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All Journal International Journal of Education LET: Linguistics, Literature and English Teaching Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat UTAMAX : Journal of Ultimate Research and Trends in Education ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education Jurnal Karya Abdi Masyarakat TELL - US JOURNAL
Hesti Wahyuni Anggraini, Hesti Wahyuni
English Education Study Program, FKIP, Sriwijaya University
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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GENDER-BASED DIFFERENCES IN LEVELS OF WRITING ANXIETY OF UNDERGRADUATE STUDENTS OF ENGLISH STUDY PROGRAM Anggraini, Hesti Wahyuni
LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.544 KB) | DOI: 10.18592/let.v3i1.1383

Abstract

Viewpoints toward writing as the most difficult skill to acquire in EFL setting provide myriad opportunities for students to experience writing anxiety. Also, gender roles in language learning utilize different expectations toward writing anxiety. The study aims at investigating whether there is significant difference in levels of writing anxiety on the basis of gender, 110 undergraduate students, 55 of each, and also what factor(s) are included. For the purposes of finding the significance, it was designed a ready-made 26-item questionnaire named FLCAS in Writing, using Likert-scale. The findings revealed that student’s sex was not significant variable in levels of writing anxiety by the test of significance (2-tailed) of .362 (p>0.05) in independent sample t-test, with insignificant mean difference of 2.145. It reported that male students felt higher levels of writing anxiety than females. The test of factor analysis described factor affecting student’s levels of writing anxiety was mostly on the light of evaluation apprehension, not either stress or product apprehension.
GENDER-BASED DIFFERENCES IN LEVELS OF WRITING ANXIETY OF UNDERGRADUATE STUDENTS OF ENGLISH STUDY PROGRAM Anggraini, Hesti Wahyuni
LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.544 KB) | DOI: 10.18592/let.v3i1.1383

Abstract

Viewpoints toward writing as the most difficult skill to acquire in EFL setting provide myriad opportunities for students to experience writing anxiety. Also, gender roles in language learning utilize different expectations toward writing anxiety. The study aims at investigating whether there is significant difference in levels of writing anxiety on the basis of gender, 110 undergraduate students, 55 of each, and also what factor(s) are included. For the purposes of finding the significance, it was designed a ready-made 26-item questionnaire named FLCAS in Writing, using Likert-scale. The findings revealed that student?s sex was not significant variable in levels of writing anxiety by the test of significance (2-tailed) of .362 (p>0.05) in independent sample t-test, with insignificant mean difference of 2.145. It reported that male students felt higher levels of writing anxiety than females. The test of factor analysis described factor affecting student?s levels of writing anxiety was mostly on the light of evaluation apprehension, not either stress or product apprehension.
Understanding Classroom Activities in Speaking Courses in College: A Case Study in the Post-Pandemic Era Ulayya, Nadiya Kaltsum; Anggraini, Hesti Wahyuni
Utamax : Journal of Ultimate Research and Trends in Education Vol. 6 No. 1 (2024): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v6i1.19337

Abstract

Classroom activities are crucial in speaking courses as they significantly influence students' speaking abilities. It is imperative for lecturers to employ appropriate activities tailored to student needs. This study aims to investigate the classroom activities utilized by a lecturer in a "Speaking for Informal Interaction" class for first-semester students at the English Education Study Program of Sriwijaya University. This qualitative case study investigated the classroom activities employed by a lecturer in the "Speaking for Informal Interaction" class for first-semester students at the English Education Study Program of Sriwijaya University. Purposive sampling was utilized to select a sample comprising one lecturer and six students out of a total of thirty-three. Data collection methods included document analysis, observation, and interviews, followed by a three-step qualitative data analysis process: data reduction, data display, and conclusion drawing. The investigation revealed a variety of classroom activities structured into three stages, including 10 activities during the "whilst activities" phase: prepared talk, discussion, role-play, storytelling, brainstorming, interviews, describing pictures, reporting, communication games, and question and answer sessions. These activities were found to significantly enhance student engagement and comprehension in the speaking class. These results underscore the importance of varied and interactive classroom activities in language education, potentially informing curriculum design and teaching strategies not only in English education but also in language learning contexts worldwide. By embracing diverse pedagogical techniques, educators can better cater to students' learning needs, ultimately contributing to more effective and engaging language education globally.
AN EXPLORATION OF STUDENTS’ ANXIETY IN ONLINE FOREIGN LANGUAGE LEARNING Anggraini, Hesti Wahyuni; Hayati, Rita; Sari, Armilia
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.50392

Abstract

Technology use creates new insights to explore thoroughly online foreign language learning. This study aims to examine students’ anxiety in online classes under four research objectives. They are (1) to uncover students’ anxiety levels in online foreign language learning; (2) to investigate the effects of anxiety levels in online learning on students’ English achievement; (3) to reveal factors affecting student’s anxiety; and (4) to investigate students’ strategies to handle their anxiety in online learning. Questionnaires were distributed to 72 students from a public university in South Sumatra, Indonesia. In addition, a semi-structured interview was also administered. The data was described quantitatively and qualitatively. The findings show that most students felt a medium level of anxiety in online learning. The students did not significantly experience unusual levels of anxiety as they were accustomed to technology tools and found no problems with that. A negative correlation between students’ anxiety scale on online learning and their academic achievement was identified. Indirect feedback, minimum teacher-and-student presence, and the absence of eye contact could be the main factors of online learning failure. Peer intimidation and fear of speaking English might also be the sources of students’ anxiety in online learning. Students also stated that there are no specific ways to handle anxiety since it is viewed as an unstable foreign language learning factor, which can be changed based on the learning context. At last, it is expected that the result of the study can raise students’ awareness of how online class can reduce their anxiety.
ICT and Learning Attitude towards Students’ Academic Paragraph Writing in College Level Hayati, Rita; Anggraini, Hesti Wahyuni; Jaya, Hariswan Putra
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 5 No. 1 May (2021): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v5i1.2059

Abstract

The use of technology has been growing rapidly in recent years. The technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more.  Learning attitude also determines to achieve the language learning goals. Then, the complexity of English writing causes the students’ denial to take English writing classes. This study aimed at finding out whether there was a significant correlation among ICT writing. Seventy-one students of the English Education Study Program got involved in this correlational study. The data were gained from primary and secondary sources; those are a 15-item ICT use questionnaire, a 20-item learning attitude questionnaire, and documentation of students’ writing. The findings reported that there was a significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). The value of adjusted r2 was 0.114 which means ICT use and learning attitude contributed 11.4 % to the students’ English academic paragraph writing.Key words: ICT, learning attitude, academic paragraph writing
Pelatihan Pemanfaatan Microsoft Office Dalam Proses Pembelajaran Bagi Guru Bahasa Inggris Tingkat SMP Di Kota Palembang Anggraini, Hesti Wahyuni; Eryansayah, Eryansayah; Petrus, Ismail; Jaya, Hariswan Putera; Kurniawan, Dedi
Jurnal Karya Abdi Masyarakat Vol. 5 No. 1 (2021): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.312 KB) | DOI: 10.22437/jkam.v5i1.14097

Abstract

Teknologi informasi dan komunikasi dalam dunia pendidikan dapat dimanfaatkan dalam berbagai bentuk sesuai dengan fungsinya. Microsoft Office, sebagai salah satu bentuk pemanfaatan teknologi informasi dan komunikasi, adalah perangkat lunak yang terkenal dan dapat digunakan dalam proses pembelajaran Bahasa Inggris. Tujuan kegiatan ini adalah meningkatkan pemahaman para guru Bahasa Inggris tentang fitur-fitur yang disediakan oleh Microsoft Office, terutama pada aplikasi Microsoft Word (integrasi antara EndNote dan Word dalam penulisan sitasi dan referensi) dan Powerpoint (pembuatan video). Model yang digunakan adalah pendampingan. Metode pelaksanaan meliputi workshop, pembimbingan dan penulisan laporan. Metode pendekatan yaitu metode pendidikan, pelatihan dan praktik, serta bimbingan dan praktik. Kegiatan pendampingan ini mendapat respon positif dari khalayak sasaran.
Upaya Meningkatkan Kompetensi Guru Melalui Pelatihan Penulisan Rancangan Penelitian Tindakan Kelas Bagi Guru MGMP Bahasa Inggrsi Di Kabupaten Muara Enim Anggraini, Hesti Wahyuni; Hambali, Muslih; Jaya, Hariswan Putera; Kurniawan, Dedi; Hayati, Rita; Zuraida, Zuraida; Pitaloka, Nova Lingga; Maharrani, Dwi
Jurnal Karya Abdi Masyarakat Vol. 5 No. 3 (2021): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.514 KB) | DOI: 10.22437/jkam.v5i3.16184

Abstract

Penelitian tindakan kelas merupakan salah satu upaya untuk meningkatkna kualitas pembelajaran di kelas. Kegiatan ini bertujuan untuk memberikan pemahaman kepada guru, menjadikan guru terampil dalam menulis rancangan penelitian tindakan kelas, dan meningkatkan motivasi para guru untuk melakukan penelitian tindakan kelas. Pada masa pandemic, kegiatan ini dilakukan secara daring pada tanggal 7-9 Oktobe 2021 dengan jumlah peserta sebanyak 55 orang. Adapun sasaran kegiatan ini adalah para guru MGMP Bahasa Inggris Kabupaten Muara Enim. Skema kegiatan ini adlah perkuliahan desa. Model yang digunakan adalah pendampingan atau penyuluhan tentang konsep dasar dan pelatihan penulisan rancangan dan dianalisis dengan pendekatan deskriptif kualitatif. Metode kegiatan adalah presentasi dimana guru menyusun rancangan PTK dan menyampaikannya di hadapan para peserta lainnya untuk kemudian mendapatkan umpan balik dari narasumber. Hasil observasi menunjukkan hal positif, yaitu guru antusias dalam mengikuti kegiatan. Tambahan, peserta mampu menghasilkan contoh rancangan penelitian tindakan kelas. Peserta memgharapkan adanya kegiatan lanjutan di tahun-tahun berikutnya
Pra-pendampingan penggunaan digital tools dan kecerdasan buatan dalam penulisan buku berjenjang terkait perubahan iklim Silvhiany, Sary; Inderawati, Rita; Raharjo, Makmum; Anggraini, Hesti Wahyuni; Dari, Tita Ratna Wulan
ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 6 No. 1 (2025): ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/ams.v6i1.2396

Abstract

Teacher groups in Musi Banyuasin district have great potential in developing learning materials, in the form of leveled books. Their significant benefits in meeting students' reading needs according to their level of difficulty and understanding make leveled books an important product that can be created by classroom teachers. This book also has the potential to be a medium to increase students' awareness of global issues, including climate change, through the integration of relevant content in learning. For this reason, the service team from FKIP Sriwijaya University designed a program to facilitate the assistance and training activities needed. As the first step of the program, the service team conducted an initial exploration regarding the teacher participants' mastery of digital tools and artificial intelligence (AI). The method of the exploration activity was to distribute questionnaires that must be filled in by the participants. The result is that 59.1% of teachers understand the concept of leveled books and 63.6% of teachers use leveled books in the classroom. Unfortunately, 63.6% of teachers stated that they had never made leveled books for their class. Regarding the role of digital tools, teachers seem to be familiar with Canva and AI. The data shows that 81.8% of teachers often use Canva to create teaching materials. There are also other tools that are utilized, such as YouTube, ChatGPT, and YouTube. It can be concluded that, the process of mentoring and training for making tiered books is mandatory considering that teachers already have basic knowledge related to digital tools and AI.
Exploring Student’s Perceptions of the Use of English Song in Their Speaking Performance Kusuma, Angelin; Anggraini, Hesti Wahyuni
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1217

Abstract

This study aims to explore students' perceptions of the use of English songs, particularly within the RB soul pop genre, in improving their speaking ability. The research focuses on five key aspects of speaking: pronunciation, fluency, vocabulary, comprehension of meaning, and psychological readiness to speak. A qualitative approach with a case study method was employed, involving 59 sixth-semester students of the English Language Education Study Program at Sriwijaya University who had experience learning through songs. Data were collected through open-ended questionnaires and song-based assessments, including lyric completion, reading aloud, and question-and-answer activities related to the song's content. The findings revealed that most students held positive perceptions toward the use of English songs as a medium for speaking practice. Many reported improvements in pronunciation, vocabulary mastery, and fluency, while also highlighting reduced anxiety and increased motivation. However, some challenges were identified, such as difficulty in understanding fast-paced lyrics, unfamiliar accents, and cultural expressions. Overall, English songs proved to be an effective, interactive, and enjoyable learning tool for enhancing students’ speaking performance, provided they are supported by appropriate teaching strategies and sufficient instructional guidance.
The Impact of Writer’s Block on Academic Writing Performance: A Study of English Education Students Amila, Sania; Anggraini, Hesti Wahyuni
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10268

Abstract

This study aims to investigate the impact of writer’s block on academic writing performance among English Education students at Sriwijaya University.Employing a mixed-methods approach with Sequential Explanatory design, the participants were 59 sixth-semester students enrolled in the Academic Writing course, selected purposively as they had prior experience with Paragraph Writing and Essay Writing. Quantitative data were collected using a writing test and writer’s block questionnaire (QIWB) by Mike Rose (1981), and analyzed using Spearman’s rho. The findings revealed a correlation coefficient (r) of -0.023 and a significance value (p) of 0.865, indicating a very weak negative correlation that is not statistically significant. This result suggests that writer’s block does not meaningfully affect student’s academic writing performance, implying that it may be a minor factor compared to other influences such as language proficiency, time management, and motivation. Qualitative data were collected through open-ended questionnaires administered to 9 participants, selected purposively based on their writing test results (3 high achievers, 3 average, and 3 low achievers). The results showed that students still experienced writer’s block due to psychological pressure, lack of ideas, and overthinking, but they could overcome these challenges through peer support and self-regulation strategies. The study concludes that while writer’s block is present among students, its impact on academic writing performance is minimal, highlighting the importance of addressing broader cognitive and affective factors in writing instruction.
Co-Authors Amila, Sania Amrullah Amrullah Armilia Sari, Armilia Attaqiy, Syafiqah Salma Dedi Kurniawan Dwi Maharrani Eryansayah, Eryansayah Hariswan Putera Jaya Hariswan Putra Jaya, Hariswan Putra Ismail Petrus Kusuma, Angelin Machdalena Vianty Makmum Raharjo Muslih Hambali Nova Lingga Pitaloka, Nova Lingga Rita Hayati Rita Inderawati Sary Silvhiany SOFENDI SOFENDI, SOFENDI Tita Ratna Wulan Dari Ulayya, Nadiya Kaltsum Yazir, Muhammad Zuraida Zuraida