Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal JELTII (Journal of English Language Teaching and Islamic Integration)
Juniar Frida Andini
Unknown Affiliation
Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Empowering Voices: Breaking the Silence of Speaking Anxiety Among Pesantren Students Hilma Adzkia; Ahmad Syafi'i; Juniar Frida Andini
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10596247

Abstract

Self-esteem and confidence may be the most common causes of speaking anxiety in the English classroom. Most students never feel completely confident when speaking in a foreign language class. They also believe that their classmates are better at languages than they are. Furthermore, they would not respond voluntarily in foreign language class because it would be embarrassing for them. The students were also concerned about falling behind in language class because it moved so quickly. As a result, they were more tense and nervous in language class than in any of my other classes. They also became nervous and confused while speaking in language class. They also became anxious when they did not understand everything the language teacher said. Similarly, they were overwhelmed by the number of rules they needed to learn in order to speak a foreign language.
Classroom Interaction analysis by using IRF (Initiation-Response-Feedback) Juniar Frida Andini
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 01 (2025): Vol. 8 No. 1 (2025): Journal of English Language Teaching and Islamic integrat
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14832291

Abstract

Effective teacher-student interaction is fundamental to language learning, particularly in English as a Foreign Language (EFL) classrooms. One prominent framework for analyzing classroom discourse is the Initiation-Response-Feedback (IRF) model, which highlights the structured nature of teacher-led interactions A summary of a review of foreign language learning for elementary school students regarding recognizing the names of fruits and constructing sentences with the names of these fruits is a good start to learning a foreign language, where students are given a lot of vocabulary as initial capital for them to compose sentences and speak, while the role of the teacher Here, apart from being a material provider, the teacher also becomes a judge who is able to reflect on what students do and provide feedback that builds students to learn English better
Co-Authors Ahmad Syafi'i Hilma Adzkia