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All Journal Tell : Teaching of English Language and Literature Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English MetaCommunication; Journal Of Communication Studies Logista: Jurnal Ilmiah Pengabdian Kepada Masyarakat Mega Aktiva: Jurnal Ekonomi dan Manajemen Klasikal: Journal of Education, Language Teaching and Science Jounal of Education and Teaching (JET) Jurnal Ilmu Manajemen Sosial Humaniora (JIMSH) Journal of English Language and Education DECODE: Jurnal Pendidikan Teknologi Informasi Amaliah: Jurnal Pengabdian Masyarakat Tamaddun Realisasi: Ilmu Pendidikan, Seni Rupa dan Desain
Rahmiatin, Titin
Universitas Muhammadiyah Kendari
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Nature-Related Influence of College Students English-Speaking Anxiety in Indonesia Willy Andriani; Maulina Maulina; Faridawati Faridawati; Analiza Tanghal; Titin Rahmiatin Rahim; Anwar Said
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.874 KB) | DOI: 10.30651/tell.v11i1.17763

Abstract

The nature influence of speaking anxiety on foreign language (FL) learning settings has been established. In addition, research acknowledges the relevance of speaking performance in affecting individual predisposition to experience anxious feelings. However, few studies examine the Indonesian college students' anxiety influencing factors, mainly when speaking English. Data strategies employed a parallel design combining quantitative and qualitative methods mixing a closed-ended Likert-scale questionnaire with an in-depth interview. Twenty-eight college students responded online via Google Form to the questionnaire, while in addition, the in-depth interviews lasted 45-60 minutes with six college students. The results indicate that learning situations in classroom activities revolve around how teachers teach, college students' self-confidence, belief in language learning experiences, and excessive learning material are nature-related prominence factors of college students' anxiety in speaking English. In contrast, a lack of college students' preparation has no effect. Examined are the means through which this research contributes to the advancement of understanding and comprehension of previously unidentified components that influence college students' speaking anxiety.
Improving Students’ Vocabulary Achievement Through Short Story at the Eight Grade of SMP Negeri 4 Kendari Irmawati Irmawati; Titin Rahmiatin; Nur Risky Alfiany
Realisasi : Ilmu Pendidikan, Seni Rupa dan Desain Vol. 1 No. 3 (2024): Juli : Realisasi : Ilmu Pendidikan, Seni Rupa dan Desain
Publisher : Asosiasi Seni Desain dan Komunikasi Visual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/realisasi.v1i3.316

Abstract

This study was a classroom action research (CAR) on improving students’ vocabulary achievement through short story to Junior High School. This research was conducted within two cycles in which each cycle consisted of three meetings. Either first cycle or second cycle consisted of planning, action, observation/evaluation, and reflection. The subject of this study was 8th Grade students’ at SMP Negeri 4 Kendari. A number of the students in the class were 32 students. Then, the instruments were used in this study include observation sheet of teacher’s and students’ activity, vocabulary test. The improvement could be seen in the result of students’ achievement after conducting this study was 90.62% proved that it achieved classical achievement. Moreover, percentage of teacher’s and student’s activity also achieved 800% in the second cycle. In other words, the students’ vocabulary at Grade 8th of SMP Negeri 4 Kendari improved through short story.
The Emoji Speaks of Visual Reflection of English Language Learning in Kindergarten: A Systematic Literature Review Sanhas, Tasman; Maulina, Maulina; Rahim, Titin Rahmiatin; Flores, Rosenell B.
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1318

Abstract

Emojis have evolved from informal digital symbols to useful teaching tools, particularly for young students learning English as a second language. The function of emojis in kindergarten classrooms in promoting visual communication, emotional comprehension, and language development is examined in this comprehensive literature review. We find patterns of emoji integration that improve vocabulary acquisition, promote emotional expressiveness, and facilitate cooperative contact by reviewing 22 peer-reviewed studies published between 2013 and 2024. We conclude that emojis speaks enable kindergarten learners' linguistic and social-emotional learning environments enhanced by serving as visual scaffolding and affective cues in English language learning. There includes discussion of the implications for digital tool development and classroom practice.
The Nature-Related Influence of College Students English-Speaking Anxiety in Indonesia Andriani, Willy; Maulina, Maulina; Faridawati, Faridawati; Tanghal, Analiza; Rahim, Titin Rahmiatin; Said, Anwar
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.17763

Abstract

The nature influence of speaking anxiety on foreign language (FL) learning settings has been established. In addition, research acknowledges the relevance of speaking performance in affecting individual predisposition to experience anxious feelings. However, few studies examine the Indonesian college students' anxiety influencing factors, mainly when speaking English. Data strategies employed a parallel design combining quantitative and qualitative methods mixing a closed-ended Likert-scale questionnaire with an in-depth interview. Twenty-eight college students responded online via Google Form to the questionnaire, while in addition, the in-depth interviews lasted 45-60 minutes with six college students. The results indicate that learning situations in classroom activities revolve around how teachers teach, college students' self-confidence, belief in language learning experiences, and excessive learning material are nature-related prominence factors of college students' anxiety in speaking English. In contrast, a lack of college students' preparation has no effect. Examined are the means through which this research contributes to the advancement of understanding and comprehension of previously unidentified components that influence college students' speaking anxiety.
Navigating Educational Frontiers: Students' Perspectives on Interdisciplinary Teacher Collaboration in ESP Classroom Rahmiatin, Titin; Ilham, Muhammad
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 17 Nomor 2 2024
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv17i2.11353

Abstract

The purpose of this study was to investigate students' perceptions of interdisciplinary teacher collaboration (ITC) in ESP classes and to explore the challenges and problems students face during the implementation of ITC. The study involved 38 students from three non-English majors (Department of Agriculture, Department of Fisheries, and Department of Politics and Science). Quantitative and qualitative methods were employed, with the quantitative method used to investigate students' perception of ITC through team teaching and teachers' teaching methods in the ESP classroom. The qualitative method was used to explore the challenges and problems students faced during the implementation of ITC in the ESP context. Data was collected through a questionnaire on Google Forms and individual interviews with 12 students. The results showed that students had a positive reaction to the implementation of ITC, particularly in the areas of team teaching and teachers' teaching methods. However, challenges related to pronunciation, listening, misinterpretation, confidence, writing, grammar, and speaking were identified during the implementation of ITC.
Lecturer’s Belief and Classroom Practices on The Use of Video in English Language Teaching Rahim, Titin Rahmiatin; Fatnalaila, Fatnalaila; Sain, Yuliyanah; Syarief, Andi Rachmawati; Tohamba, Citra Prasisca P.; Muflihun, Muflihun
Langkawi: Journal of The Association for Arabic and English Vol 10, No 1 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5817

Abstract

This study aims to investigate the EFL lecturer's beliefs in teaching speaking using video to fifth-semester students in a private university in Indonesia. A qualitative method was employed as the design of this study, involving an in-depth exploration of the lecturer's perspectives and practices. An English teacher was purposefully selected as the research subject of the study. The data were collected through stimulated recall and semi-structured interviews, allowing for a comprehensive understanding of the lecturer's beliefs and classroom practices. The findings were categorized into six major themes: 1) the source of the lecturer's belief in teaching speaking using video; 2) the purpose of using video in teaching speaking skills; 3) the reasons for using video in teaching speaking skills; 4) the reflection of those beliefs in classroom practices; 5) considerations in choosing the videos; and 6) challenges faced by the lecturer in teaching speaking using video. The results revealed that there was no discrepancy between the teacher's beliefs and teaching practices. The lecturer believes that using video in teaching speaking classes enables students to learn individually, which is reflected in his teaching practice. For example, the lecturer allows students to watch videos individually, facilitating a more personalized learning experience. This alignment between belief and practice underscores the importance of integrating multimedia tools in language teaching, as they can enhance student engagement and autonomy. The study highlights the potential of videos as a valuable resource in language education, particularly in improving speaking skills among EFL learners
Barriers to Oral Proficiency: Exploring Causes of Speaking Inhibition in EFL Learners Hijra, Hijra; Rahim, Titin Rahmiatin; Syarif, Andi Rachmawati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): 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.v6i2.1168

Abstract

This study investigates the underlying factors contributing to speaking inhibition among English as a Foreign Language (EFL) learners, with a particular focus on barriers to oral proficiency. Despite the increasing emphasis on communicative competence in language education, many EFL students experience significant challenges when it comes to speaking English fluently and confidently. Through a qualitative approach, this research explores factors that hinder students' oral proficiency from both signs of inhibition and internal factors include language anxiety, lack of self-confidence, and fear of making mistakes. Data were collected through classroom observation and interviews involving thirteen (13) EFL learners who were taking Basic Speaking Course. The findings from observation reveal that mostly students showed less eye contact more often than other inhibition signs such as rubbing the palms and staggered voice during their speaking practice at classroom. While from interview result, it was found that students mostly experienced the inhibition factor in a combination of language barriers and psychological problems such as anxiety and fear of making mistakes. This paper discusses these elements in detail and offers recommendations for educators to create a more supportive and conducive environment for developing students' oral proficiency. By addressing these barriers, educators can better facilitate EFL learners' ability to communicate effectively in English.
Insights from EFL Classroom: Strategies for Teaching English from Experienced Teacher Cahyani, Adisthy; Rahim, Titin Rahmiatin; Aradhanawaty, Syenja
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): 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.v6i2.1174

Abstract

This study explores effective strategies for teaching English as a Foreign Language (EFL) by drawing on insights from experienced teacher. Through qualitative interviews and classroom observations, the research identifies key strategies that have been implemented by the teacher in EFL classroom. The participant of this study was an experienced teacher who have been working as an English teacher for 36 years. The participant was chosen purposively as most of students considered him as a good teacher. The findings highlight that during the teaching process, the teacher incorporate controlled technique such as warming up, setting, organizational, content explanation, reading aloud, checking, question-answer, drill, translation, dictation, copying, and review. Additionally, the teacher also applied semi-controlled technique such as brainstorming, question-answer and preparation then for free technique such as problem solving, interview and discussion in responding to diverse student needs. These insights provide valuable guidance for EFL educators seeking to improve their instructional practices and foster better language outcomes for their students.
Co-Authors A Halim Abd Aziz Muthalib Ahmad Muhlis Nuryadi Analiza Tanghal Andriani, Willy Angelica Ordanza Cortez Anwar Said Anwar Said Apriani Safitri Cahyani, Adisthy Citra Prasiska Puspita Tohamba, Citra Prasiska Puspita Desi Zabidin elsa, elsa Fajriah Fajriah Fajriah Fajriah Faridawati Faridawati Faridawati Faridawati, Faridawati Fatnalaila, Fatnalaila Flores, Rosenell B. Hadriani, Hadriani Hijra Hijra, Hijra Irmawati Irmawati Kobajashi Togo Isamu Maulina Maulina, Maulina Maulina, Maulina Muflihun, Muflihun Muhammad Ilham Nasrullah, Rahmat Nur Risky Alfiany Pertiwi, Ratih Rahmat Nasrullah Sain, Yuliyanah Sanhas, Tasman Sheryl Ann V. Narciso Syarief, Andi Rachmawati Syarif, Andi Rachmawati Syenja Aradhanawaty, Syenja Tanghal, Analiza Thomas . Tohamba, Citra Prasisca P. Tri Indah Rusli Wati, Renita Setia Willy Andriani