COMPARATIVE STUDY OF INDONESIA AND VIETNAM Safa Safariah; Faizatul Husna; Nurul Hidayah; Yahya Amin
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13396

Abstract

This study investigates how Generation Z students experience speaking anxiety, the strategies they employ to overcome it, and ways to build confidence in speaking English. Speaking anxiety is a common challenge among Generation Z learners in English as a Foreign Language (EFL) contexts, particularly where oral communication is emphasized. Using a qualitative approach, data were collected through semi-structured interviews with 10 female senior high school students from Indonesia and Vietnam selected through purposive sampling. All participants reported difficulties in oral performance due to speaking anxiety. The data were analyzed using thematic analysis to identify recurring patterns and themes related to students’ experiences and coping strategies. The findings revealed three major forms of speaking anxiety: communication anxiety, test anxiety, and fear of receiving poor grades. Students employed various coping strategies to manage their anxiety. Indonesian students tended to adopt informal approaches, such as practicing with peers and using digital media, whereas Vietnamese students relied more on structured learning resources, including language-learning applications. Cross-cultural differences were also identified. Indonesian students were more likely to experience anxiety stemming from social pressure, such as fear of embarrassment or being ridiculed, while Vietnamese students were more concerned with linguistic accuracy. By comparing Generation Z learners from Indonesia and Vietnam, this study provides a cross-cultural perspective on speaking anxiety and coping strategies in EFL settings. The findings offer practical implications for EFL teachers in developing culturally responsive approaches to enhance students’ speaking confidence and oral communication skills.
Co-Authors Angraini Ramli Faizatul Husna Fransisca Tassia Safa Safariah Yahya Amin