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All Journal Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Community Development Journal: Jurnal Pengabdian Masyarakat Innovative: Journal Of Social Science Research ESENSI LINGUA Riwayat: Educational Journal of History and Humanities Stairs: English Language Education Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Rinda Riztya
Institut Bisnis Nusantara
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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TEACHER’S CORRECTIVE FEEDBACK STRATEGIES AND THEIR INFLUENCE ON STUDENTS’ SPEAKING FLUENCY IN EFL CONTEXTS Merizawati, Henny; Rasyimah, Rasyimah; Sudarso, Hendra; Riztya, Rinda; Wahyudi, Muhammad; Subroto, Desty Endrawati
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 1 (2025): Volume 8 No. 1 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i1.44005

Abstract

This study aims to analyze the role and effectiveness of corrective feedback in improving students' speaking performance in English as a Foreign Language (EFL) classrooms. Corrective feedback is considered one of the essential strategies in the language learning process, especially in addressing students' language errors both directly and indirectly. Various types of corrective feedback, such as recasts, prompts, and explicit correction, are known to facilitate effective learner uptake and positively impact students' speaking accuracy and fluency. Based on a comprehensive review of academic literature, this study reveals that timely and context-appropriate corrective feedback significantly contributes to the development of students' speaking skills. Additionally, both teachers' and students' perceptions of the importance of corrective feedback play a crucial role in determining its effectiveness. Teachers who can select the appropriate feedback techniques based on students' characteristics and learning situations help learners build confidence and self-correct their language errors more effectively. This study suggests that English teachers should actively and consistently provide corrective feedback during speaking activities. The selection of feedback types and timing should be adjusted to maximize their impact on students' speaking development. Thus, corrective feedback serves not only as a correction tool but also as a pedagogical strategy that encourages students to engage more actively in the language learning process.
Negotiating Academic Priorities: Final-Year EFL Students’ Perceptions of Certification Requirements Octa Pratama Putra; Gorkem Avci; Rinda Riztya
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.1

Abstract

While higher education institutions increasingly enforce external certification alongside undergraduate thesis requirements to boost graduate employability, this dual obligation often creates strategic and cognitive tensions for final-year EFL students. However, empirical insights into how students negotiate these competing academic priorities during their thesis preparation remain underexplored. This qualitative case study investigates final-year EFL students’ perceptions of additional certification requirements in relation to their preparation for thesis defence. The study involved eight undergraduate students from various higher education institutions in Bogor, West Java, Indonesia. Data were collected through semi-structured interviews and analyzed thematically to explore students’ experiences and perspectives. The findings revealed two major themes. The first theme, Certification as Future Investment, indicated that most participants perceived certification as a valuable asset that enhanced their professional readiness, confidence, and competitiveness in the job market. The second theme, Cognitive Overload and Divided Focus, showed that a minority of participants experienced difficulties managing simultaneous academic demands, particularly due to the overlap between thesis preparation and certification requirements. The results suggest that students’ concerns were not directed at certification itself, but rather at the timing and implementation of the policy during the final stage of their studies. These findings contribute to English language education policy by highlighting the need to realign certification schedules with students’ academic phases while integrating student-centered pedagogical support in higher education.
Co-Authors Antonius Rino Vanchapo Budi Mardikawati Choirus Sholihin Endah Fauziningrum, Endah Epi Supiadi Fini Widya Fransiska, Fini Widya Fitri Rahmani, Sofia Gorkem Avci Gule, Yosefo Hendra Sudarso Henny Merizawati Heri Gunawan Khanali , Ahmad Kristiono, Natal Laila Mahmudah Laratmase, Antonia Junianty Lilik Sulistyo Loso Judijanto Muhammad Wahyudi Nuril Huda Octa Pratama Putra Pandie, Santhy Givend Petrus Jacob Pattiasina PRIA MITRA PURBA Rahmani, Sofia F Rahmi Firdausi Rasyimah Rasyimah Salwa Sari, Mike Nurmalia Sesilia Krisfianti Sofia F Rahmani Sofia F Rahmani Subroto, Desty Endrawati Suyuti Suyuti Syarfuni Syarfuni Tanglaa, Thomas John Utami, Rhisty Frida