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All Journal EDUCAFL : E-Journal of Education of English as a Foreign Language Al-Muaddib : Jurnal Kajian Ilmu Kependidikan
Hesti Wahyuni Anggraini
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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INVESTIGATING THE CORRELATION BETWEEN EFL STUDENTS’ PARTICIPATION IN CLASSROOM PRESENTATION AND THEIR ACADEMIC ACHIEVEMENT Nadya Khusnul Khotimah; Hesti Wahyuni Anggraini
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 7 No. 3 (2025): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v7i3.2022

Abstract

This study investigates the relationship between EFL students' participation in classroom presentations and their academic success, specifically measured by Grade Point Average (GPA). It aims to determine if there is a significant correlation between overall participation in these presentations and GPA, and to identify which specific aspects of participation such as contribution, interaction, preparation, confidence, and willingness—demonstrate the strongest link to GPA. Employing a quantitative correlational design, the research involved a total of 165 EFL students from the English Education Study Program at Sriwijaya University. These participants were carefully selected using stratified random sampling techniques. Analysis, conducted using Spearman's rank-order correlation, revealed a weak yet statistically significant positive correlation between students' overall involvement in classroom presentations and their GPA (r=0.174, p=0.025). Furthermore, among the various dimensions of participation examined, “Contribution” and “Confidence” emerged with weak but statistically significant positive correlations with GPA (r=0.188, p=0.016 for Contribution; r=0.188, p=0.015 for Confidence). These findings suggest that while actively participating in classroom presentations generally benefits academic progress, the quality of students' input and their self-assurance during delivery appear to be more influential factors than mere general readiness or preparatory efforts. The study offers valuable implications for educators, encouraging them to foster more dynamic learning environments that prioritize meaningful student contributions and build confidence during presentations.
CHALLENGES FACED BY 11 TH-GRADE STUDENTS AT SMAN 1 INDRALAYA UTARA IN READING ENGLISH TEXTS Febrina Berliana; Hesti Wahyuni Anggraini
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 7 No. 4 (2025): Oktober
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v7i4.2166

Abstract

This study investigates the reading difficulties faced by eleventh-grade students at SMA N 1 Indralaya Utara and explores the strategies they use to overcome them. A Mixed-Method approach with a Sequential Explanatory Design was employed. In the first phase, quantitative data were gathered through a reading comprehension test and a Likert-scale questionnaire administered to 71 students. The results revealed that the most common challenges were analyzing sentence structure (28%) and understanding vocabulary (26%), followed by interpreting discourse and comprehending texts (23% each). In the second phase, semi-structured interviews with selected students of different reading proficiency levels were conducted to explore these challenges more deeply. Thematic analysis was used to identify key themes such as vocabulary difficulties, syntactic confusion, discourse interpretation, and strategic or external support efforts. The integration of both quantitative and qualitative findings provides a comprehensive understanding of students’ reading comprehension problems and highlights the need for more targeted instructional support in grammar awareness, vocabulary enrichment, and reading strategy training.
Students' and Teacher' Perceptions on Oral Corrective Feedback Toward Students' Speaking Performance Sirait, Jenifer Jane Patricia; Hesti Wahyuni Anggraini
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 2 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.008.02.02

Abstract

Oral corrective feedback is an important strategy in improving students' speaking skills, but teachers and students usually have different perceptions of how feedback should be given. This discrepancy can reduce the effectiveness of feedback and slow down student progress, so this study is useful for understanding the perceptions of teachers and students. The research was conducted at Methodist High School 3 Palembang with research participants consisting of 1 teacher and 8 grade 11 students. This study used a qualitative approach by applying a case study design. Observations and interviews were conducted to identify common mistakes made by students during speaking performances and to determine the types of verbal corrective feedback most often used by teachers when providing feedback to students. In addition, interviews were conducted to explore teachers' and students' perceptions of verbal corrective feedback on students' speaking performances. Thematic analysis was used to identify the main themes in the teacher and student interviews. The results of the study show that students generally make pronunciation errors, and explicit correction is the type of oral corrective feedback most frequently used by teachers. Furthermore, both teachers and students view this positively and consider oral corrective feedback important in improving students' speaking skills.
Co-Authors Febrina Berliana Nadya Khusnul Khotimah Sirait, Jenifer Jane Patricia