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All Journal Al-Irsyad: Journal of Education Science Journal of English Language Teaching and Literature (JELITA)
Roslaini Roslaini
Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia
Arts Education Languange, Linguistic, Communication & Media

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Factors Influencing EFL Students' Engagement in Project-Based Learning within ICT-Integrated Classrooms Ardhita Annisa Dewi; Roslaini Roslaini
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.810

Abstract

Willingness is a kind of awareness of students to participate in a study. It is important to have for students, particularly in learning ICT-based projects. Then, this research aims to investigate the factors of students’ willingness that influence them to complete the project. This research used a mixed–method design, and the data were collected using open and close-ended questions. Thirty EFL students participated in this study as respondents. After analyzing the data using the Likert scale, the result shows that EFL students' willingness to engage in projects is significantly positive. After calculating the frequency and the percentage of students’ responses, the highest percentage for behavioral factors is (66,7%), task orientation (96,7%), teacher support (60%), enjoyment task (50%), achievement (60%), and emotional engagement (53,3%). In this case, it indicates a significant tendency among students to tackle challenges.
PSYCHOLOGICAL FACTORS ON STUDENT SPEAKING ENGLISH PROBLEMS AT SMAN 6 TAMBUN SELATAN Siti Fauziyah; Roslaini Roslaini
Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v4i2.400

Abstract

The research was conducted to thoroughly explore the barriers that hinder students' ability to learn effectively, both from psychological and academic perspectives. Previous studies on English learning difficulties have primarily focused on linguistic and academic factors, such as grammar mastery, vocabulary development, and reading or writing skills. However, limited attention has been given to the psychological barriers that significantly influence students' ability to learn and perform in English, particularly in the context of Indonesian high school students. While some research has mentioned issues like anxiety or fear of making mistakes, these studies often lack a detailed exploration of how psychological factors interact with academic challenges to affect students' confidence and participation in class. This study aims to address this gap by thoroughly investigating both psychological and academic barriers that hinder students' English learning process. By using a questionnaire distributed to students at SMAN 6 Tambun Selatan, the research highlights the dominant role of fear and anxiety as emotional obstacles that reduce students' self-confidence and willingness to engage in learning activities. The findings emphasize the importance of creating supportive and anxiety-reducing classroom environments, which have not been adequately discussed in prior research.
Co-Authors Ardhita Annisa Dewi Siti Fauziyah