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All Journal LET: Linguistics, Literature and English Teaching Journal JEES: Journal of English Educational Study REGISTER JOURNAL
Noor Maulidiyah, Noor
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE STUDENTS’ PROBLEMS IN LISTENING COMPREHENSION Maulidiyah, Noor
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (695.562 KB) | DOI: 10.18592/let.v5i1.1419

Abstract

The research aims to investigate the students’ problems in listening comprehension.  The research has two statements of problems: (1) How do the fifth semester students perceive the importance of studying listening comprehension at the English Department of Tarbiyah and Teachers Training Faculty at Antasari State Institute for Islamic Studies Banjarmasin in the academic year of 2013/2014? And (2) What problems do the fifth semester students encounter the most in listening comprehension at the English Department of Tarbiyah and Teachers Training Faculty at Antasari State Institute for Islamic Studies Banjarmasin in the academic year of 2013/2014?
INVESTIGATING EFL STUDENTS’ LISTENING ANXIETY: A SURVEY AT UIN ANTASARI BANJARMASIN Maulidiyah, Noor
LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.129 KB) | DOI: 10.18592/let.v7i2.1947

Abstract

Listening anxiety is an influential factor that obstructs the EFL learners’ listening comprehension.  This research is conducted to find out the levels of listening anxiety of the third semester students of English department at Tarbiyah and Teachers Training faculty of Antasari State Islamic University.  The research aims to answer two research questions: (1) Do the students who have sufficient and low ability in listening experience listening anxiety? And (2) which item measured in the Foreign Language Listening Anxiety Scale do EFL learners face the most and least anxiety?  This descriptive quantitative research took 88 students as participants in this research.  The researcher used questionnaire for collecting the data.  The findings show that the students do experience high level of listening anxiety.  The students responded to 16 items which indicted high level of listening anxiety.  The item that indicated the highest level of listening anxiety was included in background knowledge component and the item that indicated the lowest level of listening anxiety was included in listening text and strategies component.  However, among three themes of items, most of students responded to items indicating high level of listening anxiety were in listening text and strategies component.   
THE STUDENTS’ PROBLEMS IN LISTENING COMPREHENSION Maulidiyah, Noor
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (695.562 KB) | DOI: 10.18592/let.v5i1.1419

Abstract

The research aims to investigate the students? problems in listening comprehension.  The research has two statements of problems: (1) How do the fifth semester students perceive the importance of studying listening comprehension at the English Department of Tarbiyah and Teachers Training Faculty at Antasari State Institute for Islamic Studies Banjarmasin in the academic year of 2013/2014? And (2) What problems do the fifth semester students encounter the most in listening comprehension at the English Department of Tarbiyah and Teachers Training Faculty at Antasari State Institute for Islamic Studies Banjarmasin in the academic year of 2013/2014?
INVESTIGATING EFL STUDENTS’ LISTENING ANXIETY: A SURVEY AT UIN ANTASARI BANJARMASIN Maulidiyah, Noor
LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.129 KB) | DOI: 10.18592/let.v7i2.1947

Abstract

Listening anxiety is an influential factor that obstructs the EFL learners? listening comprehension.  This research is conducted to find out the levels of listening anxiety of the third semester students of English department at Tarbiyah and Teachers Training faculty of Antasari State Islamic University.  The research aims to answer two research questions: (1) Do the students who have sufficient and low ability in listening experience listening anxiety? And (2) which item measured in the Foreign Language Listening Anxiety Scale do EFL learners face the most and least anxiety?  This descriptive quantitative research took 88 students as participants in this research.  The researcher used questionnaire for collecting the data.  The findings show that the students do experience high level of listening anxiety.  The students responded to 16 items which indicted high level of listening anxiety.  The item that indicated the highest level of listening anxiety was included in background knowledge component and the item that indicated the lowest level of listening anxiety was included in listening text and strategies component.  However, among three themes of items, most of students responded to items indicating high level of listening anxiety were in listening text and strategies component.   
EXPLICIT INSTRUCTION: A METHOD TO ENGAGE STUDENTS IN ENGLISH AS A FOREIGN LANGUAGE (EFL) SOURCE-BASED WRITING Maulidiyah, Noor
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.4030

Abstract

Academic writing is a crucial subject for university students to equip them with the necessary skills for writing academic research papers. However, writing is a particularly complex skill for a second language and foreign language learners to learn. University students may lack background knowledge about English writing, particularly writing based on sources. Source-based writing is a fundamental academic writing skill in universities. It includes the skills of paraphrasing, summarizing, and synthesizing. English as a Foreign Language (EFL) learners may face difficulties in producing such writing which could lead to higher practices of plagiarism and academic misconduct. These practices of plagiarism and academic misconduct could be minimized by explicit instruction on source-based writing in Academic Writing courses. This paper argues that explicit instruction is an effective method for teaching source-based writing. The paper aims to explore the concept of explicit instruction in teaching and learning EFL source-based writing. The writer utilized qualitative secondary research and reviewed 15 relevant sources published between 2014 and 2024. Through this qualitative secondary research which is a form of library research, the notion of explicit reading and writing instructions is investigated. Furthermore, this paper explores strategies that can be employed in teaching source-based using explicit instruction in Indonesian tertiary-level EFL classrooms. The paper also highlights the challenges in implementing explicit instruction. This method of explicit reading and writing instructions should provide practical implications for teaching source-based writing. Keywords: academic writing; explicit instruction; source-based writing; paraphrasing; summarizing; synthesizing  
Exploring the Role of Artificial Intelligence in Supporting Pre-Writing Skills and Academic Literacy: A Reflective Classroom Inquiry in an Islamic Educational Setting Maulidiyah, Noor
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.194-235

Abstract

The integration of Artificial Intelligence (AI) into English language teaching and learning has transitioned from a mere innovation to an essential component of higher education. University students are increasingly utilizing AI-based applications to support them in various academic writing tasks, ranging from idea generation to language refinement. However, the application of AI tools during the EFL pre-writing stage remains underexplored. This descriptive qualitative research aims to investigate the types, functions, and purposes of the AI tools used during the pre-writing phase. Participants engaged in reflective writing, allowing them to articulate and assess their experiences with AI during this critical phase of academic writing. A thematic analysis was conducted, drawing from data provided by 50 undergraduate students at Antasari State Islamic University in Indonesia. The findings revealed that the most frequently utilized tool was ChatGPT, followed by Perplexity AI and DeepL. The study indicates that students mainly utilize AI tools for generating ideas, sourcing references, constructing outlines, enhancing linguistic accuracy, translating text, and improving time management and academic compliance. While these practices demonstrate the practical advantages of AI integration, they also raise significant ethical concerns. In particular, the excessive dependence on AI may diminish cognitive involvement, potentially impeding the growth of their academic literacy. Therefore, the findings emphasize the necessity of maintaining equilibrium between AI-assisted strategies and conventional pedagogical methods in academic writing instruction.  
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