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All Journal Inspiring: English Education Journal International Journal of Educational Best Practices
Rezeki , Yanti Sri
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Strategies to Overcome Public Speaking Anxiety Martiningsih, Indah; Susilawati, Endang; Rezeki , Yanti Sri
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.8766

Abstract

Public speaking anxiety (PSA) is a problem that often occurs in the language learning process therefore this study was conducted to find the strategies students use to overcome the public speaking anxiety they experience using the theory developed by Kondo and Ying Ling (2004). This study used a quantitative method with a descriptive approach. The participants of this research were 40 students of the English education study program of FKIP at Universitas Tanjungpura. The results showed that relaxation strategy is the most chosen strategy by students as the strategy they use to overcome their public speaking anxiety with the percentage 83.2%, followed by the preparation strategy as the second strategy with the percentage 80.1%, then third is peer seeking strategy chosen by 80% students and the last is the positive thinking strategy as much as 78.2%. The limitations of this study are as follows: it does not provide data on students' levels of anxiety, lacks diversity in the tools used, focuses solely on students who have completed the course, and does not explore strategies beyond those suggested in the questionnaire.
Collaborative Written Feedback Experience: A Case Study of Indonesian EFL Students in an Essay Writing Class Rezeki , Yanti Sri
International Journal of Educational Best Practices Vol. 1 No. 2 (2017)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.1.2.24-37

Abstract

Implementing collaborative written feedback instruction is a way to develop students‘ awarenes of writing as a process, the benefits of peer review and feedback, and the important roles of peer interaction for learning. The current research aimed at understanding students‘ experiences of providing and responding to written feedback in group. It specifically sought to answer these questions: 1.) What are students‘ perceptions toward collaborative written feedback experience? 2) What are students‘ collaborative written feedback practices? and 3). What factors affect students‘ collaborative written feedback experience? Conducted as a qualitative case study, the research reported the collaborative written feedback experiences of a group of three undergradutae EFL students in Essay Writing course. Data were drawn from  observations, focus group interview, student reflective essay, and collection of related documents and artifacts. The findings show that students have positive perceptions toward collaborative written feedback instruction citing that it helps them improve their writing and develop their interpersonal skills. The study also reveals that changing roles in the group and the use of media paltform to communicate are among the strategies employed in collaborative written feedback practices. Factors such as peer‘s characteristics, level of confidence and task seemed to have affected these practices. Suggestions on the ways in which collaborative written feedback instruction can be implemented effectively are also provided. 
ANALYSIS OF EFL STUDENTS’ CITATION PRACTICES AND PROBLEMS IN ACADEMIC WRITING Rezeki , Yanti Sri
International Journal of Educational Best Practices Vol. 2 No. 1 (2018)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.2.1.62-72

Abstract

Citing sources correctly is vital in academic writing including research proposals. Despite its significance, students seem to perform it poorly  due to lack of knowledge and awareness of its role in their writing. As the result, they are often accused of committing plagiarism. One of the ways to prevent students from committing plagiarism is by providing them with sufficient  knowledge and skills related to proper citations. This study is a preliminary effort to identify student citation practices within the English Education department of a state university in West Kalimantan, Indonesia. Employing qualitative content analysis, the researcher examined samples of students’  proposals to describe the ways in which citations were written and the common problems that occurred. The findings suggest that students mostly cited as non integral/non-reporting. The study also reveals that students’ most common  mistakes in the citation are found in language and content. The study concludes with the need to provide students with clear guidelines for citation and strong remarks on plagiarism.
Co-Authors Endang Susilawati Martiningsih, Indah