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English Public Speaking Anxiety: Intercultural Communicative Competence Perspective Azahra, Dhira Nada; Nabhan, Muhammad Ghiyats An; Ismail, Hudiya Rusyda Nurzakkiyah; Mahaputri, Ratna Andhika; Rahayu, Yuna Mumpuni
Jurnal Pendidikan Indonesia Vol. 6 No. 7 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i7.8446

Public speaking is one of the common issues in the EFL context but is not limited to the student teachers in Indonesia. To better understand this matter, 15 in-depth interviews and questionnaires were carried out among student teachers in a private university in Indonesia. The research integrates Byram’s model of Intercultural Communicative Competence (ICC) to examine how knowledge, attitude, and skills of interpreting and navigating aspects of cultures influence English public speaking anxiety among them. The findings show that linguistic insecurities, fear of negative evaluation, and psychological stress are the predominant issues impacting students’ public speaking skills at the university level. In this sense, the study reveals that students’ intercultural communicative competence (ICC) plays a significant role in moderating their anxiety, where higher ICC correlates with lower anxiety levels. Psycholinguistic factors such as negative self-perception, lack of confidence, and concerns over cultural miscommunication also significantly contribute to the fear of English public speaking. The findings implicate that enhancing communication education with integrated ICC components and fostering supportive, culturally sensitive learning environments could mitigate this anxiety, potentially improving students’ English public speaking performance. Further research engaging a wider population is necessary for policy formulation, which might facilitate the culture learning in public speaking among students of all educational levels.

The Role of Lecturers in Soft Skill Development Strategies and Character Building in Higher Education Aisyah, Siti; Rahayu, Yuna Mumpuni
Jurnal Edusci Vol 2 No 5 (2025): Vol 2 No 5 May 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i5.866

Background. Lecturers have a crucial role as supervisors and educators in forming independent character in all students. Lecturers are required to play a role in developing behavior, attitudes, competitiveness, and independent abilities in facing future challenges. Aims. This paper aims to discuss the role of lecturers in developing soft skills and character formation in higher education. Method. The method employed is a literature review from various sources, combined with the author's and lecturer's experience. Result. Lecturers are required to play an essential role in encouraging student participation and assigning relevant assignments. The exemplary nature of lecturers can increase motivation to learn, encourage students to behave well, and help them achieve educational goals that align with the expected positive values. Lecturers with integrity will provide real-life examples of truth, honesty, and consistency between their actions and the values they adhere to. Conclusion: To fulfill the role of lecturers in character formation, 10 types of soft skill development strategies need to be implemented in higher education learning. Implementation. Strategic steps for lecturers in character formation and software improvement need to be applied to all universities, both public and private

THE EFFECTIVENESS OF THE APPLICATION OF THE LAW IN WASTE MANAGEMENT POLICIES IN SINDANGBARANG VILLAGE Rahayu, Yuna Mumpuni; Permatasari, Shinta Dwi; Hudaya Taher, Nuni Khoirinnisa; Sari, Ratna; Zulfa, Atha Salsabila
Jurnal Abdisci Vol 2 No 7 (2025): Vol 2 No 7 Tahun 2025
Publisher : Ann Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/abdisci.v2i7.686

Abstract Background. The waste problem at the village level is still a serious challenge, especially in areas with minimal infrastructure and public awareness, such as Sindangbarang Village. Although policies and regulations have been implemented through Kuningan Regent Regulation Number 46 of 2018, the effectiveness of law enforcement in waste management is still not optimal. Aims. This study aims to analyze the extent to which implementing the law can be an effective solution for waste management in the village. Methods. The research method used is qualitative with a descriptive approach and data triangulation techniques through observation, interviews, and documentation. Result. The study's results indicate that various obstacles, such as the lack of waste management facilities, minimal community education, and limited budget and human resources, are the main obstacles to the policy's effectiveness. Conclusion. Strict law enforcement, ongoing education, and collaboration between institutions are needed to increase community participation and support sustainable waste management. Implementation. These findings emphasize the importance of strengthening regulations and the community's active role in creating a clean and healthy village environment.

English Public Speaking Anxiety: Intercultural Communicative Competence Perspective Azahra, Dhira Nada; Nabhan, Muhammad Ghiyats An; Ismail, Hudiya Rusyda Nurzakkiyah; Mahaputri, Ratna Andhika; Rahayu, Yuna Mumpuni
Jurnal Pendidikan Indonesia Vol. 6 No. 7 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i7.8446

Public speaking is one of the common issues in the EFL context but is not limited to the student teachers in Indonesia. To better understand this matter, 15 in-depth interviews and questionnaires were carried out among student teachers in a private university in Indonesia. The research integrates Byram’s model of Intercultural Communicative Competence (ICC) to examine how knowledge, attitude, and skills of interpreting and navigating aspects of cultures influence English public speaking anxiety among them. The findings show that linguistic insecurities, fear of negative evaluation, and psychological stress are the predominant issues impacting students’ public speaking skills at the university level. In this sense, the study reveals that students’ intercultural communicative competence (ICC) plays a significant role in moderating their anxiety, where higher ICC correlates with lower anxiety levels. Psycholinguistic factors such as negative self-perception, lack of confidence, and concerns over cultural miscommunication also significantly contribute to the fear of English public speaking. The findings implicate that enhancing communication education with integrated ICC components and fostering supportive, culturally sensitive learning environments could mitigate this anxiety, potentially improving students’ English public speaking performance. Further research engaging a wider population is necessary for policy formulation, which might facilitate the culture learning in public speaking among students of all educational levels.

Application of Inquiry Learning Methods to Increasing Students' Interest in Speaking English Rahayu, Yuna Mumpuni
Equivalent: Jurnal Ilmiah Sosial Teknik Vol. 5 No. 1 (2023): Equivalent: Jurnal Ilmiah Sosial Teknik
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jequi.v5i1.136

This study investigates how the implementation of InquiryInquiry can improve students' interest in speaking English in class VII in Public Junior High School 18 Cirebon. This collaborative classroom action research did in two cycles, and the participants of this study participants were 24 students from the target class, consisting of 12 girls and 12 boys. The researcher herself acted as an observer, and one of the English teachers from the target school acted as a teacher (collaborator). This is a descriptive-qualitative study because this study investigates the value of teaching speaking. The findings from the classroom observation, the video recorded, and the field notes were analyzed and then described according to the relevant theorists. The findings proved that InquiryInquiry improved students' interest in learning speaking in class VII Public Junior High School 18 Cirebon. The improvement in the student's interest was proved by the student's enthusiasm and the students' joy during the teaching process. It also proved from the students' responses during discussion sessions and practising and from the students' exposure to using English during the lesson. Implementing InquiryInquiry in teaching English facilitates students to do maximal in doing their best during the learning process. However, InquiryInquiry consumes time and is unsuitable for many students in a classroom. Inquiry facilitates freedom for students in finding their knowledge through learning, but it only ensures students' focus on their studies if the teacher does maximal management and scaffolding. Thus, the findings above made the researcher suggest a more prominent study with sufficient time and broadened Cycle for better results.

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