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All Journal JUPE : Jurnal Pendidikan Mandala JOLLT Journal of Languages and Language Teaching
Edi Firman
Mandalika University of Education
Education Languange, Linguistic, Communication & Media

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Examining the Effect of Contextual Teaching-Learning and Anxiety towards Students’ Speaking Skills Taufik Suadiyatno; Edi Firman; Ahmad Hanan; Dedi Sumarsono
Journal of Languages and Language Teaching Vol 8, No 1 (2020)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v8i1.2266

Abstract

This research was aimed at finding out whether: (1) Contextual Teaching Learning has better effect than conventional method towards students speaking skill; (2) the students having low anxiety have better speaking skill than those who have high anxiety; and (3) there is an interaction between CTL and anxiety towards students speaking skill. This research was experimental study within quantitative approach. The total samples of this study were 66 students of tour and travel class of SMKN 2 Mataram that consist of two classes that determined by cluster random sampling technique. The instruments that were used to collect the data were test and questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 and tuckey test. The result of this research revealed that the level of students anxiety that taught by CTL is lower than conventional, while students’ speaking skill score that taught by contextual method was higher than conventional method. The level of anxiety has significant effect toward students’ speaking skill. Therefore, it can be concluded that: 1) Contextual Teaching Learning method has better effect than Convetional method towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram; 2) The students who have low speaking anxiety have better speaking skill than those who have high speaking anxiety at the tour and travel students’ class of SMKN 2 Mataram; 3) There is an interaction between CTL and students’ anxiety towards students speaking skill of the tour and travel students’ class of SMKN 2 Mataram. 
Exploring Students’ Difficulties In Learning Qualitative Research Methods In Higher Education Sudirman Sudirman; Edi Firman
JUPE : Jurnal Pendidikan Mandala Vol 11 No 2 (2026): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/68watn39

Abstract

Learning qualitative research methods has become an essential component of higher education, particularly in English Education programs where students are expected to develop research competence and academic literacy. However, many undergraduate students continue to experience difficulties in understanding and applying qualitative inquiry in research methodology courses. This study aimed to explore students’ difficulties in learning qualitative research methods in higher education. The study employed a qualitative case study approach involving undergraduate students from an English Education Department at a private university in Indonesia. The participants were selected purposively based on their experience in taking research methodology courses and conducting qualitative research projects. Data were collected through semi-structured interviews and reflective documents and analyzed using thematic analysis. The findings revealed four major challenges experienced by students: difficulties in understanding qualitative research concepts, challenges in developing research problems and research questions, difficulties in conducting qualitative data analysis, and limited confidence in conducting independent qualitative research. The findings also indicated that practical learning activities, lecturer feedback, and collaborative discussion contributed positively to students’ methodological understanding. This study highlights the importance of implementing student-centered and practice-oriented instructional approaches in qualitative research methodology courses to support students’ analytical competence and research readiness in higher education. The findings offer practical implications for research methodology lecturers and curriculum developers, particularly in designing more experiential, reflective, and mentorship-based learning strategies to strengthen students’ qualitative research competence in higher education
Co-Authors Ahmad Hanan Dedi Sumarsono Sudirman Sudirman Taufik Suadiyatno