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All Journal Academic Journal Perspective : Education, Language, and Literature Metathesis: Journal of English Language, Literature, and Teaching
Marshalina, Afifah
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Education Languange, Linguistic, Communication & Media

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The Investigation of How Anxiety Never Stops Me from Learning English: An Autoethnography Research Marshalina, Afifah
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.1979

Abstract

As one of the most crucial affective variables, anxiety is a highly significant predictor of EFL, which may hinder the learning process. This paper presents an autoethnography qualitative investigation of the journey of learning English, which has been dominated by anxiety. The researcher’s learning experiences since secondary school were discovered. This paper aimed to explore central research questions of the cause of anxiety and the strategy to cope with anxiety in learning English. In this autoethnography, personal memories served as the primary instrument for data collection, supplemented by visual data such as pictures, a drawing, diary snippet, and screenshots. Finding crucial moments and doing in-depth analysis become considerably important in using autoethnography. Furthermore, this paper employed a narrative approach to describe personal experiences and used thematic analysis to categorize data based on key themes in findings. The study findings indicated that lack of teacher encouragement, unpleasant classroom atmosphere, lack of vocabulary mastery, and fear of negative evaluation became the causes of anxiety. In addition, several ways to cope with anxiety done through keeping a positive mindset, improving self-motivation to learn more, and involving in the English community. Implications and suggestions for potential further study are also addressed.
The Investigation of How Anxiety Never Stops Me from Learning English: An Autoethnography Research Marshalina, Afifah
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.1979

Abstract

As one of the most crucial affective variables, anxiety is a highly significant predictor of EFL, which may hinder the learning process. This paper presents an autoethnography qualitative investigation of the journey of learning English, which has been dominated by anxiety. The researcher’s learning experiences since secondary school were discovered. This paper aimed to explore central research questions of the cause of anxiety and the strategy to cope with anxiety in learning English. In this autoethnography, personal memories served as the primary instrument for data collection, supplemented by visual data such as pictures, a drawing, diary snippet, and screenshots. Finding crucial moments and doing in-depth analysis become considerably important in using autoethnography. Furthermore, this paper employed a narrative approach to describe personal experiences and used thematic analysis to categorize data based on key themes in findings. The study findings indicated that lack of teacher encouragement, unpleasant classroom atmosphere, lack of vocabulary mastery, and fear of negative evaluation became the causes of anxiety. In addition, several ways to cope with anxiety done through keeping a positive mindset, improving self-motivation to learn more, and involving in the English community. Implications and suggestions for potential further study are also addressed.
EXPLORING THE 4CS IN PRACTICE: A STUDY OF CLIL IMPLEMENTATION IN A PRIMARY CLASSROOM Marshalina, Afifah; Suryati, Nunung; Zen, Evynurul Laily
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i1.10096

Abstract

In recent years, Content and Language Integrated Learning (CLIL) has gained increasing prominence as a pedagogical trend in many educational systems. The centerpiece of CLIL is the 4C framework- Content, Communication, Cognition, and Culture, which provides a foundation for conducting lessons that support language and subject learning. This study examined how the 4C was integrated into a science class that used English as the language of instruction among first-grade primary school students. The teacher’s lesson plan and classroom observations were used to gather data for this qualitative study design. Findings revealed that teachers were integrating the 4C into classroom teaching. Visual aids, language simplification, and repetition were provided to support content learning. Communication was fostered with the active use of language through classroom activities such as group work and hands-on experiments that could also engage students in cultivating thinking skills. Lastly, global examples that were pertinent to the subject matter were used to introduce cultural features. This study highlighted the potential of the 4C framework to be actualized among young learners. The implications of this study suggested the significance of deliberate planning to realize the CLIL principles in an integrated manner. Furthermore, this study showed that young learners can actively participate in cognitively and linguistically rich learning environments if provided with adequate support from teachers.
Co-Authors Evynurul Laily Zen Ghozali, Arinaa Sabilah Hanafi, Muhamma Muhammad Hanafi Nunung Suryati