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The Implementation of Drilling Technique for Improving Pronunciation of Culinary Students Daniel Lucky; Fajaryani, Nunung; Handayani, Reli
Langue (Journal of Language and Education) Vol. 3 No. 2 (2025): Langue (Journal of Language and Education) In Progress
Publisher : Magister Pendidikan Bahasa Inggris Universitas Jambi

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Nowadays, the use of the drilling technique integrated with native speaker audio as a teaching aid is considered effective in overcoming pronunciation problems. This research investigates the implementation of the drilling technique to improve the pronunciation of culinary students at a vocational high school in Jambi. A Classroom Action Research (CAR) method was used, involving 33 students from the XI Culinary II class at SMKN 6 Kota Jambi. The research was carried out in two cycles, incorporating pre-tests, post-tests, observations, and interviews. The findings show significant improvement in the students’ pronunciation and engagement after the application of the drilling technique. The study concludes that drilling can be a highly effective method for enhancing students’ pronunciation skills in English language learning.

EFL Student Teachers' Experiences in Writing Their Undergraduate Theses in Jambi Abrar, Mukhlash; Fajaryani, Nunung; Hutabarat, Roni Rizki; Failasofah, Failasofah; Masbirorotni, Masbirorotni
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1404

The purpose of this qualitative study was to comprehensively investigate the experiences in writing undergraduate theses, the challenges faced, and strategies to alleviate the encountered challenges, of ten EFL student teachers at one higher education institution in Jambi. To collect the data, we employed semi-structured interviews guided by an interview protocol to elicit the participantsâ€™ responses. The results of the study, through thematic analysis (Braun & Clark, 2006), indicated that there are four major themes of challenges in writing an undergraduate thesis, including linguistics and writing knowledge issues, psychological issues, media and resources issues, and supervision and time management issues. To cope with those challenges, the participants employed some strategies, such as self-management strategy, technological help, and help from others. This study suggests EFL student teachers identify issues they struggle with in writing their theses. It is necessary so they could find a helpful way to deal with the challenge.

GENDER DIFFERENCES IN WRITING ANXIETY AMONG EFL UNDERGRADUATE STUDENTS: A SURVEY STUDY AT UNIVERSITAS JAMBI Fajaryani, Nunung; Failasofah, Failasofah; Abrar, Mukhlash; Masbirorotni, Masbirorotni; Septi Handayani, Lucy
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.8684

Writing is a skill that is necessary for success in the academic world. Writing is a necessary activity in education that fosters significant growth in both teaching and learning. However, good writing requires a variety of skills, including a wide vocabulary, the capacity for contextual understanding, analytical strength, the capacity for inference, the capacity for critical thought, and much more. This skill is unquestionably difficult to acquire, especially when writing in English, which naturally puts more pressure and anxiety on students. This study was designed to investigate the types and levels of writing anxiety experienced by EFL students taking an academic writing course at an English department at a university in Jambi, regardless of their gender. The instrument of this study was a close-ended questionnaire that was adopted from Cheng (2004). It consists of 22 statements about different types of anxiety (cognitive, somatic, and avoidance behavior). There were 225 students who participated in the study. Majority of them 82.2% (185 students) were female and only 17.8% (40 students) were male. The results of the study indicated that there are differences in the level of anxiety experienced by male and female students. The highest score of the two genders is in the somatic anxiety type; namely, women have a mean score of 3.36 and men have a mean score of 3.07. Although both have high levels, there is a slight difference in numbers, so women experience higher levels of anxiety than men, and the type of anxiety they have is somatic anxiety.

The Effect of Problem Based Learning Model on Students Learning Outcomes in the "Belajar dan Pembelajaran" Course Arif, Nely; Volya, Duti; Fajaryani, Nunung; Albert, Albert
Modality Journal: International Journal of Linguistics and Literature Vol. 2 No. 1 (2022): June 2022
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/mj.v2i1.5435

Problem Based Learning Model is a learning model that is intensively promoted at the University of Jambi at this time. This study aims to determine whether there is a significant effect on the learning outcomes of English study program students taught with the Problem Based Learning Model in the course of "Belajar dan Pembelajaran (Learning and Instruction). The research design used is Quasi-Experimental Research. This design involves two groups: one as the control group and one as the experimental group. The data obtained from this research is processed by calculating the gain or difference between the pretest and post-test scores. For time efficiency, data were analyzed using the SPSS (Statistical Product and Service Solution) program for Windows version 24. Because of the Asymp value. Sig. (2-tailed) 0.381, which means greater than 0.025, it can be decided that H0 is accepted. So it can be concluded that the PBL learning model used in the experimental class is not effective enough to improve student learning outcomes in â€œBelajar dan Pembelajaranâ€ courses.Model Problem Based LearningÂ merupakan model pembelajaran yang sedang gencar-gencarnya digalakkan di Universitas jambi saat ini. Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh signifikan antara hasil belajar mahasiswa prodi bahasa Inggris yang diajarkan dengan Model Pembelajaran Problem Based Learning pada mata kuliah â€œBelajar dan Pembelajaranâ€. Desain penelitian yang digunakan adalah Quasi-Eksperiment Research atau Eksperimen semu. Desain ini melibatkan dua grup. Satu sebagai grup kontrol dan satu sebagai grup eksperimen. Pengolahan Data untuk data yang diperoleh dari pada penelitian ini adalah dengan cara menghitung gain atau selisih antara skor pretest dan postest. Untuk efisiensi waktu, pengolahan data dianalisa dengan menggunakan program SPSS (Statistical Product ang Service Solution) for windows versi 24. Karena nilai Asymp. Sig. (2-tailed) 0,381 bearti lebih besar dari 0,025, maka bisa diputuskan H0 diterima. Jadi dapat disimpulkan bahwa model Pembelajaran PBL yang digunakan dikelas eksperimen tidak cukup efektif untuk meningkatkan hasil belajar mahasiswa pada mata kuliah Belajar dan Pembelajaran.

EFL Student Teachers' Experiences in Writing Their Undergraduate Theses in Jambi Abrar, Mukhlash; Fajaryani, Nunung; Hutabarat, Roni Rizki; Failasofah, Failasofah; Masbirorotni, Masbirorotni
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1404

The purpose of this qualitative study was to comprehensively investigate the experiences in writing undergraduate theses, the challenges faced, and strategies to alleviate the encountered challenges, of ten EFL student teachers at one higher education institution in Jambi. To collect the data, we employed semi-structured interviews guided by an interview protocol to elicit the participantsâ€™ responses. The results of the study, through thematic analysis (Braun & Clark, 2006), indicated that there are four major themes of challenges in writing an undergraduate thesis, including linguistics and writing knowledge issues, psychological issues, media and resources issues, and supervision and time management issues. To cope with those challenges, the participants employed some strategies, such as self-management strategy, technological help, and help from others. This study suggests EFL student teachers identify issues they struggle with in writing their theses. It is necessary so they could find a helpful way to deal with the challenge.

Writing Argumentative Essays: Jambi EFL Students' Challenges and Strategies Ananda, Chairani Resti; Mardiah, Radiatan; Fajaryani, Nunung
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i2.1722

Argumentative writing is a genre of writing that is considered difficult by EFL students at the university level. This study aimed to investigate problems faced by EFL students in writing an argumentative essay and to explain their strategies to overcome the problems. The participants of this study were ten fifth-semester students of the 2023-2024 academic year at the English Education Study Program of a public university in Jambi, Indonesia. A qualitative research design with a case study approach was applied. A semi-structured interview was conducted to collect the main data, and document analysis was carried out to support it. Furthermore, the data were analyzed using thematic analysis. The findings revealed that problems faced by EFL students in writing an argumentative essay include: 1) argument development problems, such as generating and developing arguments, organizing or structuring arguments, creating an argumentative thesis statement, and a lack of counterclaim and refutation knowledge, and 2) research or source integration problems, such as finding supporting evidence and a lack of writing citation knowledge. Meanwhile, strategies used by EFL students to overcome the problems include 1) information acquisition strategies by reading a lot of sources, watching videos, and looking at essay examples, 2) technology utilization strategies by using AI applications, and 3) review and improvement strategies by re-checking and revision and asking for feedback.

PELATIHAN MODERASI BERAGAMA, DEEP LEARNING DAN PEMANFAATAN TIK BAGI GURU MAN 1 MUARO JAMBI DALAM MEWUJUDKAN PEMBELAJARAN INOVATIF Handayani, Reli; Falani, Ilham; Zam Zam Al Arif, Tubagus; Abrar, Mukhlas; Johan Wicaksana, Ervan; Fajaryani, Nunung
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 3 No. 06 (2025): NOVEMBER 2025
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru MAN 1 Muaro Jambi dalam mengintegrasikan nilai-nilai moderasi beragama, pendekatan Deep Learning, serta pemanfaatan teknologi informasi dan komunikasi (TIK) dalam pembelajaran inovatif. Latar belakang kegiatan ini berangkat dari pentingnya menanamkan sikap toleransi, berpikir kritis, dan adaptasi terhadap perkembangan teknologi dalam proses pendidikan abad ke-21. Metode pelaksanaan menggunakan pendekatan partisipatif dan kolaboratif melalui tahapan analisis kebutuhan, pelatihan, workshop, serta evaluasi hasil. Data diperoleh melalui observasi, post-test, dan praktik langsung penggunaan media digital seperti Slido. Hasil kegiatan menunjukkan bahwa guru memiliki pemahaman sangat baik terhadap konsep moderasi beragama (rata-rata 4,5), pendekatan Deep Learning (4,4), dan evaluasi pembelajaran (4,3). Selain itu, peserta berhasil membuat dan mengoperasikan ruang interaksi berbasis Slido secara mandiri, yang mencerminkan peningkatan kompetensi digital. Secara keseluruhan, pelatihan ini berhasil memperkuat kesiapan guru dalam merancang pembelajaran yang reflektif, kolaboratif, dan berorientasi pada karakter siswa. Program ini diharapkan menjadi model pengembangan kapasitas guru madrasah dalam mewujudkan pembelajaran yang inovatif, moderat, dan adaptif terhadap tantangan era digital.

Navigating TEFL Graduate Students Challenges and Strategies in Utilizing Critical Thinking Skills in Thesis Writing Habibi, Ibnu; Fajaryani, Nunung; Handayani, Reli
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 4 No. 2 (2025): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v4i2.1993

Thesis writing is a difficult procedure that requires critical thinking skills. Thus, one of the challenges that many students face while writing a thesis is the development of critical thinking skills during the writing process. The purpose of this study is to investigate the challenges and strategies that graduate students at Universitas Jambi face while trying to develop their critical thinking skills when writing theses. The researchers used case study method since the issue that were analyzing at was one particular case at Universitas Jambi's Master of English Education. To acquire the data, the researcher used interviews methods. The findings revealed that there were several challenges faced by the students in utilizing critical thinking when writing thesis. Those challenges include personal competence, linguistic, and psychological factors. In addition, the students employ some strategies to cope with the challenges arised in applying critical thinking skills when writing thesis. It includes time-management, technological support, reading and sources evaluation, and support system.

Critical Thinking in EFL Academic Writing: Influencing Factors and Strategic Approaches Fajaryani, Nunung; Abrar, Mukhlash; Yeni, Fitria; Failasofah, Failasofah; Heryanti, Reny
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran | In Progress|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v2i2.30545

Critical thinking is defined as a pivotal role in students' academic writing process, but in practice, the application of this skill often becomes quite a complex challenge for students as they formulate new ideas, analyse, evaluate, and synthesize information, and finally draw conclusions. Therefore, this study was conducted to explore the factors that influence EFL students' abilities and to investigate the strategies they use to develop critical thinking skills in academic writing, especially seventh-semester students majoring in English at a public university in Jambi. This study used a qualitative approach with a case study design. Data were gathered by using semi-structured interviewed with ten students. The researchers examined and interpreted the data collected using Braun and Clarke's stages of thematic analysis. The research findings indicate that EFL students face several factors that affect their ability to develop critical thinking in academic writing. These factors include personal competence issues such as a lack of topic knowledge, linguistic challenges, including difficulties with grammar and vocabulary; and psychological barriers, such as low motivation, lack of self-confidence, and anxiety during supervision. Despite these challenges, EFL students employ various strategies to overcome obstacles in developing critical thinking skills. These strategies include self-management, the use of technological support, cultivating a conducive learning atmosphere, leveraging support systems, and managing tutoring schedule effectively.

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