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PENGEMBANGAN KOMPETENSI GURU BAHASA INGGRIS DI KABUPATEN PIDIE Zaiyana Putri; Marisa Yoestara
Prosiding Seminar Nasional USM Vol 1, No 1 (2017): Prosiding Seminar Nasional USM
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.597 KB)

Penulisan artikel ini bertujuan untuk mengetahui penyebab rendahnya kompetensi guru di Kabupaten Pidie. Meskipun pemerintah telah membuat berbagai pelatihan dan penataran guna meningkatkankompetensi guru, kompetensi guru masih sangatlah rendah, mengingat sekitar 86% guru di kabupatenPidie dinyatakan tidak lulus dalam tes UKG yang diadakan oleh dinas terkait. Penelitian ini dilakukandi Kabupaten Pidie, Aceh dengan jumlah sampel 100 orang guru mata pelajaran Bahasa Inggris (SMAdan SMK) baik yang PNS maupun Non PNS. Penelitian ini merupakan penelitian deskriptif kualitatifyang menggunakan Kuisioner sebagai instrument untuk memperoleh data. Berdasarkan hasilpenelitian, maka diperoleh sebanyak 40% guru Bahasa Inggris di Kabupaten Pidie tidak melibatkandiri secara aktif dalam kegiatan-kegiatan penting guna meningkatkan kompetensi diri mereka.

The Correlation Between Students Self-Confidence and Speaking Ability ( A Correlation Study at SMAN 11 Banda Aceh) Salsabila Salsabila; Zaiyana Putri; Muchsin Muchsin
Jurnal Edukasi El-Ibtidai Sophia Vol 2, No 1 (2023)
Publisher : UNIVERSITAS SERAMBI MEKKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jeis.v2i1.6197

The aim of this research is to find out if there is a positive correlation between students self-confidence and speaking ability. The students self-confidence was variable X and speaking ability was variable Y. This study was focused on the problems on the correlation between student self-confidence and speaking ability. This research was conducted based on the correlation research design. The participants of this study were students at SMAN 11 Banda Aceh. It was the eleven grade female students, which was from the class of XI IA3. This class consists of 30 students. In collecting the data, the researcher used two methods to collect the data of two variables. The instruments were a questionnaire and speaking test. The first instrument is a questionnaire, which contains 14 points. This questionnaire used to measure the level of students self-confidence. The second instrument is the speaking test. Oral proficiency scoring categories from Brown (2004) have been used as guidance to measure students' speaking ability by conducting “Invitation” as the topic. In analyzing the data, the researcher correlated the result of the questionnaire and the result of the speaking test by needing a partner to do conversation moment correlations. The result of research showed the students self-confidence and their speaking test is 1.00. This value shows the result of this study is 1,00 0,36 are included in the positive category. So Ha is higher than 0, 05. H0 is rejected and Ha is accepted. So there is a positive correlation between students’ self-confidence and their speaking ability of students SMAN 11 Banda Aceh

The Correlation Between Students Self-Confidence and Speaking Ability ( A Correlation Study at SMAN 11 Banda Aceh) Salsabila Salsabila; Zaiyana Putri; Muchsin Muchsin
JURNAL EDUKASI EL-IBTIDA'I SOPHIA Vol 2, No 1 (2023)
Publisher : UNIVERSITAS SERAMBI MEKKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jeis.v2i1.6197

The aim of this research is to find out if there is a positive correlation between students self-confidence and speaking ability. The students self-confidence was variable X and speaking ability was variable Y. This study was focused on the problems on the correlation between student self-confidence and speaking ability. This research was conducted based on the correlation research design. The participants of this study were students at SMAN 11 Banda Aceh. It was the eleven grade female students, which was from the class of XI IA3. This class consists of 30 students. In collecting the data, the researcher used two methods to collect the data of two variables. The instruments were a questionnaire and speaking test. The first instrument is a questionnaire, which contains 14 points. This questionnaire used to measure the level of students self-confidence. The second instrument is the speaking test. Oral proficiency scoring categories from Brown (2004) have been used as guidance to measure students' speaking ability by conducting “Invitation” as the topic. In analyzing the data, the researcher correlated the result of the questionnaire and the result of the speaking test by needing a partner to do conversation moment correlations. The result of research showed the students self-confidence and their speaking test is 1.00. This value shows the result of this study is 1,00 0,36 are included in the positive category. So Ha is higher than 0, 05. H0 is rejected and Ha is accepted. So there is a positive correlation between students’ self-confidence and their speaking ability of students SMAN 11 Banda Aceh

First-Year Students’ English Language Learning Anxiety: A Survey at Universitas Serambi Mekkah Septhia Irnanda; Nora Fitria; Sabrina; Cut Mulia Zuhra; Zaiyana Putri
Proceeding of International Conference on Multidisciplinary Research Vol. 6 No. 1 (2024): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/picmr.v6i1.735

English is a relatively difficult subject for Indonesian-speaking learners. The anxiety of learning English is reported to be associated with the level of English learning achievement. To understand the Universitas Serambi Mekkah students’ psychological states towards English learning in general, this study surveyed the first-year students’ English language learning anxiety using a questionnaire developed by Iwaniec (2014). This anxiety measuring tool uses five-point Likert-scale questions and consists of 8 items. The population was all new students of the 2023 Academic Year at Universitas Serambi Mekkah with a total number of 1264. There were 184 students from three faculties who participated in the survey. Findings from the eight statements regarding English language learning anxiety show that the first-year students of Universitas Serambi Mekkah in general have a relatively high level of anxiety in learning English. The classroom performance type of anxiety is higher than the academic-achievement one. This implies that the USM English language learners need a secure English learning environment to reduce their learning anxiety.

HIGH SCHOOL TEACHERS’ PERCEPTION OF DIGITAL LEARNING AND E-LEARNING TRAINING Zaiyana Putri; Marisa Yoestara; Munawir Munawir
Jurnal Visipena Vol 14 No 2 (2023)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v14i2.2531

Penelitian ini bertujuan untuk mengetahui persepsi guru-guru sekolah menengah atas di SMA N 1 Bandar Baru, Pidie Jaya, Aceh, Indonesia mengenai efektivitas kegiatan Pengabdian Kepada Masyarakat (PKM) yang diberikan oleh Universitas Serambi Mekkah dengan topik efektivitas penggunaan e-learning dalam proses belajar mengajar. Kegiatan ini dirancang khusus untuk melatih para guru dalam menggunakan media pembelajaran digital dan E-learning yang merupakan sebuah pendekatan yang diamanatkan oleh pemerintah guna meningkatkan kualitas dan hasil belajar. Penelitian ini menggunakan pendekatan deskriptif yang melibatkan 16 guru dari berbagai mata pelajaran di sekolah tersebut. Dalam mengumpulkan persepsi guru, kuesioner terbuka dibagikan kepada para guru, dan semua data yang diperoleh dianalisis dengan menggunakan persentase untuk menilai efektivitas pelatihan yang diberikan. Temuan studi menunjukkan bahwa para guru menanggapi pelatihan secara positif. Mereka juga menyatakan bahwa kegiatan pelatihan dianggap efektif dalam meningkatkan penguasaan digital dan memungkinkan para guru untuk mengintegrasikan teknologi ke dalam praktik mengajar mereka, sejalan dengan tuntutan sistem pendidikan yang berkembang di Indonesia. Oleh karena itu, pelatihan terkait teknologi harus dilakukan secara kontinyu agar guru dapat menguasai teknologi dan senantiasa update dengan perkebangan jaman.AbstractThis study aimed to investigate the perceptions of senior high school teachers at SMA N 1 Bandar Baru, Pidie Jaya, Aceh, Indonesia regarding the effectiveness of Stimulus Community Service activities (PKMs) provided by the University of Serambi Mekkah under the topic the effectiveness of using e-learning in the teaching and learning process. These activities were specifically designed to train teachers in using digital learning media and E-learning which is one of the approaches mandated by the government in order to improve learning qualities and learning outcomes. This research employed a descriptive approach involving 16 teachers from various subjects at the school. In collecting teachers’ perceptions, an open-ended questionnaire was distributed to the teachers, and all the obtained data was analyzed using percentages to assess the effectiveness of the training provided. The study's findings indicate that teachers responded positively to the training. They further claimed that the training activities were perceived as effective in enhancing digital mastery and enabling teachers to integrate technology into their teaching practices, aligning with the growing demands of the educational system in Indonesia. Therefore, relevant educational technology teachers’ training should be continuously conducted in order to assist teacher in mastering technology and keep them updated with the era development.

The impacts of self-regulation and language learning anxiety on the English competence of university students in Aceh, Indonesia Septhia Irnanda; Sabrina Sabrina; Cut Mulia Zuhra; Nora Fitria; Zaiyana Putri
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.122

Previous research has established that self-regulation plays a critical role in successful language acquisition. In parallel, language learning anxiety has been widely examined, though its influence is often understood through its negative relationship with self-regulatory abilities, suggesting that anxious learners struggle to deploy effective learning strategies. However, the direct and interactive effects of these two psychological constructs on English language achievement remain underexplored, particularly within Indonesian higher education contexts. To address this gap, the present study investigated the nature and extent to which language learning anxiety and self-regulation influence English language learning achievement among Indonesian EFL learners. Participants were 151 first-year university students from three faculties at Universitas Serambi Mekkah, Aceh, Indonesia, selected through cluster sampling. Data were collected using three instruments: (1) a validated self-regulation questionnaire, (2) a validated English language learning anxiety scale, and (3) a standardized test measuring general English competence. Regression analyses were employed to examine the predictive relationships among these variables. The findings showed that neither self-regulation nor language learning anxiety significantly predicted overall English competence. However, self-regulation showed a slightly greater contribution to English achievement than language learning anxiety, although neither effect was statistically significant. Notably, language learning anxiety significantly predicted self-regulation scores, indicating that anxious learners may struggle with self-regulatory capacity. Additionally, a weak positive correlation emerged between language learning anxiety and reading performance. These findings suggest that language learning anxiety does not directly determine competence success or failure; rather, it functions as a significant predictor of self-regulatory capacity and selectively influences specific language sub-skills such as reading comprehension.

Exploring Learner Autonomy in AI-Assisted EFL Learning: A Comparative Classroom Observation of ChatGPT Use in Indonesian Senior High Schools Meta Keumala; Zaiyana Putri; Nyak Mutia Ismail; Cut Faizah; Cut Mulia Zuhra
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p83-98

The rapid integration of artificial intelligence (AI) into English as a Foreign Language (EFL) learning has shifted attention from technological utility to the enactment of learner autonomy. This study describes and compares how senior high school students demonstrate autonomous learning behaviours when using ChatGPT in English classrooms. Employing a qualitative descriptive design with a comparative classroom observation strategy, the study was conducted at SMA 3, SMA 4, and SMA 5 Banda Aceh. Data were collected using an observation sheet covering ten indicators of learner autonomy and analysed through a four-point rubric. The findings showed noticeable differences across the three schools. SMA 3 demonstrated the highest autonomy level (82.5%), characterised by initiative, goal setting, persistence, and metacognitive awareness. SMA 4 showed a moderate level (55%), with students displaying persistence and feature exploration but remaining dependent on teacher instruction. SMA 5 showed the lowest level (37.5%), with students appearing passive, hesitant, and limited in independent reflection. The findings suggest that ChatGPT may create opportunities for independent language practice, but autonomy does not emerge automatically. Pedagogical guidance remains necessary to help students move from teacher-dependent AI use toward strategic, reflective, and self-regulated learning.

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