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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran PROJECT (Professional Journal of English Education)
Fitri Alya Okta Sukma
Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Education Languange, Linguistic, Communication & Media Other

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THE CORRELATION BETWEEN SPEAKING ANXIETY AND SPEAKING ACHIEVEMENT Eksanti Oktavia Putri; Ridha Ilma; Fitri Alya Okta Sukma
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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Abstract

Speaking is one of the most essential skills students must acquire, but they may experience anxiety when communicating in English. If a student is nervous about speaking, it could make it harder for them to do well. Hence, this research examined the correlation and influence of speaking anxiety and speaking achievement among a sample of tenth grade students with 30 students in a state vocational school in Palembang. The participants were selected using cluster random selection. The researchers utilized the Foreign Language Speaking Anxiety Questionnaire (FLSAQ) to assess speaking anxiety levels. Additionally, a speaking assessment was conducted to assess students' proficiency in speaking. The result revealed no statistically significant relationship between speaking anxiety and speaking achievement, as determined by (sig. 2-tailed) > 0.05. The result suggested that H0_1 was accepted and Hα_1 was rejected.
One Teacher, Forty Students, One Classroom: What Works in an Indonesian Private Madrasah Lenny Marzulina; Dian Erlina; Romania Romania; Fitri Alya Okta Sukma; Muhamad Holandiyah; Herizal Herizal
Edukasi Vol 13 No 2 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in Progress|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i2.34541

Abstract

Large class sizes remain a persistent challenge for English teachers in Indonesian madrasahs, often producing noise, limited individual attention, and difficulty sustaining student engagement. This qualitative case study examined strategies used by two English teachers at a private madrasah in Palembang, where classes exceeded thirty-two students, alongside students' perceptions of these strategies. Data were collected through six classroom observations and semi-structured interviews with two teachers and ten students from grades eight and nine, then analyzed thematically. Findings identified four core strategies: planning structured lessons, managing the classroom actively through monitoring and consistent rules, implementing collaborative learning through pair and group work, and applying interactive communicative teaching that balanced explanation with engaging activities. Students perceived these strategies positively, reporting that clear, simplified explanations made lessons easier to understand, while their teachers' patience and consistent classroom management created a calm, comfortable learning environment. These findings suggest that deliberate, theory-consistent strategies can sustain effective English instruction even within oversized private madrasah classrooms. For EFL teachers facing similarly large classes, prioritizing structured planning alongside collaborative and interactive activities appears essential for maintaining both order and student engagement.
Co-Authors Dian Erlina Eksanti Oktavia Putri Herizal Herizal Lenny Marzulina Muhamad Holandiyah Ridha Ilma Romania Romania