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All Journal ELT Worldwide: Journal of English Language Teaching PREMISE: Journal of English Education and Applied Linguistics EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English JELLT (Journal of English Language and Language Teaching) English Community Journal JOURNAL OF ENGLISH FOR ACADEMIC International Journal for Educational and Vocational Studies English Language in Focus (ELIF) Journal of Vocational Education Studies Pioneer: Journal of Language and Literature Inspiring: English Education Journal Jounal of Education and Teaching (JET) English Education Journal (E2J) JASL - Journal of Applied Studies in Language Kamba Mpu: Jurnal Pengabdian Masyarakat International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Arisman, Rizal
Universitas Dayanu Ikhsanuddin
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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WRITING ANXIETY EXPERIENCED BY JUNIOR HIGH SCHOOL STUDENTS Rizal Arisman
Inspiring: English Education Journal Vol 6 No 1 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i1.5068

Abstract

This research is aiming at knowing the students’ writing anxiety level, including cognitive, somatic, and avoidance behavior anxiety. It applies a quantitative approach a descriptive method. The sample is 55 eighth-grade students at SMP Negeri 4 Baubau selecting using a cluster random sampling technique. A SLWAI is utilized as the instrument of this research. The research finds that the average score of cognitive anxiety is 3.11 which is in moderate level of anxiety, the mean score of somatic anxiety is 3.14 which is in moderate category, and the mean score of avoidance behavior is 3.04 which is in moderate category. Therefore, the lowest level of writing anxiety is the avoidance behavior, while the highest level of writing anxiety is somatic anxiety.
Pembelajaran Edukasi “Mari Belajar Bahasa Inggris” untuk Pelajar Tingkat SMP di Kelurahan Baadia Nety Nety; Rizal Arisman; Baharudin Adu; Nanda Nur Syafiqa; Angga Yudha Kurniawan
Kamba Mpu: Jurnal Pengabdian Masyarakat Volume 1, Nomor 1, Juni 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Dayanu Ikhsanuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (562.454 KB) | DOI: 10.55340/kambampu.v1i1.1207

Abstract

Tujuan dilaksanakannya kegiatan ini adalah untuk mengenalkan anak pentingnya belajar Bahasa Inggris, meningkatkan minat anak dalam belajar Bahasa Inggris, membantu menfasilitasi anak-anak usia sekolah belajar bahasa Inggris secara gratis, khususnya anak-anak dari keluarga menengah ke bawah, mengurangi pengaruh penggunaan gadget di kalangan anak sekolah, dan meningkatkan mutu pendidikan. Metode diterapkan dalam kegiatan pengabdian ini adalah ceramah dan metode belajar individu dan kelompok yakni belajar mandiri dan diskusi kelompok, dimana dalam pelaksanaannya, akan dilakukan kegiatan sosialisasi terlebih dahulu dan selanjutnya pembelajaran. Kegiatan pengajaran dilakukan melalui kegiatan belajar mandiri dengan memberikan kesempatan kepada setiap anak untuk berbicara atau menjawab pertanyaan yang diberikan. Sedangkan metode kelompok dilakukan melalui diskusi bersama. Hasil dari kegiatan pengabdian ini dapat dilihat pada beberapa komentar yang diperoleh melalui wawancara kepada para orang tua yang anaknya mengikuti kegiatan pengabdian ini dimana mereka sangat senang dan bersyukur karena anak-anak mereka tidak harus mengeluarkan biaya untuk belajar Bahasa Inggris mengingat biaya untuk mengikuti tambahan belajar atau kursus Bahasa Inggris saat ini yang cukup tinggi. Kegiatan ini juga dipandang bisa mengurangi tingkat penggunaan gadget pada anak-anak mereka. Hal ini semakin mendorong penulis untuk berupaya lebih maksimal agar kegiatan pengabdian ini tidak hanya berlangsung selama 3 bulan akan tetapi dapat berkelanjutan.
THE INFLUENCE OF WRITING ANXIETY TOWARD WRITING SELF-EEFICACY ON GRADE EIGHT STUDENTS AT SMP NEGERI 3 BAUBAU Asti Wahyuni; Rizal Arisman; Mely Nadya Afrianti
English Education Journal Volume 9, Number 1, May 2023
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55340/e2j.v9i1.1240

Abstract

Problem statement of this research was whether there was any significant influence of students' writing anxiety on the writing self-efficacy at SMP Negeri 3 Baubau. Objective of the research was to find out significant influence of writing anxiety toward writing self-efficacy at SMP Negeri 3 Baubau. Data collection in this research used a questionnaire as the instrument, the level of writing anxiety and writing self-efficacy of students. The data obtained were analyzed by descriptive statistical analysis, prerequiset analysis, and inferential statistical analysis. Based on the the research of the study, it was concluded that the significance value was 0.001. Since the obtained value lee than 0.05, so (Ho) is rejected and the alternative hypothesis (Ha ) is accepted. This means that there is a significant influence of writing anxiety toward writing self-efficacy on grade eight at SMP Negeri 3 Baubau
Buzz Group Technique to Increase Writing Skill at EFL Students of Junior High School in Indonesia Rizal Arisman
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 1 No. 2 (2019): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v1i2.35

Abstract

This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL students’ writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL students’ writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL students’ writing skill at pretest in control class was 49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there was a significant difference between of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using the conventional method at SMP Negeri 7 Baubau. In addition, the use of Buzz Group technique is better than the conventional method to improve EFL students’ writing skill achievement.
THE EFFECT OF WRITING ANXIETY ON WRITING PROFICIENCY AT UNIVERSITY STUDENTS Arisman, Rizal
English Education Journal Volume 10, Number 2, November 2024
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55340/e2j.v10i2.1722

Abstract

The purpose of this study was to determine the effect of writing anxiety on writing ability among fourth semester students of English Education Study Program of Dayanu Ikhsanuddin University. This study uses a quantitative approach by applying the ex-post facto method of comparative causal design. The population of this study were all fourth semester students of English Education Study Program which amounted to 120 people. The sample of this research was 31 students who were selected using cluster random sampling technique. The research instruments were questionnaires and tests. The results obtained an R value of 0.060 which is classified as a low category. This means that there is a positive and very low relationship between writing anxiety and writing ability. Thus, based on the research findings and data analysis, it can be concluded that there is no significant influence between speaking anxiety and writing ability at Dayanu Ikhsanuddin University.
English writing motivation on junior high school students: the types and the levels Arisman, Rizal
Journal of Applied Studies in Language Vol. 9 No. 1 (2025): June 2025
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v9i1.12-22

Abstract

This scientific work intends to explore the sorts and degrees of writing motivation aspects, including enjoyment, self-efficacy, instrumentality, recognition, and effort. The design used is a quantitative approach with the descriptive research method. It involves 166 students at junior high schools in Baubau, Southeast Sulawesi province. An Academic Writing Motivation Questionnaire (AWMQ) is utilized as the research instrument to collect the data. The study discovers that the mean score of the enjoyment aspect is 3.50, the mean score of the self-efficacy aspect is 3.73, the mean score of the instrumentality aspect is 3.98, the mean score of the recognition is 3.97, and the mean score of effort aspect is 3.49. All aspects are categorized at a high level. The instrumentality aspect takes the first place in those results since it possesses the maximum mean score. This result indicates that the students possess strong beliefs that writing serves a practical purpose or is instrumental in achieving specific goals, focusing on the practical benefits of writing. Overall, the average point of writing motivation is 3.70, which is a high level. It means the students are highly motivated toward their writing subject.
Cooperative Integrated Reading and Composition (CIRC) and Jigsaw: Which is More Effective on EFL Reading Arisman, Rizal
International Journal for Educational and Vocational Studies Vol. 1 No. 3 (2019): July 2019
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v1i3.1597

Abstract

The objective of this research was to find out the significant difference of two learning method from cooperative learning; those are Cooperative Integrated Reading and Composition (CIRC) and Jigsaw method and which method is more effective in EFL reading comprehension. This research used a quantitative approach by applying a quasi-experimental method. The data were collected from two classes at grade eight students of SMP Negeri 3 Baubau, Southeast Sulawesi in the school year of 2018/2019 using test. The test was applied twice; those were pretest and posttest for each class. The results indicated that there was not any significant difference in EFL reading comprehension between CIRC and Jigsaw group. But, the range between pretest and posttest for each class indicated the Jigsaw method was more effective than the CIRC group since the mean score of EFL reading comprehension in Jigsaw group was greater than the CIRC group.
Listening Comprehension Achievement: Comparing Learning Method and Game in EFL Learning Rizal Arisman; Yuli Yastiani; Wa Ode Hanafiah; Irnawati; Poppy Satriani
JELLT (Journal of English Language and Language Teaching) Vol 9 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i2.18166

Abstract

The Chinese Whisper game and the Question Students Have method can be used in teaching listening comprehension. This research aims to determine whether there is a significant difference in listening comprehension between students taught using the Chinese Whisper game and those taught using the Question Students Have method and decide which is better to improve listening comprehension. This research used a quantitative approach of quasi-experimental design by involving 45 students selected using the purposive cluster sampling technique in grade eight of junior high school in Baubau, Southeast Sulawesi. Data were obtained using a test. They were analyzed by applying three steps: descriptive analysis, normality test, and inferential analysis using the Wilcoxon test, Paired Sample test, and Mann-Whitney U test. The result indicated that students' listening comprehension improved after being taught using the Chinese Whisper and the Question Students Have method. The conclusion is that there is a significant difference in listening comprehension after those were applied. The Chinese Whisper game improves listening comprehension higher than the Question Students Have method.
Self-Concept on Learning English Reading Comprehension of Sophomore Secondary School Students Una, Syamsul; Arisman, Rizal; Irsawati, Siti; Rista, Rista
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.624

Abstract

This study aims to observe the senior high school learners’ self-concept in learning English reading comprehension. A survey method was applied in this study by utilizing a Self-Concept Inventory (SCI) to obtain the data on self-knowledge, self-expectation, and self-evaluation. There were 87 students, consisting of 42 male and 47 female students, involved as the research sample. The results of this study showed that the mean score of the students’ self-knowledge was 2.94, indicating that the students generally possess a high level of self-knowledge, especially in emotional awareness, acceptance of criticism, and social responsibility. The mean score of self-expectation was 2.98, affirming that participants have a strong positive self-expectation. The mean score of self-evaluation was 3.11, implying that the students perceive themselves positively across all these self-evaluation dimensions. Meanwhile, for overall self-concept, the mean score achieved 3.00 expressed that the students possessed a high level of self-concept (ranging 2.9 – 3.5), in which this self-concept is usually applied in learning reading comprehension. With higher academic self-concept, students tend to put more effort into understanding reading texts, are more motivated, and generally perform better in reading tasks compared to those with lower self-concept.
Language Learning Strategy and Its Impact on Students' Thinking Style at Senior High School Arisman, Rizal; Nety, Nety; Rikardo, Rikardo
Pioneer: Journal of Language and Literature Vol 14 No 2 (2022)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v14i2.2374

Abstract

The objective of this study was to investigate the impact of strategy in studying language toward thinking style in EFL students senior high school students in the South Buton regency. A correlational design was used as the method of this research. There were 50 students from grade eleven involved in this research. The data collection used questionnaires as the instrument for both variables and analyzed using the regression test. This research found that the mean score for language learning strategies was 72.78, which was in the good category and the mean score for thinking style was 74.57, which was also in the good category. The hypothesis testing result indicated language learning strategies are significantly and strongly correlated to thinking style since the score of correlation was 0.775.
Co-Authors Ainun Rahmah Angga Yudha Kurniawan Arifuddin Hamra Asti Wahyuni Asti WahyuniB Baharudin Adu Haryanti, Irda Sriyanti Irnawati Irsawati, Siti Melwinda Elisa Rahmi Mely Nadya Afrianti Nanda Nur Syafiqa Nety Nety Nety, Nety Nur Adha Fitriyani Ambotang Poppy Satriani Rikardo, Rikardo Rista, Rista Sukardi Weda Supardi, La Ode Triyulan Safitrih Una, Syamsul Wa Ode Hanafiah Yuli Yastiani