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All Journal REiLA: Journal of Research and Innovation in Language JUMORA: Jurnal Moderasi Olahraga
Hastina, Sri
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Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The Development of Physical Activities Based on Racket Striking for Early Childhood Education Students in Yogyakarta City Hidayat, Afif Khoirul; Susilowati, Sri; Suartini, Desk Ayu; Hastina, Sri; Santoso, Rahmawan; Aziz, Zainul; Yambedoan, Thadius
JUMORA: Jurnal Moderasi Olahraga Vol 5 No 1 (2025): Jurnal Moderasi Olahraga
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/mor.v5i1.1548

Abstract

This research aims to develop physical activities based on racket striking that are suitable for early childhood education children in Yogyakarta City. The research method employed is a simplified version of the Research & Development (R&D) model, which condenses the original ten stages into four main phases: Information Gathering, Development of Preliminary Product Form and Validation, Operational Field Testing, and Final Product Revision. The research subjects consisted of 64 ECE students from four schools in Yogyakarta City, selected using a proportional total sampling technique. The data analysis methods used were the Aiken V test and Dependent t-test. The research findings indicate that physical activities based on racket striking have an Aiken V value of 0.83, which signifies high validity. In the Operational Field Testing, it was found that the effectiveness of physical activities based on racket striking had a dependent t-test significance value of 0.00; thus it can be concluded that the physical activities based on racket striking can be used as a practical learning material to support the motor development of young children while considering safety aspects and its alignment with the developmental stages of children
How Language Competence and Anxiety Shape EFL Participation: Speaking Up or Staying Silent? Tahang, Heriyanti; Hastina, Sri; Ibrahim, Ibrahim; Herlinawati, Herlinawati; Asrifan, Andi
REiLA : Journal of Research and Innovation in Language Vol. 7 No. 1 (2025): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v7i1.15416

Abstract

This research investigated students' participation patterns and the factors affecting them in non-skill lessons in EFL (English as a Foreign Language) lessons with discussion as the primary method. Understanding engagement in these lessons is crucial for enhancing classroom interaction and achieving learning objectives. A descriptive qualitative approach was employed, involving 34 fifth-semester students from an English Language Education program. Data were collected through twelve non-participation observations (examining participants' behaviour in different sessions based on Liu's theory) and a Guttmann scale questionnaire adapted from Hamouda assessing factors affecting participation. The observations revealed four participation patterns: marginal interaction (38.2%), silence observation (35.3%), conditional participation (18.7%), and full integration (11.8%). While the questionnaire identified language competence and psychological factors as two key factors influencing participation. The findings showed that students in full integration and conditional participation categories (30.5%) engaged more when having confidence in their vocabulary. In comparison, students in marginal interaction and silence observation categories (73.5%) were more hesitant due to concerns with grammar and a fear of making mistakes. Psychologically, full integration students were concerned with adverse outcomes, whereas those in marginal and silent categories struggled with shyness, low confidence, and uncertainty. This study contributes by exploring how linguistic and psychological factors shape participation, specifically in non-skill lessons in EFL. The findings suggest that teachers should foster supportive, low-pressure environments to encourage student engagement in addition to improving language competence. Curriculum designers can focus on activities that promote vocabulary development and confidence-building exercises to enhance participation in such lessons.
Co-Authors Afif Khoirul Hidayat, Afif Khoirul Asrifan, Andi Aziz, Zainul Herlinawati Herlinawati Ibrahim Ibrahim Santoso, Rahmawan Sri Susilowati Suartini, Desk Ayu Tahang, Heriyanti Yambedoan, Thadius