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All Journal PREMISE: Journal of English Education and Applied Linguistics Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Ilmiah Dikdaya Getsempena English Education Journal Ilomata International Journal of Social Science
Novita Triana
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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A Correlational Study Between Reading Anxiety and Reading Achievement of the Eleventh Grade Students of MA Miftahul Khairiyah Banjarbaru in the Academic Year of 2015/2016. Ulfini, Niswi; Sutiono, Cayandrawati; Triana, Novita
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 No.1 2018
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to find out the correlation between reading anxiety and reading achievement in senior high school level. The researcher used correlational study as the type of research. The population of this research was the eleventh grade students of Madrasah Aliyah Miftahul Khairiyah Banjarbaru in the academic year of 2015/2016. The number of the population was 53 students. To analyze the data, the researcher used pearson product moment correlation in Statistical Package for Social Science (SPSS) version 21.0. The result showed that that the coefficient correlation between both variables was -0.128. It showed that there was no significant correlation between students’ reading anxiety and their reading achievement. It is also found that 18 students belonged to high level reading anxiety, 33 students had moderate level of reading anxiety, and 2 students were categorized into low level. For level of reading achievement, 2 students were in very good category, 21 students were in good category, 23 students had fair reading achievement, and 6 students had bad reading achievement. Though the study found no correlation between the two variables, it still found that reading anxiety existed in senior high school level. Accordingly, it is suggested that the students have to encourage themselves to overcome the anxious feeling that they have when they are reading English in order to make reading comprehension easier for them. It is also suggested to the teachers to give the students more reading strategy in order to overcome their problems causing reading anxiety.
READING COMPREHENSION AND SELF-REGULATED LEARNING: A CROSS SECTIONAL STUDY OF UNIVERSITY STUDENTS Sutiono, Cayandrawati; Triana, Novita; Arapah, Elvina
Premise: Journal of English Education and Applied Linguistics Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v11i3.4747

Abstract

Reading is a critical component of academic life. Undergraduate students' course success depends much on how they process their reading. However, some studies show that students face difficulties in their reading in several terms. These difficulties are twofold for English as a Foreign Language students who have to deal with reading and language content. In this respect, students must be able to self-regulate their reading activities in and outside classrooms. This study was intended to investigate the students' levels of self-regulated learning in reading comprehension. This study used a cross-sectional design with 40 English Language Education Study Program students at Universitas Lambung Mangkurat. The instrument was a questionnaire adapted from Zimmerman's Academic Self-Regulated Learning Scale (2000). The questionnaire was distributed online to the students using Microsoft Forms. The data were analyzed using a t-test. The findings show that the ways both groups of students regulate their cognitive processes, motivation, and behavior within an educational setting are similar. Nevertheless, concerning that the fourth-semester students might be more organized SRL students than the second-semester ones, reading instructions must be structured to develop students' self-regulated learning. In other words, lecturers should condition the instructions to enhance the students' self-regulation
THE CHALLENGES FACED BY EFL PRE-SERVICE TEACHERS DURING ASISTENSI MENGAJAR PROGRAM Wiediantin, Leony; Triana, Novita; Elyani, Eka Puteri
Getsempena English Education Journal Vol. 10 No. 2 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i2.2646

Abstract

The path to be an educator can be filled with difficulties, particularly for pre-service teachers enrolled in programs such as Asistensi Mengajar. The Asistensi Mengajar program, as a first step toward a teaching career, is critical in preparing undergraduate students from the Faculty of Teaching and Training for the demands and rigors of the educational landscape. This journey, however, is not without its challenges. Additionally, comprehensive studies investigating the challenges encountered by EFL pre-service teachers during the program are limited, considering the relatively new modifications implemented within the segment of the curriculum. These changes reflect broader trends in teacher education, which place a greater emphasis on practical experience, mentorship, and classroom management skills development. The result shows that there are four major area of the problems: 1) writing lesson plan 2) classroom management 3) preparedness and anxiety 4) positive working relationship with mentor teachers and peers. These challenges developed since they did not have much experience and teaching time as they were beginners. The results highlight the need for continual support, mentorship, and training to address these challenges and better prepare for the demands of the teaching profession. Additionally, to guarantee the comprehensive development of teaching abilities and competencies, a more comprehensive provisioning phase is required. Educational institutions and stakeholders should work to establish a supportive learning environment that fosters the growth and development of future educators.
Logical fallacy in speakers’ arguments: what do we learn from final round debate of NUDC Agustin, Karina Estiani; Triana, Novita; -, Nasrullah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 7, No 2 (2024): JETALL VOLUME 7 NUMBER 2 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v7i2.20713

Abstract

In debate, speakers often employ logical fallacies to bolster their statements in order to secure victory by persuasively introducing a collection of factual or belief errors. Numerous studies have analyzed the use of logical fallacies, primarily in presidential debates and public figures’ speeches. However, there has been limited research specifically investigating the logical fallacies in students' debates. Therefore, this research aimed to examine the arguments presented by the speakers in the final round debate at NUDC. The objective is to identify and categorize the logical fallacies present in the arguments. The study employed descriptive-qualitative method. The data was taken from recorded video and transcript of the argument featuring eight speakers among NUDC’s finalists. The data are reduced and organized into arguments containing only logical fallacies. They are classified into Damer’s category of arguments. The study reveals that eight fallacies were identified. The most prevalent types of fallacies were those that violated the relevant criterion. Meanwhile, the most frequently occurred fallacy types are manipulation of emotion, appeal to common opinion, and causal oversimplification. The findings suggest that students should be taught to construct effective arguments that are based on evidence and logic, rather than relying on emotional appeals or popular opinions.
Developing a Prototype of a Self-Regulated Learning-Based Learning Model for English Language Learning for Junior High School: Introduction, The Objectives, Method, Result and Discussion, Conclusion Sutiono, Cayandrawati; Novita Triana; Elvina Arapah; Kamal, Sirajuddin
Ilomata International Journal of Social Science Vol. 6 No. 1 (2025): January 2025
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v6i1.1420

Abstract

This study aims to develop a prototype learning model based on self-regulated learning for students who study English at Junior High School, and find effective strategies to support teachers in adopting and adapting self-regulated learning-based learning in their English classes. The era of globalization requires mastery of English language to access global information, communicate among countries, and increase competitiveness. The 2045 Golden Indonesia Vision [5} also emphasizes the importance of developing the quality of human resources, including English language. However, data show that Indonesia English language proficiency is still low according to EF English Proficiency Index. Also, one of the main challenges is the very limited use of English language in daily life. The conditions mentioned above are challenges for the autonomous learning of high school students. Therefore, a teaching and learning model facilitating students with the ability to systematically manage their learning process is really needed to achieve their learning goals. The components of SRL include cognitive strategies, beliefs and motivation, and resource management. The self-regulated learning-based learning model is seen as the right solution to improve students' self-regulated abilities in learning English language. This learning model follows a three-phase cycle model which includes the Forethought phase, the Performance phase, and the Reflection phase. Developing the prototype of a Self-Regulated Learning-Based Learning Model for Junior High School English participants follows the ADDIE Model. This development model has 5 stages: Analysis, Design, Development, Implementation and Evaluation. However, there are only three stages of the ADDIE Model implemented in the research, namely Analysis, Design, and Development. Through this study, the prototype of a SRL-based Learning Model is developed. The implications of this prototype are (1) teachers becoming more aware to facilitate students’ learning English with learning strategies, and (2) students are rather more goal and strategy-oriented since they implement the SRL in order to get better achievement.
Peran Daya Apung Akademik (Academic Bouyancy) dalam Mengurangi Kecemasan Berbahasa Asing pada Mahasiswa: Sebuah Kajian Pustaka Yurni, Yurni; Triana, Novita
Jurnal Ilmiah Dikdaya Vol 15, No 2 (2025): SEPTEMBER
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/dikdaya.v15i2.871

Abstract

Kecemasan berbahasa asing (Foreign Language Anxiety) merupakan hambatan utama bagi mahasiswa yang mempelajari Bahasa Inggris sebagai Bahasa Asing (EFL). Kecemasan ini seringkali mengurangi kemauan mereka untuk berkomunikasi dan memiliki prestasi akademik. Artikel ini mengeksplorasi peran daya apung akademik sebagai faktor pendukung FLA. Daya apung akademik berfokus pada kemunduran rutin seperti kesalahan, tekanan ujian, dan kesulitan berpartisipasi dalam kelas. Mengacu pada literatur dalam psikologi pendidikan dan linguistik terapan, tinjauan pustaka ini menyoroti bagaimana mahasiswa yang memiliki daya apung mengelola penilaian kognitif, mengatur emosi, dan mempertahankan motivasi, yang secara kolektif mampu mengurangi kecemasan dan meningkatkan pembelajaran bahasa. Sebuah kerangka konseptual diusulkan untuk menggambarkan potensi daya apung akademik sebagai penyangga terhadap FLA di kelas EFL. Artikel ini juga akan membahasa Implikasi untuk pengajaran.
Co-Authors Agustin, Karina Estiani Arapah, Elvina Cayandrawati Sutiono, Cayandrawati Eka Puteri Elyani Nasrullah - Sirajuddin Kamal Ulfini, Niswi Wiediantin, Leony Yurni yurni