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All Journal Klasikal: Journal of Education, Language Teaching and Science Journal of Innovative and Creativity INTERACTION: Jurnal Pendidikan Bahasa
Vera Wahani
Universitas Klabat
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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STUDENTS’ PERCEPTIONS ON ENHANCING SPEAKING SKILLS VIA VIDEO RECORDING TASKS Engelina Salainti; Nofry Frans; Vera Wahani
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1297

Abstract

Speaking skills are crucial in English language learning for several reasons. They play an important role in effective communication, self-development, and professional fluency. They are the basis of communication, enabling the students to express their thoughts, characters, and feelings effectively. Developing speaking skills strongly will build self-confidence and facilitate a better relationship. Effective communication helps to express ideas clearly and convincingly. However, to understand the students’ perceptions, challenges in speaking skills are other parts that need more research. This research aims to find out the students' perceptions on enhancing speaking skills via video recording tasks. This research applied a qualitative method. The data was collected through an interview. 10 students who participated in the interview.
The Correlation Between Students Scanning Technique And Their Reading Comprehension At SMAN 7 Manado Nofry Frans; Tabita Astanto; Vera Wahani
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1785

Abstract

This study aimed to examine the relationship between students’ use of scanning strategies and their reading comprehension performance at SMAN 7 Manado. Employing a quantitative descriptive research design, data were collected from Grade 10 students and analyzed using descriptive statistics and the Pearson Product-Moment Correlation Coefficient. The results showed that the mean score of students’ scanning strategy was 2.63, indicating a moderate level, while their reading comprehension performance had a mean score of 3.40, also categorized as moderate. Statistical analysis revealed a significant correlation between the two variables, with a p-value of 0.000 and a correlation coefficient (r) of 0.639, signifying a strong positive relationship. These findings suggest that students’ proficiency in scanning strategies is significantly associated with their reading comprehension outcomes.
Exploring University Students’ Listening Self-Efficacy and Its Role in Oral Fluency Development Nofry Frans; Vera Wahani
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5491

Abstract

The findings of this study revealed distinct differences between fourth- and sixth-semester students in how they processed listening activities and how these differences influenced their oral fluency. Fourth-semester students often relied on word-by-word comprehension and mental translation, which led to stress, hesitations, and disrupted speech flow. In contrast, sixth-semester students demonstrated meaning-focused listening strategies, enabling quicker responses, more structured discourse, and enhanced fluency. Observations and documentation further confirmed that greater exposure to authentic listening materials contributed to more stable speech rhythm, sustained continuity, and heightened confidence in oral production. The main practical implication of this study is that English language educators should place stronger pedagogical emphasis on authentic listening practice and meaning-oriented strategies rather than word-for-word comprehension. By designing classroom activities that encourage students to focus on main ideas, process listening input more efficiently, and build confidence in their listening abilities, educators can directly reduce students’ anxiety and foster more stable oral fluency. This contribution is significant because it provides a clear instructional pathway: improving listening experiences not only enhances comprehension but also builds psychological readiness and communicative competence, which are essential for success in higher education language learning contexts.
Co-Authors Nofry Frans Salainti, Engelina Tabita Astanto