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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) English Language Teaching Prima Journal (ELT)
Anwar, Rossya Diva
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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THE ANXIETY FACTORS IN DELIVERING SPEECHES FOR INFORMATICS ENGINEERING STUDENTS Swantika, Ika; Harissandi, Refin; Anwar, Rossya Diva
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 3 (2025): Volume 8 No. 3 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i3.49101

Abstract

Anxiety is one of the issues that individuals frequently encounter at various times. Everyone has likely felt anxiety at some point. An example of anxiety we frequently come across is the fear of interacting with others or speaking in front of an audience, particularly during a speech presentation. Students of STMIK Pelita Nusantara are required to be able to do public speaking, they should deliver material well when giving a speech, this is proven by the existence of a Public Speaking course that must be taken by students, but there are some students are unable to deliver a speech well. /This is shown by the reality that 60% of students continue to receive scores below the top marks in the public speaking course. This research seeks to identify the elements that lead to anxiety during public speaking, focusing on a group of 50 Informatics Engineering students by employing total sampling and utilizing questionnaires and surveys for data collection. There are 22 elements that lead to anxiety when delivering public speeches, particularly speeches. The 22 factors were condensed into 5 factors that students most frequently identified as the causes of their anxiety. Factor 1 includes the variables: time of day, morning, evening, and indoor display. Factor 2 includes the variables: negative thoughts, low self-esteem, interference from tools, negative prior experiences, absence of self-confidence, limited experience, and outdoor performance. Factor 3 includes the variables: absence of dialogue with specialists, apprehension about assessment, consciousness of being under scrutiny, and audience size. Factor 4 includes variables such as insufficient preparation, inadequate understanding of the subject, age variations, and poor health. Factor 5 includes variables such as religious variance, ethnic diversity, and insufficient proximity to expert
Improving The Students’ English Ability by Using PowerPoint Presentation Swantika, Ika; Harissandi, Refin; Anwar, Rossya Diva
ELT (English Language Teaching Prima Journal) Vol. 5 No. 1 (2023): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v5i1.4103

Abstract

This research was done to investigate how PowerPoint presentation technique improves students’ speaking ability. Researchers used a qualitative method which is pre-experimental research design by applying pre-test and post-test based on the indicators of speaking skill, namely: Material, Manner, Vocabulary, and Pronunciation. The data obtained were categorized and analyzed based on several related theories. Regarding the result, it was found that the students shown a positive result by implementing PowerPoint presentation. Student perceives that it helps them to evaluate their ability to speak English, increasing motivation, as well as allowing them to think critically in the use of language. Although several aspects must be developed such as student pronunciation. This finding indicates that PowerPoint presentations are useful for improving students speaking skills
Code Mixing in The Computer Classroom Interaction Swantika, Ika; Harissandi, Refin; Anwar, Rossya Diva
ELT (English Language Teaching Prima Journal) Vol. 5 No. 2 (2023): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v5i2.4737

Abstract

The aims of this study are to find out the type of code-mixing used by the teacher and students and the factors causing the teacher and students mix the language in computer classroom interaction. Code mixing is the combining of two or more languages or more language varieties in speech. The teacher and students used Code mixing to avoid misunderstanding when they had conversation in the class. Descriptive qualitative design was conducted in this study. The subjects of this study are the teacher and students from the Teknologi Informatika STMIK Pelita Nusantara Medan. The data were collected by doing observation and recording the teacher and students’ utterances in classroom interaction. From the research, it was found the type of code-mixing used by the teacher and students were inner code mixing and outer code mixing. The factors causing teacher did the code-mixing were factors of limited use of codes, factors of function and purpose, and factors of habits. According to the percentages of the questionnaire result the data shows that out of 20 students 50% of them chose factors limited use of codes as their reason did the code mixing, 2% chose factors of function and purpose, and 48% chose factors of habits.
EXAMINING STUDENTS’ SPEAKING SKILL THROUGH CLASS DISCUSSION Swantika, Ika; Harissandi, Refin; Anwar, Rossya Diva
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 3 (2024): Vol. 7 No. 3 (2024): Volume 7 No 3 Tahun 2024 (Special Issue)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i3.31430

Abstract

The aims of this study are to find out the the students’ difficulties in speaking english in class discussion. Class discussions provide a framework for students to think critically out loud about topics being covered in class. They also provide an opportunity to gauge how well the students are comprehending course concepts, assignments, and outside readings. Descriptive qualitative design was conducted in this study. The subjects of this study are the students from the Teknologi Informatika STMIK Pelita Nusantara Medan. The data were collected by doing observation and recording the students’ utterances in class discussion. From the research, it was found the students got some problems in communicating when they were having a class discussion . There were two factors causing them got difficulties in speaking English when they were having a class discussion. The first factor was the Linguistic Problem, some linguistic problems were of lack of vocabularies, lack of practicing, and lack of grammatical knowledge. The second factor was Psychological Problem. Psychological problems are those problems, which often interference the emotional or physical health. These psychological problems may bring negative effect towards student’s speaking performance. Over a quarter of a million people in this world have problems towards their confidence.
THE DIFFICULTIES OF USING GRAMMATICAL STRUCTURE BY HIGH SCHOOL STUDENTS Swantika , Ika; Harissandi, Harissandi; Anwar, Rossya Diva
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 1 (2025): Volume 8 No. 1 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i1.42145

Abstract

Studi ini menyoroti permasalahan dalam pengajaran tata bahasa Inggris di sekolah menengah. Pembelajar bahasa Inggris harus mempraktikkan komunikasi yang efektif dalam bahasa tersebut dan memperoleh aturan tata bahasa yang mendasar dari bahasa tersebut. Desain deskriptif kualitatif dilakukan dalam penelitian ini. Subyek penelitian ini adalah mahasiswa Teknologi Informatika STMIK Pelita Nusantara Medan. Data dikumpulkan dengan melakukan observasi dan mencatat ucapan siswa di kelas. Dari penelitian, ditemukan bahwa siswa mempunyai beberapa masalah dalam menggunakan tata bahasa ketika mereka melakukan diskusi kelas. Dari penelitian, ditemukan bahwa siswa kesulitan dalam memahami penggunaan tata bahasa ketika mereka berada di kelas. Ada beberapa faktor yang menyebabkan mereka mengalami kesulitan dalam menggunakan struktur tata bahasa ketika mereka berada di kelas. Faktornya adalah banyaknya pengecualian terhadap peraturan, dan penutur asli bahasa Inggris, cenderung sedikit malas untuk mengikutinya dengan benar. Penelitian ini juga menemukan strategi apa yang dapat ditingkatkan ke gaya mengajar lama ketika siswa mempelajari struktur tata bahasa, dan kemudian membuat pembelajaran tata bahasa menjadi menyenangkan. Solusi efektif selama siswa belajar untuk meningkatkan tata bahasa adalah dengan berlatih secara teratur.
Co-Authors Harissandi, Harissandi Harissandi, Refin Swantika , Ika Swantika, Ika