Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal ELS Journal On Interdisciplinary Studies in Humanities Datokarama English Education Journal (deejournal)
Natalia Manuhutu
Musamus University
Humanities Languange, Linguistic, Communication & Media Social Sciences Other

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IMPROVING THE IMPLEMENTATION OF GOOGLE MEET TO IMPROVE THE ASPECT AND THE COMPONENT OF SPEAKING SKILL ON THE STUDENTS FROM NON ENGLISH SPEAKING BACKGROUND mutakhirani mustafa; Natalia Manuhutu; Fransiska Densiana Luruk
Datokarama English Education Journal Vol. 2 No. 2 (2021): December
Publisher : English Tadris Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (237.829 KB) | DOI: 10.24239/dee.v2i2.37

Abstract

The purpose of this study is to investigate how the use of google meet can improve the speaking ability of students of iain Intensive English 1 program Syekh Nurjati Cirebon. This particular research is categorized as action research. These actions are performed in three cycles based on the class schedule. The study involved 35 students. This research data is qualitative and quantitative data. Qualitative data is obtained by observing the teaching and learning process in speaking classes. Meanwhile, quantitative data is obtained through tests, and questionnaires. The findings suggest that the use of Google Meet terbukti meningkatkan keterampilan berbicara mahasiswa. Therefore google meet is very suitable to be used as online or virtual learning especially in improving students' speaking skills that focus on aspects and components of student speaking skills, but there are some drawbacks that can make learning less effective and less efficient when used as a particular application in the learning and teaching process. Therefore, all educators who use application media such as google meet are able to master and professional in using the application. Hopefully this pandemic ends quickly and we can adjust how the future of education around the world goes forward. For the next researcher, can be focused on the influence of the implementation of google meet application in speaking subjects to the interest of students to improve speaking. Based on this study, researchers found students' enthusiasm is very high in learning to speak, this proves that the google meet application can improve aspects and components of student speaking because it is influenced by increased student motivation during the use of google meet application compared to other applications.
The Influence of Oral and Written Corrective Feedback on Writing Apprehension among Introvert and Extrovert EFL Students Natalia Manuhutu; Ruckmana Fachrul Islam; Sri Winarsih; Dewi Sartika; Lanlan Muhria
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.47918

Abstract

This study investigates the influence of oral and written feedback on writing apprehension among introvert and extrovert EFL students using a 2 x 2 factorial design. A total of 108 university students, 47 introverts and 61 extroverts identified using the Eysenck Personality Inventory, participated in the study. Writing apprehension was measured using a validated questionnaire after students received both oral and written feedback during writing instruction. Paired samples t-tests revealed that introvert students experienced significantly higher writing apprehension when receiving oral feedback (t = 6.82, p < .001), while extrovert students reported significantly higher apprehension with written feedback (t = 4.23, p < .001). Two-way ANOVA results revealed significant main effects of personality type (F = 10.321, p = .002) and feedback mode (F = 5.921, p = .027). Importantly, a significant interaction effect was also found between personality type and feedback mode (F = 10.567, p = .002), indicating that students’ responses to feedback varied depending on their personality. Specifically, introvert students reported greater writing apprehension with oral feedback, whereas extrovert students experienced more apprehension with written feedback. These findings underscore the importance of adapting feedback strategies to individual learner characteristics. Tailoring feedback to align with students’ personality traits can help reduce writing apprehension and enhance instructional effectiveness in EFL writing classrooms.
Co-Authors Dewi Sartika Fransiska Densiana Luruk Lanlan Muhria mutakhirani mustafa Ruckmana Fachrul Islam Sri Winarsih