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All Journal JUPE : Jurnal Pendidikan Mandala Yavana Bhasha: Journal of English Language Education
Prasodjo, Bernadetha Ambarsari
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Education Languange, Linguistic, Communication & Media

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THE RELATIONSHIP BETWEEN PEER FEEDBACK AND EFL STUDENTS’ SPEAKING ANXIETY IN DEBATE AND PUBLIC SPEAKING CLASS Prasodjo, Bernadetha Ambarsari; Taloko, Johanes Leonardi
Yavana Bhasha : Journal of English Language Education Vol. 8 No. 2 (2025): Volume 8, Issue 2 (2025)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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Abstract

This study examines the relationship between peer feedback and speaking anxiety among EFL students in debate and public speaking classes. Using a quantitative correlational design, data were collected from 82 participants using the Peer-Feedback Orientation Scale (PFOS) and the Public Speaking Class Anxiety Scale (PSCAS). Spearman correlation analysis revealed no significant relationship between peer feedback and speaking anxiety (r = -0.027; p = 0.808). These results indicate that while peer feedback improves critical thinking, engagement, and language performance, it does not directly reduce speaking anxiety. A holistic approach combining peer feedback with anxiety-reduction strategies is recommended. Future research should explore the long-term effects of such interventions in diverse cultural contexts.
The Service Program Design as A Model for Preparing Future Teachers’ Interpersonal Skills: A Descriptive Study Yulina, Christina Atika; Prasodjo, Bernadetha Ambarsari
JUPE : Jurnal Pendidikan Mandala Vol 10, No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9971

Abstract

The focus of this descriptive study is to depict the implementation of the Service Program Design (SPD) course offered by the English Language Education Study Program (ELESP) in a university in Yogyakarta. The study focuses on describing the course structure, objectives, weekly meetings, and highlighted activities conducted throughout the semester. Lesson plans, assignments, students’ reflections, and interviews with lecturers and eight chosen students (picked based on questionnaire findings from a prior study) were among the methods used to gather data. Through a service-oriented framework that prioritizes creativity, collaboration, and reflection, the Service Program Design course was established to foster professional development.  While this paper focuses on describing the implementation of the course, findings from a related study with alumni have indicated that the SPD course indeed contributed to the development of specific interpersonal skills among graduates.
Co-Authors Johanes Leonardi Taloko Yulina, Christina Atika