Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal PREMISE: Journal of English Education and Applied Linguistics TELL - US JOURNAL
Novarita, Paulina
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
THE ROLE OF EMOTIONAL INTELLIGENCE ON ENGLISH SPEAKING SKILLS IN UNDERGRADUATE ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS Ghiffari, Nadira; Ruswandi, Riki; Novarita, Paulina
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.12265

Abstract

Emotional intelligence (EI) is still rarely studied in the context of English-speaking skills, particularly in terms of its specific impact on speaking skills among undergraduate students. Therefore, this study aims to investigate the relationship between emotional intelligence (EI) and English-speaking skills among EFL students at Islamic Nusantara University in Bandung. A survey design involving 93 English Language Education students was employed, utilizing a quantitative approach selected through purposive sampling. This study employs a quantitative approach using a survey design. The data collection technique employed a questionnaire with a 5-point Likert scale, which was analyzed using descriptive statistics. The study results indicate that emotional intelligence (EI) has a significant impact on the English-speaking abilities of EFL students, playing a crucial role in enhancing confidence, managing anxiety, and improving speaking skills. An average score of 3.99 reflects students’ perception that EI plays a significant role in the success of speaking English. This study’s implications highlight the integration of EI lessons into the English learning curriculum to enhance students’ confidence and speaking skills, thereby creating a more satisfying learning experience. This research offers valuable insights for educators and curriculum developers to design programs that promote the development of emotional intelligence (EI) in the context of language learning, thereby enhancing students’ English-speaking skills.
ASSESSING EFL STUDENTS’ WORD RECOGNITION AND READING ALOUD USING INFORMAL READING INVENTORIES Syifa, Afifah Nurul; Hidayat, Hamdan; Novarita, Paulina
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10031

Abstract

Reading is one of the skills that plays a role in expanding vocabulary, mastering reading content, and sentence structure. Word recognition skills, reading accuracy, and reading rate are aspects that need to be improved. Therefore, teachers can find out the abilities of each individual student through various assessment media. This study aims to determine whether the Informal Reading Inventory (IRI) can assess students' word recognition and reading aloud abilities, as well as determine how many words students can say in one minute. The author used a qualitative method with a descriptive research design involving 32 eighth-grade students as participants. Data were obtained through interviews with English teachers, oral reading tests, and students' perceptions of the IRI implementation. The results showed that some students still had difficulty recognizing words, and many students made pronunciation errors on words they were less familiar with. The word recognition assessment results indicated that 17 students were still at the Frustration level. In terms of reading accuracy, all students had difficulty reading the word “Frightened.” Regarding reading comprehension ability, 15 students scored below 50%, while in terms of reading speed, students were at the second level. This study concluded that the use of IRI is effective as an assessment media to identify students' individual reading abilities. This study emphasizes the importance of training and providing varied learning media to improve students' word recognition and reading aloud abilities.
Co-Authors Ghiffari, Nadira Hamdan Hidayat Ruswandi, Riki Syifa, Afifah Nurul