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All Journal Journal of English Development
Regina
Universitas Tanjungpura Pontianak, Indonesia
Education Languange, Linguistic, Communication & Media

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The Role of Multisensory Approach in Fostering Student Well-Being in English Language Teaching for Young Learners: English Anastasia Vena; Yohanes Gatot Sutapa Yuliana; Regina
Journal of English Development Vol. 3 No. 01 (2023): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v3i01.4784

Abstract

This study examined the role of multisensory approaches in enhancing student well-being in learning English as a foreign language (EFL). By integrating multisensory approaches into learning strategies, the study aimed to address language anxiety, a significant barrier for EFL learners. The study used a qualitative library research method to gather and evaluate existing literature and data from diverse sources. It is designed as a qualitative meta-synthesis, which entails gathering and synthesizing qualitative research and theoretical works to uncover major themes and patterns to provide a complete framework for early language teaching methods. The focus on young learners, who often experienced high levels of language anxiety, highlighted the complexity of learning English and the potential of multisensory approaches to mitigate these challenges. The study underscored the importance of considering student well-being in the EFL learning process, suggesting that teachers should incorporate multisensory strategies to enhance language acquisition and overall student well-being. The findings intended to guide curriculum designers, educators, and policymakers, emphasizing the benefits of multisensory approaches in EFL teaching. This research aimed to provide valuable insights for improving English teaching methods and as a foundation for future studies on the impact of multisensory approaches on student well-being and language learning.
An Analysis to Students’ Speaking Anxiety and Emotional Well-Being in English Language Teaching: English Ni Wayan Giri; Yohanes Gatot Sutapa Yuliana; Regina
Journal of English Development Vol. 3 No. 01 (2023): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v3i01.4825

Abstract

English Foreign Language aspect, speaking anxiety is a major concern for students. According to the previous study, it gives negatively impact their whole educational experience. Furthermore, past study has paid little attention to the effect of speaking anxiety on students' emotional well-being by examining the relationship between speaking anxiety and emotional well-being. This library research seeks to better understand the connection between students' speaking anxiety and emotional well-being. The study makes use of a thorough analysis of the literature that has already been published on the subject, including studies looking at the emotional effects of speaking anxiety, its prevalence and causes, as well as how it affects language learning. Considering these results, the study provides a thorough understanding of the complex connection between speaking anxiety and emotional well-being in the context of ELT and looks into additional factors that might affect speaking anxiety from some aspect, such as language proficiency, the classroom setting, and cultural background. Research on students' speaking anxiety and emotional well-being has found that anxiety can have a negative impact on language learning. Students frequently worry about how others see them, which causes them to communicate less effectively. The study discovered that speaking anxiety, exam anxiety, and fear of bad grades were the primary causes of speaking anxiety in English-language classrooms. In conclusion, this library research intends to offer helpful insights into the difficulties faced by language learners in terms of speaking anxiety and its effects on emotional wellbeing to educators to support encourage positive language learning experiences and advance the well-being of students.
Total Physical Response Method as a Stress-Free Learning Method in English Language Teaching: English Veren; Yohanes Gatot Sutapa Yulia; Regina
Journal of English Development Vol. 3 No. 02 (2023): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v3i02.4832

Abstract

This study investigates how teaching young students English using Total Physical Response can be a stress-free method. It highlights that learning English can be stressful for some students, particularly young students like kindergarteners who have different comprehension levels than adults. Therefore, the teaching process must be engaging and the environment appropriate for young minds. TPR, which requires coordination of speaking and movement, has been identified as a highly effective strategy for teaching young children. This approach has been widely used in kindergartens and elementary schools, making learning enjoyable and aiding in retaining English words and expressions. Studies have shown TPR to be effective for young students and students in junior high, senior high, and adulthood. TPR has also been found suitable for dyslexic and visually impaired students, offering benefits such as stress reduction, improved comprehension, and memory enhancement. However, TPR has limitations, including the necessity for teachers to adhere to the curriculum, potentially causing stress and limiting student creativity, as activities focus on mimicking the teacher rather than generating original sentences.
Developing Junior High School Students English Reading Workbook Based on Local Culture in The Merdeka Curriculum (Development research in the seventh-grade students of SMPN 3 Air Besar in the Academic year 2023-2024): English Nasri Kurniawan; Dwi Riyanti; Regina
Journal of English Development Vol. 4 No. 02 (2024): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v4i02.4949

Abstract

This study aimed to develop an English reading workbook based on local culture for students in SMPN 3 Air Besar following the Merdeka Curriculum. The research adopted the Research and Development (R&D) method using the ADDIE model, collecting data through questionnaires, interviews, and direct observations. Analyzed using descriptive statistics and content analysis, the results were used to revise the workbook and improve its effectiveness. The validation phase involved expert judgment from education, English language teaching, and local culture experts, indicating that "English Reading Workbook based on local culture" was culturally relevant, engaging, and effective in promoting English language learning. It serves as a valuable material for English language learning at SMPN 3 Air Besar, providing a culturally relevant and engaging way for students to learn English. The structured approach ensures the materials meet student needs and promote effective English language learning.
Co-Authors Anastasia Vena Dwi Riyanti Nasri Kurniawan Ni Wayan Giri Veren Yohanes Gatot Sutapa Yulia Yohanes Gatot Sutapa Yuliana