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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Edukasiana: Jurnal Inovasi Pendidikan Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Suarez, Aris Pet Angeli
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Practices of Bsed English Students in Dealing With English Language Anxiety Bolivar, Rheza Mae; Bayno, Maribel; Suarez, Aris Pet Angeli; Naparan, Genesis
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i4.939

Abstract

This qualitative study investigates the practices of Bachelor of Secondary Education (BSED) English majors in dealing with English language anxiety. Through interviews with the eleven research participants, peers, and classmates, the study identifies triggers, manifestations, and coping strategies associated with language anxiety among BSED English students. Findings reveal that past negative experiences, fear of criticism, lack of confidence, and performance pressure contribute to language anxiety, manifested in various physical and emotional symptoms. Coping mechanisms include self-talk, self-acceptance, breathing techniques, and preparation, which highlight the importance of psychological and practical approaches in managing anxiety. The study concludes that language anxiety poses significant challenges for BSED English students but can be effectively managed through targeted interventions and support strategies. Recommendations include integrating anxiety-reduction techniques into teaching practices, providing opportunities for practice and feedback, fostering a supportive classroom atmosphere, offering mindfulness workshops, and conducting further research on effective interventions. Implementation of these recommendations can enhance students' academic performance and well-being, creating a more inclusive and supportive learning environment for English language learners.
Describing The Relationship Between Text Habits And Spelling Competency Among Bsed English Students Yangyang, Stephanie Rosales; Pesalbon, Marian Duca; Suarez, Aris Pet Angeli; Naparan, Genesis
Beyond Words Vol 12, No 2 (2024): November
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i2.6121

Abstract

This research determined the relationship between texting habits and spelling competency among second-year BSEd English major students. The study employed a quantitative research design to gather data. The researchers created a questionnaire specifically related to texting habits and an adapted Civil Service questionnaire to measure spelling competency. Results showed that students exhibited a high frequency of texting, but displayed below-average spelling competencies. For future research, it is recommended to use a combined quantitative and qualitative design to gain deeper insights into students' opinions, attitudes, and practices regarding texting and spelling. Additionally, future studies should consider including participants from various other courses, not just English majors, to broaden the scope of the research.
Describing the Educational Journey of Bachelor of Secondary Education Major in English Students Patalinghug, Trishia Cesar; Montealto, Rud Ghyne; Suarez, Aris Pet Angeli; Naparan, Genesis
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 1 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i1.3249

Abstract

This qualitative study explores the educational experiences of Bachelor of Secondary Education (BSED) students majoring in English, focusing on their motivations, expectations, challenges, and coping strategies. This study addresses the phenomenon of students dealing with challenging educational programs while desiring to develop the abilities essential for effective teaching. This section aims to understand the factors influencing their decision to pursue this program, the skills they develop, and how they overcome academic and personal obstacles. Semi-structured interviews were conducted with 14 BSED English students, two English teachers, and two peers. Using thematic analysis, recurring themes and patterns were identified. Results reveal that students were driven by job opportunities, family and social influences, and personal interests. They expect to improve their speaking skills, language proficiency, and teaching strategies. Challenges include low self-esteem, teacher incompetence, and academic difficulties, while coping mechanisms involve using online resources, seeking support, and practicing self-directed learning. This study emphasizes the importance of personal and academic support systems in fostering student resilience and offers recommendations for aspiring students, such as cultivating a passion for teaching, engaging in collaborative learning, and adopting strategic reviewing.
Exploring the Experiences of English major students in Learning Syntax Tatoy, Jhon Lloyd; Dinglasa, Apryll Kate; Allon, Cyra; Razon, Clyde Vic; Suarez, Aris Pet Angeli; Naparan, Genesis
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i4.1267

Abstract

Learning English syntax is crucial for language learning. This qualitative study explores the experiences of English major students in learning syntax. The study utilized a case study approach incorporating the Sharan B. Merriam technique and data triangulation method. Through the interviews with the twenty English major students enrolled in one of the private schools in Pagadian City, categorization was utilized to categorize and identify the sub-categories that emerge. The findings reveal that students engaged in activities such as sentence structure identification, sentence tree diagramming, board activities, assessment-based activities, and interactive activities. The primary challenges included difficulty with parts of speech identification, struggle in sentence structuring, challenge in syntax rule application, and problems with complex sentence structure. To cope, students relied on memorizing and familiarizing, studying independently, collaborating in groups, and seeking guidance from teachers. While students found syntax challenging and time-consuming, they acknowledged its importance in language proficiency. The study highlights the need for supportive instructional strategies to enhance student engagement and comprehension.
Dealing with the Vocabulary Difficulties of BSED English Students in Reading Literary Texts Claro, Alexa; Lamosao, Dion Paolo; Abijay, Glaidyn; Suarez, Aris Pet Angeli; Naparan, Genesis
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3320

Abstract

Vocabulary Difficulties are words that BSED English students commonly encounter when reading literary texts, particularly in literature subjects. These difficulties can significantly impede students' comprehension and interpretation of various scholarly works. This study employs the Merriam Case Study Model from 1998 since it aims to provide a contextualized understanding of the vocabulary difficulties faced by BSED English students in reading literary texts. This research employed a triangulation method to collect data from fifteen fourth-year BSED English students, as well as from two peers and two English teachers, using a semi-structured interview guide. The findings highlight the students' perceptions regarding the importance of vocabulary in their reading experiences. Key findings revealed that vocabulary mastery facilitates interpretation, evokes epistemic emotions, and fosters audience engagement. However, students reported several vocabulary difficulties, including encountering unfamiliar words, misusing words, and spelling problems. To address these vocabulary difficulties, BSED English students employed various strategies, such as searching for information, expanding vocabulary through reading, note-taking words, utilizing AI tools, and identifying context clues. Additionally, students expressed intentions or plans to improve their vocabulary by maintaining vocabulary-building notes, reading engagement, participating in English-speaking practices, and immersing in gamification. In conclusion, this study is significant to the body of knowledge and in theoretical and practical methods for both BSED English learners and literature teachers. The study presents several recommendations to enhance teaching and learning strategies within literature courses to better support students in dealing with vocabulary difficulties in literature classes.
Co-Authors Abijay, Glaidyn Allon, Cyra Bayno, Maribel Bolivar, Rheza Mae Claro, Alexa Dinglasa, Apryll Kate Lamosao, Dion Paolo Montealto, Rud Ghyne Naparan, Genesis Patalinghug, Trishia Cesar Pesalbon, Marian Duca Razon, Clyde Vic Tatoy, Jhon Lloyd Yangyang, Stephanie Rosales