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All Journal Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Intelek Dan Cendikiawan Nusantara
Siska Mustikawati Hasibuan
Universitas Negeri Medan
Languange, Linguistic, Communication & Media Other

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Improving Speaking Confidence and Delivery Performance through Toastmasters-Based Evaluation Sessions: A Case Study of English Literature Students Siska Mustikawati Hasibuan; Salsabila Eka Ananda; Rita Hartati
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 01 (2026): Februari - Maret 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

This research originates from the problem of low confidence and public speaking performance among English Literature students, which is often triggered by a rigid numerical assessment system. This qualitative case study was conducted at Universitas Negeri Medan to evaluate the effectiveness of implementing Toastmasters-based evaluation sessions as an alternative assessment model. Through direct observation and structured questionnaires, the findings show that systematic feedback loops are able to improve both the psychological and technical aspects of students simultaneously. The data indicate that 70% of respondents felt calmer and more confident due to the supportive evaluation environment. Technically, there was a significant improvement in eye contact and a reduction of filler words by 86.7%, where all participants (100%) agreed that systematic feedback was far more effective than traditional numerical grading. The uniqueness of this research lies in the transition toward a “micro-evaluative” model that empowers students to take on specific roles such as Ah-Counter and Timer to develop deeper technical awareness. The study concludes that the integration of structured peer feedback is a key factor in bridging the gap between theoretical linguistic knowledge and professional communication competence.
Brain Facts or Brain Myths? Exploring Gen Z’s Neuroscience Literacy on Social Media Siska Mustikawati Hasibuan; Salsabila Eka Ananda; Rita Hartati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 6 (2026): November : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i6.3037

Abstract

Social media has become an important source of neuroscience-related information for Generation Z, but the circulation of unsupported claims and neuromyths raises concerns about how students interpret and evaluate such content. This study explores selected aspects of neuroscience literacy among Gen Z university students from various academic disciplines and universities, focusing on their exposure to neuroscience-related information, recognition of selected claims, and self-reported evaluation practices. A descriptive approach combining quantitative and qualitative questionnaire data was employed. Data were collected through a 20-item online questionnaire completed by 30 respondents aged 18–25. Quantitative responses were analyzed using frequencies and percentages, while open-ended responses were examined thematically. The findings show that 66.7% of respondents encountered neuroscience-related content often or very often, with brain hacks and productivity tips being the most frequently encountered type of content (30%). The 10% brain myth was rejected by 80% of respondents, whereas only 10% rejected the learning-styles claim. Regarding information evaluation, 86.7% reported questioning claims that sounded too simple or too good to be true, while 73.3% reported checking sources, seeking scientific evidence, and comparing information from reliable sources. However, only 60% reported distinguishing scientific evidence from personal opinions. Overall, the findings reveal variations in respondents’ recognition of neuroscience-related misconceptions and reported evaluation practices. Due to the small purposively selected sample and reliance on self-reported data, the findings provide a descriptive account rather than a comprehensive measure of neuroscience literacy.
Co-Authors Rita Hartati Salsabila Eka Ananda