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p-Index From 2021 - 2026
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This Author published in this journals
All Journal ELS Journal On Interdisciplinary Studies in Humanities JoEELE International Journal of Language, Education, and Literature (IJLEL)
M. David Hidayatulloh
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Application of Mini Seminar at MAN 2 Kota Makassar M. David Hidayatulloh; Samtidar Samtidar; La Sunra
Journal of Excellence in English Language Education Vol 2, No 3, July (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Anxiety is the most common factor that attacks EFL students in mastering that language. This study aims to explore the use of mini-seminar in coping with students’ anxiety. The researcher applied a descriptive qualitative research model to acquire the objective of the research. The data of this research were collected by the implementation of non-participant observation and student interviews. The subject of the research was five EFL students in the English Club of MAN 2 Kota Makassar (Islamic English Teenagers), which formed from students in grade tenth to eleventh. Furthermore, the result of the research found that this mini seminar has several advantages as this mini seminar could help the students to build their experiences, build their confidence, improve their public speaking skills, and help them to perform well. In addition, the students’ argumentation indicated that these mini seminar’s advantages could help them to overcome their anxiety.
Exploring EFL Students’ Perceptions of Self-Affirmation and Speaking Anxiety in an Indonesian Islamic High School: A Phenomenological Study M. David Hidayatulloh; Muhammad Tahir; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/kr3cr544

Abstract

The ability to speak confidently in English remains a major challenge for students in English as Foreign Language (EFL) contexts due to psychological barriers such as anxiety and low self-belief. While self-affirmation has been proposed as a promising strategy to enhance emotional resilience, its application in secondary EFL settings, particularly in non-Western cultures, remains underexplored. This qualitative phenomenological study investigates how students perceive the role of self-affirmation in managing speaking anxiety and enhancing speaking performance in an Indonesian Islamic high school. Data were collected through semi-structured interviews with Grade 11 students and analyzed thematically. Findings revealed that students view self-affirmation as a tool for mental readiness, anxiety reduction, and confidence building—though not a substitute for speaking practice. Fear of social judgment emerged as a key anxiety trigger, and students demonstrated varying self-assessments of their performance. The study concludes that integrating affective strategies like self-affirmation can complement linguistic training and foster emotionally supportive EFL classrooms. This research offers context-specific insights into learner psychology and expands the use of self-affirmation beyond Western academic environments. Keywords: self-affirmation, speaking anxiety, speaking performance, EFL learners, qualitative research, phenomenology, Islamic
A Regression Analysis of Self-Affirmation and Speaking Anxiety on EFL Students’ Oral Performance: A Mixed-Methods Study in an Indonesian Islamic High School M. David Hidayatulloh; Muhammad Tahir; Fitriyani Bakri
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44441

Abstract

This study investigates the extent to which self-affirmation and speaking anxiety influence English oral performance among Indonesian EFL senior high school students. Employing a mixed-methods explanatory sequential design, the research involved 30 eleventh-grade students from SMAIT Wahdah Islamiyah Makassar. Quantitative data were collected through validated questionnaires and speaking assessments, followed by in-depth interviews with five selected participants to gain qualitative insights. Multiple regression analysis indicated that neither self-affirmation nor speaking anxiety significantly predicted speaking performance, although anxiety demonstrated a marginally negative trend. Descriptive statistics showed wide variations in both psychological and performance measures. Meanwhile, qualitative findings revealed that self-affirmation contributed to mental readiness and reduced nervousness, while speaking anxiety often impaired fluency and focus during oral tasks. Thematic analysis emphasized that self-affirmation alone was insufficient to improve performance but played a meaningful emotional regulatory role when paired with consistent speaking practice. The study contributes to the limited body of research on psychological interventions in Indonesian EFL classrooms by offering empirical evidence and context-specific insights. It highlights that while self-affirmation may not yield immediate performance gains, its potential as an affective support mechanism remains valuable. This research fills a gap in current literature by exploring how self-affirmation operates in tandem with anxiety within a high-school EFL setting in Indonesia—a context underrepresented in previous studies.
Co-Authors Fitriyani Bakri La Sunra Muhammad Tahir Samtidar Samtidar