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PENINGKATAN KEMAMPUAN SISWA KELAS XII SMAN 1 WATANSOPPENG MENULIS PARAGRAF NARASI MENGGUNAKAN GAGASAN PUISI Idrus, Misnariah
JURNAL NALAR PENDIDIKAN Vol 1, No 1 (2013): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Dibalik pentingnya penguasaan Bahasa Inggris sebagai bahasa internasional, pelajaran ini dirasakan sangat sulit bagi siswa, utamanya kemampuan menulis. Disisi lain, puisi, salah satu jenis karya sastra yang memiliki gagasan yang luas disinyalir berpotensi untuk dijadikan solusi. Penelitian kuasi eksperimen ini bertujuan mengetahui pengaruh penggunaan gagasan puisi terhadap peningkatan kemampuan siswa kelas XII SMAN 1 Watansoppeng menulis paragraph narasi. Sampel dipilih secara klaster untuk menentukan kelompok eksperimen dan kelompok kontrol. Data penelitian diperoleh dengan memberikan tes kemampuan menulis paragraf narasi sebelum dan sesudah perlakuan yang berupa pengajaran menulis paragraf narasi menggunakan gagasan puisi bagi kelas eksperimental, dan tes kemampuan menulis paragraf narasi sebelum dan sesudah pengajaran konvensional bagi kelas kontrol. Data yang diperoleh diuji menggunakan uji-t dimana diperoleh nilai uji-t lebih tinggi daripada tabel-t dengan derajat kesalahan 0,05 menujukkan bahwa hipotesis yang menyatakan penggunaan gagasan puisi meningkatkan kemampuan siswa kelas XII SMAN 1 Watansoppeng dalam menulis paragraf narasi diterima.Kata kunci: Paragraf Narasi, Puisi, Menulis.

Speaking Anxiety Experienced By Indonesian Students In An International University Misnariah Idrus
Interference: Journal of Language, Literature, and Linguistics Vol 3, No 1 (2022): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v3i1.31407

Systematic and analytical investigations on foreign language communication anxiety outside the language training classroom context have important implications for language use. For instance, Guntzviller et al. (2016) stated that a study in that context will enhance the understanding on the emergence of negotiation with the multilingual environment in the foreign speaker’s everyday lives. Unfortunately, there seems to be a dearth in studies in the context mentioned earlier. Even if the studies discussed formerly could give an insight into how anxiety affects the performance of the second language use in the real word settings, they highly likely cannot be applied to the use of L2 in the academic environment. The primary objectives of this research are to investigate the extent to which Indonesian students experience speaking anxiety in the academic speaking context and internal factors promoting them. This study employed qualitative approach to explore the subjective opinions, experiences, and feelings of respondents (Dornyei, 2007) related to the research question. Based on the data obtained from the three data collection methods (reflective journal, Focus Group Discussion, and interview), the extents to which the speaking anxiety occur and internal factors promoting it were found varied. Keywords: Speaking anxiety, Indonesian students, internal factors

What Causing Them To Be Anxious? : A Study in An English-Speaking Class in West Papua Misnariah Idrus; Nur Wahidah; Suharmoko; Miftahulfadlik Dabamona
Qalam : Jurnal Ilmu Kependidikan Vol. 11 No. 2 (2022): Desember
Publisher : Universitas Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33506/jq.v11i2.2096

This research was motivated by problems that occurred in English subjects class in a school in West Papua, Indonesia, about students’ anxiety when they spoke using the language they were learning. We focused on identifying characteristics indicating the anxiety and causes of the condition. Therefore, we employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. Characteristics indicating the emergence of anxiety in students are divided into three categories, physical, behavioral, and cognitive. Then, we also found three groups of factors causing speaking anxiety: Communication concerns, Test anxiety, and Fear of Negative Evaluation. Keywords: Speaking anxiety, English, Characteristics, Factors.

External Factors Triggering Speaking Anxiety In The Academic Setting Misnariah Idrus
Interference: Journal of Language, Literature, and Linguistics Vol 3, No 2 (2022): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v3i2.45346

Abstract. In a number of English classes I have taught, a common phenomenon I found is that most students were silent during the class. Even when they are instructured to talk, they are often hestitant to start. A potential factor leading to the phenomena is the existence of speaking anxiety. The aim of this research is to unfold external factors promoting speaking anxiety among EFL Learners in an Indonesian university. I employed a qualitative case study and purposively invited thirty EFL students who I found hesitant to talk in my class although they got a good score in the speaking test. Data to answer the research question were gathered through reflective journal, focus group discussion, and interviews. Data were coded and grouped before I withdrew a conclusion. I concluded that there are five external conditions which are believed promoting the students speaking anxiety consisting of the politeness norm of students’ cultural background, the inability to speak English with someone sharing similar first language, the Indonesian students’ cultural belief that teacher is the person who knows everything about the subject, the students’ need to maintain their positive face and feeling afraid for decreasing or losing the speaking partner’s positive face through inappropriate joke. Keywords : EFL, Speaking, anxiety, external factors

How Do They Deal With Speaking Anxiety?: EFL Learners’ Strategies Misnariah Idrus
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i1.3944

Emotion promotes various consequences on language learning (Maquidato, 2021). It includes language anxiety. (Brown 2000) defined language anxiety as the "state of mind connected with uneasiness, frustration, self-doubt, or worry". The study aims to investigate how students deal with the condition. This is a qualitative study employing a case study design. I involved twenty university students majoring in English Education as participants. I selected them purposively based on the anxiety symptoms they showed in the observation. Data were obtained through three stages consisting of observation, as I mentioned earlier, focus group discussion, and interviews. After collecting data through the abovementioned procedures, they were analyzed through some stages: data coding, reduction, and grouping. I then compared the findings with earlier findings or theories to get a valid conclusion. Based on the findings and discussion above, I concluded five strategies implemented by EFL learners in coping with speaking anxiety. They are to think positively, start a conversation with a more common topic, shift the communication to a written form, and understand the speaking topic well. Further research should investigate those strategies quantitatively to measure their effectiveness levels.

Key Factors Exacerbate Listening Outside EFL Classrooms: Insights from Papua Indonesia Idrus, Misnariah; Dabamona, Miftahulfadlik; Angguni, Lulu
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12818

This study aims to explain key factors exacerbating listening outside EFL classrooms based on the perception of English major students in a Papua university. To facilitate a comprehensive investigation into a specific real-life scenario and to enrich the researcher's understanding of the individual or incident under study, a qualitative case study design was employed. We involved thirty students majoring in English education in a university in Papua, Indonesia. Data collection was carried out using the triangulation method including reflective journals, Focus Group discussions, and semi-structured interviews. The findings show some factors promoting listening difficulties perceived by the Indonesian students: accent, tempo, dialect, and intonation. Additional factors may exist that were not raised during the data collection process. These may have been identified if more participants were interviewed. However, the sample size was limited due to time constraints. Then, measuring the impact of each factor in a quantitative study may also yield useful data.

Unveiling Students’ Perceptions of Project-Based Learning (PjBL): Insights from Sociolinguistics Class Patmasari, Andi; Muhammad Ismail; Abdul Kamaruddin; Misnariah Idrus; Aisah Apridayani
Journal of Learning Improvement and Lesson Study Vol. 5 No. 1 (2025): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i1.146

Students’ perception has an important role in the success of the learning process. Therefore, the objective of this research was to investigate and describe the students’ perception of PjBL in Sociolinguistics class. This research applied descriptive qualitative. Sources of data or research respondents were the students of English Education Study Program of Tadulako University who enrolled in Sociolinguistics in Educational Context class, especially the ones in classes E and F. The researchers used questionnaire and interview to get relevant and accurate information or data. The researchers analysed data through three stages: data reduction, data display, and conclusion. Based on the questionnaire and interview, it can be seen that most students gave positive responses to implementation of PjBL. They stated that PjBL widens their understanding of Sociolinguistics and develops their problem-solving, communication, critical thinking, and decision-making skills. The research findings can enrich the knowledge about the learning model, the mechanism of providing a project, and the stages that must be followed. And also students’ perception of PjBL could describe the implementation of the learning model that could be considered by lecturers or teachers in managing classes, selecting projects, and choosing the best learning model.

Exploring Student Perspectives on Spotify Application in Enhancing Listening Skills: A Case Study in an Indonesian Islamic Junior High School Arra’fu, Muhammad Rafif; Dabamona, Miftahulfadlik; Idrus, Misnariah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6450

English language learning in Papua, Indonesia, presents a unique context where English is treated as a second language under the Special Autonomy framework. Listening is a fundamental skill in language acquisition, and recent technological developments offer new opportunities to support this process. This study explores students’ perceptions of using Spotify as a digital tool to enhance their English listening skills. Employing a qualitative approach, data were collected through observation and structured interviews with eighth-grade students at a junior high school in Sorong, West Papua. The research subject was chosen to students’ who use the Spotify App, then they will be interviewed regarding their daily use of the Spotify application in enhancing listening skills. There were 7 students interviewed out of 20 students observed and this research was conducted for 1 month. Findings indicate that students perceive Spotify, particularly its music and podcast features, as an engaging and effective medium for learning. Participants reported improved vocabulary, comprehension, and motivation, highlighting the platform’s accessibility and audio-visual features as beneficial for language exposure. The study concludes that Spotify can serve as a supportive tool for developing listening skills in EFL contexts. It recommends integrating such digital platforms into language instruction, particularly in regions where English holds a special educational role.

Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research: An Exploratory Research Dabamona, Miftahulfadlik; Idrus, Misnariah; Hasanah, Alif
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.7954

This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching

How Do They Deal With Speaking Anxiety?: EFL Learners’ Strategies Idrus, Misnariah
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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

Emotion promotes various consequences on language learning (Maquidato, 2021). It includes language anxiety. (Brown 2000) defined language anxiety as the "state of mind connected with uneasiness, frustration, self-doubt, or worry". The study aims to investigate how students deal with the condition. This is a qualitative study employing a case study design. I involved twenty university students majoring in English Education as participants. I selected them purposively based on the anxiety symptoms they showed in the observation. Data were obtained through three stages consisting of observation, as I mentioned earlier, focus group discussion, and interviews. After collecting data through the abovementioned procedures, they were analyzed through some stages: data coding, reduction, and grouping. I then compared the findings with earlier findings or theories to get a valid conclusion. Based on the findings and discussion above, I concluded five strategies implemented by EFL learners in coping with speaking anxiety. They are to think positively, start a conversation with a more common topic, shift the communication to a written form, and understand the speaking topic well. Further research should investigate those strategies quantitatively to measure their effectiveness levels.

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