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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JELL (Journal of English Language Learning) jurnal ilmiah hospitality Physical Activity Journal (PAJU) J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) PADIMAS: Jurnal Pengabdian Masyarakat Innovations in Language Education and Literature INTENS (International Journal of English Education and Linguistics)
Suwandi, Edi
Universitas Nahdlatul Ulama Sunan Giri
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Public Health Social Sciences Other

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EXPLORING UNDERGRADUATE EFL LEARNERS’ PSYCHOLOGICAL PROBLEMS IN WRITING AND COMPLETING THE THESIS SITI NUR HAYATI; Ven. Dr. Penh Vibol; Edi Suwandi; SITI NUR HAYATI; Ven. Dr. Penh Vibol; Edi Suwandi
INTENS (International Journal of English Education and Linguistics) Vol. 2 No. 02 (2025): INTENS 4
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v2i02.2206

Abstract

Many students tend to procrastinate writing their thesis because they feel overwhelmed or don't know where to start. This phenomenon can be overcome by keeping a regular schedule, dividing tasks into smaller chunks, and setting realistic deadlines. feel worried that their thesis will not reach the expected standard. The purpose of this research is to analyze psychological factors that influence students in writing a thesis. Researchers used qualitative descriptions. This research method used questionnaires and interviews as instruments. Questionnaires are used to find detailed information on related factors that influence students in writing a thesis. The results of the psychological problem faced by undergraduate EFL learners show that English language education students have the highest score for the factors that affect writing thesis, namely from the results of the anxiety factor questionnaire shows the highest score gets 49.45% of students agree if they feel worried when comes to the advisor and the lowest inhibition factor gets 1.85% while for the motivation factor 2.5% of students have motivational support from both parent to quickly complete thesis, elf-esteem 2.5% of students agree if they have choose interesting title on writing a thesis, extroversion 2.35% the students was agree always optimistic about what they write in the thesis, empathy 12.18% the student agree the heart is easily touched when the friends and supervisor are giving salutation to the difficulty of writing thesis, risk taking 2.28% the students was will never lose, as long learn to win and improve the thesis. While the undergraduate EFL students overcome the problem of writing and completing a thesis is when meeting with your supervisor, focus on questions and solutions rather than feeling stressed or worried. If they are unsure about something, ask them honestly and open up.  
Exploring EFL Students’ Views on the Implementation of Think-Pair-Share in Reading Comprehension Faida Abda Fiqhiyah; Iin Widya Lestari; Edi Suwandi; Khoirul Wafa
Innovations in Language Education and Literature Vol. 2 No. 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5251

Abstract

This study explores EFL students' perceptions and experiences regarding the implementation of the Think-Pair-Share (TPS) strategy to enhance reading comprehension. Recognizing the vital role of reading skills in language development and academic success, the research investigates how TPS facilitates active learning, critical thinking, and collaboration among students. Data were collected through interviews with seven participants and questionnaires from twenty-four students majoring in English Language Education at Nahdlatul Ulama Sunan Giri University during the 2022/2023 academic year. The findings reveal that the majority of students view TPS as a highly effective and enjoyable strategy that improves their understanding of reading texts, builds confidence, and fosters peer interaction. Despite these positive outcomes, students face challenges such as limited time for discussion, difficulty in expressing ideas, and differences in background knowledge, which can hinder discussion quality. The study highlights the importance of teachers considering students' abilities and providing appropriate guidance to maximize the strategy’s benefits. Overall, TPS proves to be a valuable approach in motivating students, increasing their engagement, and improving reading comprehension skills.
Co-Authors Ahmad Khudhori Ahmad Tauchid Denny Nurdiansyah Faida Abda Fiqhiyah Iin Widya Lesatri Khiorul Wafa Khoirul Wafa Khoirul Wafa Lestari, Iin Widya Mohammad Fatoni Naylatus Sa'adah Nur Aini Mursidha Priadana, Benny Widya SITI NUR HAYATI SITI NUR HAYATI; Ven. Dr. Penh Vibol; Edi Suwandi Ven. Dr. Penh Vibol Yanwar, Amanda Pradhani