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THE CORRELATION BETWEEN STUDENTSâ€™ SELF-EFFICACY AND THEIR SPEAKING ABILITY Zakiyyatud Darojah; Zainul Aminin
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 12, No 2 (2023): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v12i2.9111

This study aimed to investigate whether there is correlation between studentsâ€™ self-efficacy and their speaking ability. A quantitative correlational research was employed in the present study. The sample of the current research was 60 students of 8th grade of SMP Bilingual Terpadu, one of bilingual junior high school in Sidoarjo. A questionnaire of self-efficacy in speaking was distributed to obtain studentsâ€™ self-efficacy score. To acquire studentsâ€™ speaking skill score, a speaking rubric was utilized. Pearson Product Moment Analysis was run to analyze the correlation between studentsâ€™ self-efficacy and their speaking ability. The P value was less than 0.05 indicates there is significance correlation between both variables. Moreover, the correlation coefficient, r = 0.667, indicates a moderate degree of correlation.

PEER ASSESSMENT IN PUBLIC SPEAKING: PERCEPTIONS, PRACTICES, AND REFLECTIONS OF PRE-SERVICE ENGLISH TEACHERS Zainul Aminin; Munir, Ahmad; Leliana, Ayunita
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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

This study aims to investigate the perceptions, practices and reflections of pre-service English teacher towards peer assessment in Public Speaking course. This study not only focuses on students' perceptions, but also discusses how students practice this peer assessment and how they reflect on the implementation of this peer assessment. A basic interpretative study approach was used because it focuses on understanding the meaning individuals ascribe to their experiences. This approach allows researchers to explore the complexities of peer assessment from the participants' perspectives, rather than simply measuring outcomes. The participants in this study were 26 second-semester students from the 2023 intake of the English Language Education Program, who were enrolled in the Public Speaking course. There were three instruments needed to collect data, namely open-ended questionnaire, observation and peer assessment rubric. The findings reveal that most students positively perceive peer assessment as an effective tool for receiving feedback and improving their speaking skills. In practice, students utilized the rubric to evaluate their peers, providing scores, identifying strengths and weaknesses, and presenting feedback. Reflecting on these experiences, some students suggested that the peer assessment rubric could be simplified to enhance clarity and better align with the course objectives.

PEER ASSESSMENT IN PUBLIC SPEAKING: PERCEPTIONS, PRACTICES, AND REFLECTIONS OF PRE-SERVICE ENGLISH TEACHERS Zainul Aminin; Munir, Ahmad; Leliana, Ayunita
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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

This study aims to investigate the perceptions, practices and reflections of pre-service English teacher towards peer assessment in Public Speaking course. This study not only focuses on students' perceptions, but also discusses how students practice this peer assessment and how they reflect on the implementation of this peer assessment. A basic interpretative study approach was used because it focuses on understanding the meaning individuals ascribe to their experiences. This approach allows researchers to explore the complexities of peer assessment from the participants' perspectives, rather than simply measuring outcomes. The participants in this study were 26 second-semester students from the 2023 intake of the English Language Education Program, who were enrolled in the Public Speaking course. There were three instruments needed to collect data, namely open-ended questionnaire, observation and peer assessment rubric. The findings reveal that most students positively perceive peer assessment as an effective tool for receiving feedback and improving their speaking skills. In practice, students utilized the rubric to evaluate their peers, providing scores, identifying strengths and weaknesses, and presenting feedback. Reflecting on these experiences, some students suggested that the peer assessment rubric could be simplified to enhance clarity and better align with the course objectives.

Exploring Vocational High School Students Speaking Anxiety: Causes and Proposed Strategies Amanda Novi Wibisono; Zainul Aminin
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 2 No. 5 (2025): Oktober
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v2i5.6648

This study aims to provide an in-depth exploration of the causes of speaking anxiety and the strategies employed to overcome it among 11th grade students in a hospitality major. This research was conducted using qualitative design with 34 students from a vocational high school in Mojokerto as participants. The data were collected using open-ended questionnaires and semi-structured interviews to gather rich, detailed perspectives. The findings indicate that speaking anxiety is a multifactorial phenomenon. The primary causes identified include low English proficiency, lack of familiarity with tasks, lack of self-confidence, and fear of making mistakes. This study concludes that speaking is a complex challenge.

Flipped Classroom: Shifting from Conventional Approach to Innovative Model Zainul Aminin; Much. Koiri
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.3861

This study aims to deliver a detailed account of the prevailing literature while offering significant observations by accentuating the primary aspects of the flipped classroom and its benefits, factoring in the hurdles related to this teaching technique. The modern world is transforming into an environment where a wide range of technologies emerges, undergoes testing, and subsequently spreads swiftly. This significant transformation is evident in various fields, especially in education. This shift calls attention to the essential task of rethinking and rigorously scrutinizing the prevailing educational paradigm, the positions of instructors and students, and the teaching resources in practice. Additionally, the transition from traditional methods to innovative strategies is inevitable. The flipped classroom blends engaging learning experiences through collaborative and individual tasks in class, while lower-level tasks and self-study occur outside using digital resources. The researchers perform a theoretical review to thoroughly explore the incorporation of the flipped classroom model into our educational practices. The flipped classroom framework presents a promising strategy for boosting student learning and engagement. By thoughtfully addressing the related challenges and capitalizing on the potential advantages, educators can cultivate a more vibrant and effective learning atmosphere. Additional studies are required to evaluate the enduring consequences of the flipped classroom approach and to ascertain effective methods for its application.

The Use of Interview as a Technique to Assess Students’ Speaking Skills of Senior High School Sunny Naetipart; Zainul Aminin
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 4 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i4.397

Speaking is a crucial component of communication. Speaking employed various tasks, expressing emotions or demands, requesting, and providing information. However, many students encounter challenges in speaking as a result of various difficulties. To address this, teachers can use interview techniques; interview techniques help to assess students' speaking skills to see and improve students' speaking skills. The objectives of this research are to explore the use of interview techniques to assess students' speaking skills and the difficulties and the benefits of using interview techniques. This research used basic interpretative qualitative research. This research was conducted on four English teachers in Surabaya, Indonesia, who had experienced an interview before. In collecting data, the researcher used interview and semi-interview guidelines. The findings indicate that the teachers used different types of interview techniques. The result showed interview technique can assess the students' speaking skills adapted to the teacher's need in English teaching. However, this technique also has difficulties and benefits that teacher and students may face. This study offers significant insights into teachers' perceptions and applications of interview techniques to assess students'' speaking skills. The findings of this research are anticipated to serve as a reference point and contribute pertinent data regarding teachers' experiences.

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