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All Journal Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora AL-TA´LIM Englisia Journal OKARA: Jurnal Bahasa dan Sastra Vision: Journal for Language and Foreign Language Learning LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching al-Afkar, Journal For Islamic Studies Tarbawi : Jurnal Ilmu Pendidikan Globish: An English-Indonesian Journal for English, Education, and Culture Islamika : Jurnal Ilmu-Ilmu Keislaman Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Al-Ta'lim Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Jurnal Paedagogy ELTR Journal SALEE: Study of Applied Linguistics and English Education JEELS (Journal of English Education and Linguistics Studies) Islam Realitas: Journal of Islamic and Social Studies PPSDP International Journal of Education Alfuad: Jurnal Sosial Keagamaan International Journal of English Language and Pedagogy RANGGUK: Jurnal Pengabdian Kepada Masyarakat Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Heri Mudra, Heri
Institut Agama Islam Negeri Kerinci
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
READING ANXIETY OF EFL LEARNERS IN INDONESIAN RURAL SCHOOLS: A QUANTITATIVE STUDY Mudra, Heri; Mckinnon, Timothy
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 2 (2022): October 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i2.5221

Abstract

The purposes of this current study were twofold. First, it attempted to find out the level of reading anxiety among EFL learners in rural schools. Second, it sought to determine whether there is a statistical difference in reading anxiety between rural EFL learners across gender and level of study. Seventy-seven EFL learners from several rural Indonesian schools were involved in completing a 27-items EFL Reading Anxiety Inventory (EFLRAI). The findings revealed different levels of top-down, bottom-up, and classroom reading anxiety among rural school learners. Regarding the statistical differences across gender, it is found that male learners outperformed females in terms of top-down and bottom-up reading anxiety. However, female learners offered a better understanding than male learners. Meanwhile, in terms of study grades, it is stated that freshmen learners are more dominant in experiencing reading anxiety than junior and senior learners. In short, reading anxiety has different levels among different EFL learners. In addition, differences occur when each learner with different gender and study grade experience anxiety in reading.
BOOSTING ESP STUDENTS’ LEARNING MOTIVATION THROUGH GEN-Z TEACHERS’ TECHNOLOGY INTEGRATION Mudra, Heri
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9458

Abstract

The integration of technology in teaching ESP courses in rural universities has shifted from a conventional to an integrated learning process. Hence, technology integration remains challenging for urban Gen-Z teachers due to rural students' learning habits. This current study focused on how ESP teachers empowered technology to encourage rural students' positive learning emotions. Nine teachers with urban culture and habits from three rural universities were involved in the interview study. Based on deductive content analysis, the findings revealed students' preferences towards the types of learning technology (i.e., web-based apps, social media platforms, and electronic tools). Particular strategies (i.e., mobile learning and social media use, flipped classrooms, blogging, and podcasting) were indulged during the ESP course. On the other side, the teachers were challenged with teaching and learning barriers (i.e., linguistic, cultural and psychological) that reduced technology use quality. Above all, ESP courses in rural contexts should be promoted using a particular instructional design and approach.
Co-Authors A.A. Ketut Agung Cahyawan W Ahmad Jamin Ahmad Jamin Aini Nurul Candra, Hadi Daflizar, Daflizar Diakbar, Teddy Agustian Ferry, Dharma Hermairi Hermairi Indrayadi, Toni Indrayadi, Toni Jamin, Ahmad Lia Angela Mckinnon, Timothy Mirdad, Jamal Mukhlash Abrar Musdizal Musdizal Nurul Aini Putri, Aisyah Latifah Rodi Hartono Seprianto Seprianto Suhaimi . Sulistiyo, Urip Wulandari, Bunga Ayu Yuliandra, Yuliandra