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All Journal IJELR: International Journal of Education, Language, and Religion New Language Dimensions Proceeding of International Conference on Multidisciplinary Research Englisia
Cut Mulia Zuhra
Universitas Serambi Mekkah
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Engineering Languange, Linguistic, Communication & Media Public Health Other

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First-Year Students’ English Language Learning Anxiety: A Survey at Universitas Serambi Mekkah Septhia Irnanda; Nora Fitria; Sabrina; Cut Mulia Zuhra; Zaiyana Putri
Proceeding of International Conference on Multidisciplinary Research Vol. 6 No. 1 (2024): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/picmr.v6i1.735

Abstract

English is a relatively difficult subject for Indonesian-speaking learners. The anxiety of learning English is reported to be associated with the level of English learning achievement. To understand the Universitas Serambi Mekkah students’ psychological states towards English learning in general, this study surveyed the first-year students’ English language learning anxiety using a questionnaire developed by Iwaniec (2014). This anxiety measuring tool uses five-point Likert-scale questions and consists of 8 items. The population was all new students of the 2023 Academic Year at Universitas Serambi Mekkah with a total number of 1264. There were 184 students from three faculties who participated in the survey. Findings from the eight statements regarding English language learning anxiety show that the first-year students of Universitas Serambi Mekkah in general have a relatively high level of anxiety in learning English. The classroom performance type of anxiety is higher than the academic-achievement one. This implies that the USM English language learners need a secure English learning environment to reduce their learning anxiety.
Contextualizing English Textbooks: Harnessing Sabang’s Cultural and Natural Potentials Cut Mulia Zuhra; Sabrina Sabrina
International Journal of Education, Language, and Religion Vol 8, No 1 (2026): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v8i1.13538

Abstract

The integration of local culture and natural potential into English learning materials has gained attention in recent years, particularly as educators seek more contextually relevant resources. While English textbooks in Indonesia often rely a foreign content, there is a notable gap in materials that reflect students’ immediate environment and cultural identity. Responding to this need, the present study focuses on developing an English textbook that incorporates the natural potential and local culture of Sabang Island, making language learning more meaningful and relatable for secondary school students.This study applied a Research and Development (R&D) methodology, which involved the following stages: (1) needs analysis, (2) data collection, (3) textbook design, (4) expert validation, (5) revision, (6) field testing, and (7) final product. The data were gathered through expert validation sheets, student questionnaires, and classroom observations. The research subjects included 20 eighth-grade students from SMPN 8 in Sabang Island. Classroom observation indicated that most English textbooks used general content in nature. As a result, students often struggle to relate the material to their real-life experiences, since the content tends to feel unfamiliar or removed from their daily lives. Validation results from content and design experts indicated that the textbook is highly suitable in terms of content relevance, language appropriateness, and layout aspects. receiving validation scores of 96%, 92.72%, and 91.66% respectively. In addition, student feedback showed strong enthusiasm for the textbook, suggesting that integrating local culture and natural context into English learning significantly boosts engagement and comprehension.
The impacts of self-regulation and language learning anxiety on the English competence of university students in Aceh, Indonesia Septhia Irnanda; Sabrina Sabrina; Cut Mulia Zuhra; Nora Fitria; Zaiyana Putri
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.122

Abstract

Previous research has established that self-regulation plays a critical role in successful language acquisition. In parallel, language learning anxiety has been widely examined, though its influence is often understood through its negative relationship with self-regulatory abilities, suggesting that anxious learners struggle to deploy effective learning strategies. However, the direct and interactive effects of these two psychological constructs on English language achievement remain underexplored, particularly within Indonesian higher education contexts. To address this gap, the present study investigated the nature and extent to which language learning anxiety and self-regulation influence English language learning achievement among Indonesian EFL learners. Participants were 151 first-year university students from three faculties at Universitas Serambi Mekkah, Aceh, Indonesia, selected through cluster sampling. Data were collected using three instruments: (1) a validated self-regulation questionnaire, (2) a validated English language learning anxiety scale, and (3) a standardized test measuring general English competence. Regression analyses were employed to examine the predictive relationships among these variables. The findings showed that neither self-regulation nor language learning anxiety significantly predicted overall English competence. However, self-regulation showed a slightly greater contribution to English achievement than language learning anxiety, although neither effect was statistically significant. Notably, language learning anxiety significantly predicted self-regulation scores, indicating that anxious learners may struggle with self-regulatory capacity. Additionally, a weak positive correlation emerged between language learning anxiety and reading performance. These findings suggest that language learning anxiety does not directly determine competence success or failure; rather, it functions as a significant predictor of self-regulatory capacity and selectively influences specific language sub-skills such as reading comprehension.
Exploring Learner Autonomy in AI-Assisted EFL Learning: A Comparative Classroom Observation of ChatGPT Use in Indonesian Senior High Schools Meta Keumala; Zaiyana Putri; Nyak Mutia Ismail; Cut Faizah; Cut Mulia Zuhra
New Language Dimensions Vol. 7 No. 1 (2026): Vol. 7 No. 1 (2026): New Language Dimension, June 2026
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v7n1.p83-98

Abstract

The rapid integration of artificial intelligence (AI) into English as a Foreign Language (EFL) learning has shifted attention from technological utility to the enactment of learner autonomy. This study describes and compares how senior high school students demonstrate autonomous learning behaviours when using ChatGPT in English classrooms. Employing a qualitative descriptive design with a comparative classroom observation strategy, the study was conducted at SMA 3, SMA 4, and SMA 5 Banda Aceh. Data were collected using an observation sheet covering ten indicators of learner autonomy and analysed through a four-point rubric. The findings showed noticeable differences across the three schools. SMA 3 demonstrated the highest autonomy level (82.5%), characterised by initiative, goal setting, persistence, and metacognitive awareness. SMA 4 showed a moderate level (55%), with students displaying persistence and feature exploration but remaining dependent on teacher instruction. SMA 5 showed the lowest level (37.5%), with students appearing passive, hesitant, and limited in independent reflection. The findings suggest that ChatGPT may create opportunities for independent language practice, but autonomy does not emerge automatically. Pedagogical guidance remains necessary to help students move from teacher-dependent AI use toward strategic, reflective, and self-regulated learning.
Co-Authors Cut Faizah Meta Keumala Nora Fitria Nyak Mutia Ismail Sabrina Sabrina Sabrina Septhia Irnanda, Septhia Zaiyana Putri