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Understanding Student Perspectives on Emergency Remote Teaching: Insights for Enhanced Learning Sengkey, Virginia Gabrella
DIDASCO Vol 2 No 2 (2024): August 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Klabat

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This study employed descriptive and correlational research designs to investigate how students perceive Emergency Remote Teaching (ERT). Specifically, the study focused on assessing students' views regarding the effectiveness, attitude, and anxiety levels associated with ERT. Additionally, the study aimed to investigate the relationships between students' perceived effectiveness of ERT and their levels of satisfaction, as well as the correlation between their attitudes towards ERT and their satisfaction and anxiety levels. The study sample comprised 109 students from a private university in North Sulawesi. The findings revealed that students perceived ERT as highly effective and reported high levels of satisfaction. Furthermore, students displayed a positive attitude towards ERT and exhibited low levels of anxiety. The results also indicated significant correlations between students' perceived effectiveness of ERT and their satisfaction, as well as between their attitude towards ERT and their satisfaction and anxiety levels.

Examining the Correlation Between Habit of Watching English Videos and Vocabulary Mastery Among Students Mole, Anggreini; Sengkey, Virginia Gabrella
elstic : english language linguistics culture Vol 5 No 01 (2025): Volume 05, Number 01, April 2025
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v5i01.52760

The purpose of this study was to find out the correlation between students’ habit of watching English videos and their English vocabulary mastery. This study also aimed to find the level of students’ habit of watching English videos and students’ vocabulary mastery. The researcher adapted the questionnaire and test from Adhim (2023) that was distributed to grade 8 parallel B, C, D, E, and F with a total number of 80 students at SMP X, which is in North Sulawesi who were enrolled in the second semester of the academic year 2023/2024. Descriptive analysis of mean score and Pearson Product Moment Correlation Coefficient were used to answer the research questions. The results showed that: (1) the level of students’ habit of watching English videos was 3.28, indicating a moderate level, (2) the level of students’ English vocabulary mastery was 44.31, indicating a less level, and (3) the p = .308 and r = .115 showing no significant correlation between students’ habit of watching English videos and their English vocabulary mastery. Therefore, since there is no significant correlation between two variables, it is concluded that it is not the students’ habit of watching English movies that helps improve their vocabulary mastery.

Personality and Proficiency: Investigating How Extrovert-Introvert Traits Relate to English Speaking Performance Korah, Fernoldion Juliano France; Sengkey, Virginia Gabrella
FOSTER: Journal of English Language Teaching Vol. 6 No. 2 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i2.242

This study examines the correlation between extrovert-introvert personality types and speaking performance among tenth-grade students at a private high school in Manado, North Sulawesi during the 2024/2025 academic year. Using a quantitative approach, this research employed both correlational and comparative designs to explore whether personality traits impact speaking performance. A sample of 104 students completed the Eysenck Personality Questionnaire (EPQ), categorizing them into extrovert, introvert, and ambivert groups. Speaking performance was measured through mid-test scores in English-speaking class. The results indicate no significant correlation between personality type (extrovert and introvert) and speaking performance, with Pearson correlation coefficients of 0.232 (extrovert) and 0.231 (introvert) showing weak, non-significant relationships. However, comparative analysis via t-tests revealed a significant difference in performance between personality types, with introverted students achieving higher mean scores (M = 86.93, SD = 10.13) than extroverted students (M = 81.73, SD = 14.32), suggesting greater performance consistency among introverts.

Understanding the Role of Teacher Immediacy in Enhancing English Communication among University Learners Sengkey, Virginia Gabrella
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.v13i1.6415

This study utilized both correlational and comparative research methodologies to investigate the relationship between teacher immediacy behaviors and university students’ willingness to communicate (WTC) in English classes, as well as to assess potential gender- based differences in students’ perceptions of these behaviors and their WTC of a private university in North Sulawesi. The sample consisted of 275 undergraduate university students enrolled in English courses, ranging from basic to advanced English levels. The analysis revealed a statistically significant correlation between teacher immediacy behaviors and students' WTC in English classes, with a p-value of .000 and r = 0.392. Furthermore, the results indicated no significant gender differences in students’ perceptions of teacher immediacy behaviors or their WTC in English classes. Therefore, cultivating a warm, non-threatening classroom climate where students feel emotionally safe can further amplify the benefits of teacher immediacy and promote greater participation in English communication tasks.

Beyond Confidence: Rethinking the Role of Self-Efficacy in English Speaking Skills Carolina, Fitri; Sengkey, Virginia Gabrella
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.252

The objective of this study was to examine the relationship between students’ self-efficacy and their speaking proficiency. This quantitative research employed a descriptive and correlational design. Data were collected from 85 ninth-grade students at SMP Advent UNKLAB. Descriptive mean analysis and the Pearson Product-Moment Correlation Coefficient were utilized to address the research questions. The results indicated that: (1) students’ self-efficacy was measured at a mean score of 3.93, reflecting a high level; (2) students’ speaking ability scored an average of 95.18, categorized as very good; (3) the correlation analysis yielded a p-value of 0.429 and an R-value of -0.156, demonstrating no significant relationship between self-efficacy and speaking ability. Consequently, given the absence of a significant correlation between these variables, further investigation into other factors that may potentially influence students’ speaking ability is recommended.

Understanding the Role of Teacher Immediacy in Enhancing English Communication among University Learners Sengkey, Virginia Gabrella
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.v13i1.6415

This study utilized both correlational and comparative research methodologies to investigate the relationship between teacher immediacy behaviors and university students’ willingness to communicate (WTC) in English classes, as well as to assess potential gender- based differences in students’ perceptions of these behaviors and their WTC of a private university in North Sulawesi. The sample consisted of 275 undergraduate university students enrolled in English courses, ranging from basic to advanced English levels. The analysis revealed a statistically significant correlation between teacher immediacy behaviors and students' WTC in English classes, with a p-value of .000 and r = 0.392. Furthermore, the results indicated no significant gender differences in students’ perceptions of teacher immediacy behaviors or their WTC in English classes. Therefore, cultivating a warm, non-threatening classroom climate where students feel emotionally safe can further amplify the benefits of teacher immediacy and promote greater participation in English communication tasks.

Investigating the Use of Language Learning Strategies and English Proficiency of University Students Sengkey, Virginia Gabrella
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 1 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i1.2236

This study used descriptive and correlational research designs to identify the levels of students’ language learning strategies use (LLS) and their English proficiency and whether there is a significant correlation between the two variables. The sample of this study consisted of 56 students majoring in English enrolled in Listening and Speaking classes at a private university in North Sulawesi. The instruments used in this study were Oxford's SILL (1990) to measure the students' LLS and students' final test scores to assess their English proficiency. The results showed that the students usually use LLS with metacognitive strategies as the most commonly used strategy. Moreover, the results also showed that the students had good English proficiency. However, the students’ LLS use did not significantly correlate with their English proficiency. Hence, further research can be conducted to provide insights into why students have good English proficiency.

STUDENTS’ LISTENING HABITS TO ENGLISH SONGS AND THEIR VOCABULARY MASTERY Muntuan, Yeyen Y; Sengkey, Virginia Gabrella
ENGLISH Vol 18 No 1 (2024)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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This study aimed to determine the level of students' listening habits to English songs and their level of vocabulary mastery. In addition, this study also aimed to determine whether there is a significant correlation between students’ listening habits to English songs and their vocabulary mastery. The methods used in this research were descriptive and correlation. The instrument used in this study was a questionnaire adapted from Yi-Chun Chen cited in Setia (2022), and the vocabulary test is adapted from Nation cited in Setia (2022). This research included 63 grades VII, VIII, and IX students at a public junior high school in Minahasa, North Sulawesi. The results showed that the level of students’ listening habits to English songs was 59, which is in the moderate category. Secondly, the students’ vocabulary mastery level was 14.37, which is in the very low category. Lastly, this study showed that there was no significant correlation between students’ listening habits to English songs and their vocabulary mastery. Therefore, further investigation needs to be conducted to identify the variables significantly correlating with the students’ vocabulary mastery.

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