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All Journal Perspective Jurnal Pendidikan Bahasa Inggris Pendas : Jurnah Ilmiah Pendidikan Dasar Academic Journal Perspective : Education, Language, and Literature Research and Innovation in Language Learning Jurnal Paedagogy Academic Journal Perspective : Education, Language, and Literature Jurnal Pendidikan Indonesia (Japendi)
Ratna Andhika Mahaputri
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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English Public Speaking Anxiety: Intercultural Communicative Competence Perspective Azahra, Dhira Nada; Nabhan, Muhammad Ghiyats An; Ismail, Hudiya Rusyda Nurzakkiyah; Mahaputri, Ratna Andhika; Rahayu, Yuna Mumpuni
Jurnal Pendidikan Indonesia Vol. 6 No. 7 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i7.8446

Abstract

Public speaking is one of the common issues in the EFL context but is not limited to the student teachers in Indonesia. To better understand this matter, 15 in-depth interviews and questionnaires were carried out among student teachers in a private university in Indonesia. The research integrates Byram’s model of Intercultural Communicative Competence (ICC) to examine how knowledge, attitude, and skills of interpreting and navigating aspects of cultures influence English public speaking anxiety among them. The findings show that linguistic insecurities, fear of negative evaluation, and psychological stress are the predominant issues impacting students’ public speaking skills at the university level. In this sense, the study reveals that students’ intercultural communicative competence (ICC) plays a significant role in moderating their anxiety, where higher ICC correlates with lower anxiety levels. Psycholinguistic factors such as negative self-perception, lack of confidence, and concerns over cultural miscommunication also significantly contribute to the fear of English public speaking. The findings implicate that enhancing communication education with integrated ICC components and fostering supportive, culturally sensitive learning environments could mitigate this anxiety, potentially improving students’ English public speaking performance. Further research engaging a wider population is necessary for policy formulation, which might facilitate the culture learning in public speaking among students of all educational levels.
Building Self-Efficacy in Intercultural Communication: A Narrative Study of an International Ph.D Student in The US Septiani, Putri Tiara; Khafidhoh, Popon Nur; Mahaputri, Ratna Andhika; Herlina, Herlina
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.16953

Abstract

This study aims to explore how self-efficacy in intercultural communication was constructed by an Indonesian Ph.D. student in the United States through academic and social experiences. A narrative inquiry design was employed to capture lived experiences and meaning-making processes in intercultural adaptation. Data were collected through in-depth interviews, self-recorded conversations, and researcher notes, with triangulation applied to ensure validity. Thematic analysis indicated that intercultural challenges, including communication barriers and cultural differences, were navigated through adaptive strategies, reflective practices, and support from academic and community networks. The findings suggest that self-efficacy is a dynamic process, strengthened through mastery experiences and social reinforcement. This study emphasizes the need for reflective learning opportunities and empathetic institutional support to enhance international students' intercultural competence.
ENGLISH PRE-SERVICE TEACHERS’ REFLECTIVE PRACTICE USING VIDEO AND TRANSCRIPT: EXPLORATORY STUDY FROM TEACHING PRACTICUM EXPERIENCE Novie Anggraeni; Ratna Andhika Mahaputri; Aisyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60229

Abstract

Reflective practice holds significant importance in teacher education as it allows educators to assess their teaching experiences critically and enhance their professional skills (Diseth, 2025). This research seeks to investigate how English pre-service teachers experience reflective practice through video and transcript-based self-observation during their teaching practicum. This investigation utilized a qualitative research framework employing Interpretative Phenomenological Analysis (IPA) to delve into the lived experiences of participants regarding video-aided reflection. The study involved six English pre-service teachers participating in a three-month practicum at a senior high school located in Indonesia. Data collection included video observations of the participants' teaching practices followed by comprehensive semi-structured interviews. The data from these interviews were transcribed and examined using IPA methods to discern key experiences, develop themes, and understand participants' perspectives on their reflection processes. This study aims to shed light on how video and transcript-based reflection can facilitate reflective practice and professional development among future English teachers. The outcomes are expected to enhance teacher training by emphasizing the advantages of video-based reflection as a mechanism to encourage more evidence-informed and critical reflection.
Co-Authors Aisiah, Iis Nur Aisyah Azahra, Dhira Nada Herlina Herlina Iis Nur Aisiah Ismail, Hudiya Rusyda Nurzakkiyah Khafidhoh, Popon Nur Misdi Nabhan, Muhammad Ghiyats An Novie Anggraeni Purba, Feby Febriyani Rahayu, Yuna Mumpuni Ramadhani, Syakira Septiani, Putri Tiara Siti Aisyah Suci Rohani Tiara Widyastuti Widyastuti, Tiara