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All Journal Voices of English Language Education Society VisArt: Jurnal Seni Rupa dan Design
Lesta Mega
Unknown Affiliation
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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Pembelajaran Seni Budaya Di SMP Zion Makassar: Studi Kasus Kompetensi Guru Non-Seni Budaya Di Kelas IX Lesta Mega; Andi Ihsan; Heriyati Yatim
VisArt: Jurnal Seni Rupa dan Design Vol. 3 No. 1 (2025): VisART : Jurnal Seni Rupa & Desain
Publisher : Penerbit dan Percetakan, CV. Picmotiv

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61930/visart.v3i1.1200

Abstract

The results of this study indicate that JS teachers have succeeded in developing pedagogical competence significantly, which is reflected in the integration of learning in the cognitive, affective, and psychomotor domains. The arts and culture learning that is implemented is not only oriented towards fulfilling the curriculum, but also functions as a means of strengthening character, developing creativity, and instilling an appreciative attitude towards cultural diversity. Despite having a non-art background, JS teachers are able to overcome the limitations of mastery of the material through a learning ethos, critical reflection, and continuous adaptation. This success is also supported by social competence in building humanistic interactions and creating a fair and communicative learning ecosystem. Thus, JS teachers become representatives of professional educators who are able to transform challenges into meaningful and transformative learning opportunities.
Speaking Success in EFL Classrooms: How Self-Efficacy and Self-Regulated Learning Shape Learners’ Oral Performance Lesta Mega; Mahdum; Supriusman; Jismulatif
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.33014

Abstract

Speaking proficiency is a fundamental component of communicative competence in EFL contexts, yet many Indonesian students continue to experience difficulties in oral performance. This study investigated the contribution of self-efficacy and self-regulated learning to the speaking performance of eleventh-grade students at four Madrasah Aliyah Negeri (MAN) schools in Pekanbaru. Using a correlational quantitative design, data were collected from 106 students selected via cluster random sampling. The instruments consisted of two adapted questionnaires measuring self-efficacy and self-regulated learning, and a rubric-based speaking test assessing vocabulary, fluency, comprehension, grammar, and accent. The data were analyzed using multiple linear regression after meeting the required assumptions of normality, linearity, and multicollinearity. The results showed that both self-efficacy and self-regulated learning made significant positive contributions to speaking performance, with self-efficacy (β = 0.444, t = 5.895, p < 0.001) and self-regulated learning (β = 0.534, t = 7.102, p < 0.001) emerging as significant predictors. The model produced an R value of 0.792 and an R² value of 0.627, indicating that the two predictors explained 62.7% of the variance in students’ speaking scores. These findings suggest that students with greater confidence in their speaking ability and a stronger capacity to plan, monitor, and evaluate their learning tend to demonstrate higher speaking performance. The study suggests that pedagogical practices that promote learners’ confidence and self-regulated learning may support the development of speaking proficiency in EFL classrooms.
Co-Authors Andi Ihsan Heriyati Yatim Jismulatif, Jismulatif Mahdum Supriusman