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All Journal Klasikal: Journal of Education, Language Teaching and Science TONGKONAN: Jurnal Pengabdian Masyarakat The Academic: English Language Learning Journal
Kadar, Annisa Syauqina
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : The Academic: English Language Learning Journal

 1 
A STUDY OF HOW LANGUAGE ANXIETY AND FIRST LANGUAGE INFLUENCE AFFECT THE SPEAKING SKILLS IN SECOND LANGUAGE LEARNING Kadar, Annisa Syauqina
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 9 No 2 (2024): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v9i2.1257

Abstract

Second language acquisition (SLA) is a multifaceted process, and speaking proficiency is often one of the most challenging aspects for learners. This study investigates the impact of two critical factors language anxiety and first language (L1) transfer on the speaking skills of second language learners, with a focus on Indonesian learners of Mandarin. Using a descriptive qualitative approach, the study explores how anxiety and L1 transfer shape learners' ability to speak confidently and fluently. Data were collected through semi-structured, in-depth interviews with five participants who have experienced both language anxiety and L1 transfer challenges. The findings reveal that language anxiety significantly impedes fluency, leading to hesitation, cognitive interference, and avoidance behavior. Similarly, L1 transfer had both positive and negative effects on speaking skills, with pronunciation and sentence structure often influenced by the learners' native language. The interaction between language anxiety and L1 transfer created a compounded effect, with negative transfer exacerbating anxiety and further hindering speaking performance. Positive L1 transfer, however, helped to alleviate anxiety and facilitated smoother speech. The study concludes by emphasizing the importance of addressing both emotional and linguistic challenges in SLA, suggesting that educators should adopt strategies to manage anxiety while leveraging positive L1 transfer to enhance speaking proficiency
ELEVATING TEACHER EMPOWERMENT THROUGH INDONESIA’S TEACHER PROFESSIONAL EDUCATION PROGRAM Darmuh, Muthia Mutmainnah; Utami R, Winda Ayu; Kadar, Annisa Syauqina
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 1 (2025): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i1.1472

Abstract

This study explores the transformative effects of Indonesia’s Teacher Professional Education Program (TPEP) on educators, focusing on its impact on teachers’ personal and professional growth. Using a qualitative phenomenological approach, data were gathered through interviews, focus group discussions, and classroom observations involving program participants (teachers) and faculty members. Key findings reveal significant positive changes: teachers reported adopting more innovative teaching methods (e.g. project-based and technology-enhanced learning), improved classroom management, and increased confidence and job satisfaction. For example, one participant noted that after TPEP 'students are more engaged and disciplined when I use project-based learning and new digital tools.' These practical changes align with prior research showing that active, student-centered professional development enhances instructional practice. However, participants also cited persistent challenges: resource constraints, heavy workloads, and limited ongoing PD support hindered full implementation. Stakeholders emphasized the need for strengthened support mechanisms (such as richer resource libraries and mentoring), echoing other studies that highlight institutional backing as critical for PD success. Overall, TPEP has empowered teachers and raised instructional quality, but sustainable improvements will require addressing systemic barriers and investing in continuous, collaborative professional learning
Co-Authors Darmuh, Muthia Mutmainnah Mutmainnah D, Muthia Nirdayanti Mustarih Sri Khaerani Rahman Sri Wahyuningsih Utami R, Winda Ayu