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All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JEELS (Journal of English Education and Linguistics Studies)
Aristia, Cendikia Flory
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Education Languange, Linguistic, Communication & Media

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Decolonizing The Learning Process In The English Language Education Study Program Farid, Rezqan Noor; Aristia, Cendikia Flory; Rahmaniah, Sovia
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 7, No 2 (2024): JETALL VOLUME 7 NUMBER 2 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v7i2.20802

Abstract

The English Education Study Program as a place of language learning is an institution where the paradigm of foreign language learning that is still thick with the practice of linguistic colonialism is likely to still take place. This study aims to reveal the existence of this paradigm in the teaching process in the study program as a material for future changes in order to achieve widespread and flexible learning. This change will also promote local culture in foreign language learning. This study uses qualitative descriptive method as a means of revealing the necessary facts. Interviews and observations of the learning process and the interaction between lecturers and students were used as data collection tools which were analyzed using the Interpretative phenomenological analysis (IPA) method. The findings of this study show that the phenomenon of language colonialization is still an aspect that lecturers and students are not aware of. Its existence in the context of teaching in the English department of the Faculty of Education is still at the stage of stratification of the language used as an introduction in class, unconscious restrictions on the use of certain languages, and the widespread use of certain languages over other languages.
Student Speaking Anxiety, Causal Factors, and Recommendations: A Mixed Methods Research Norahmi, Maida; Aristia, Cendikia Flory; Mairing, Jackson Pasini
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5754

Abstract

This study aims to analyze the level of speaking anxiety and factors causing it, as well as solutions based on students' perspectives at each level of anxiety. Using a mixed-methods research design with an explanatory sequential approach, quantitative data were collected through the Foreign Language Speaking Anxiety Questionnaire (FLSAQ) from 288 English Language Education students in batches of 2022, 2023, and 2024 at a public university in Palangka Raya. In-depth interviews, students were selected based on FLSAQ scores to represent high, medium, and low anxiety levels. Quantitative results showed that the majority of students were at a moderate level of anxiety (56.8%), while 18.3% showed high anxiety and 24.9% low. The results also showed that there were no significant differences in anxiety scores based on year of entry or class. Qualitative results showed students with high and medium anxiety experienced anxiety due to language competence (vocabulary and grammar), lack of speaking opportunities, negative experiences from the environment, and lack of preparation and confidence. Students with low anxiety generally have more active exposure to and use of English and better self-management strategies. The solutions that students expect include material preparation, independent practice, a supportive classroom atmosphere, and structured teaching strategies.
Co-Authors Jackson Pasini Mairing, Jackson Pasini Norahmi, Maida Rahmaniah, Sovia Rezqan Noor Farid