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All Journal Briliant: Jurnal Riset dan Konseptual Indonesian Journal of Educational Science (IJES) Klasikal: Journal of Education, Language Teaching and Science
A. Bohang, Muthmainnah Bahri
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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The Feedback-Motivation Connection: Driving Better Speaking Outcomes for Students Alfian, Heri; Dakka, Litha Nesidekawati; Khartha, Aqzhariady; A. Bohang, Muthmainnah Bahri
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4846

Abstract

This study was aimed to find out the correlation between corrective feedback, students' motivation, students’ speaking performance, and how they interplay with each other. The researcher used a mixed-method, a qualitative and quantitative design. The sample of this study was 34 third grade students of SMAN 1 Tirawuta. In collecting data, questionnaires, observation, and interviews were used. The findings showed that (1)there is a significant correlation between corrective feedback and students’ speaking performance, indicated by sig 2-tailed 0.005. (2) There is a significant correlation between students’ motivation and students’ speaking performance, indicated by sig 2-Tailed 0.003. (3) There is also a significant correlation between corrective feedback and students’ motivation and students’ speaking performance simultaneously, indicated by sig 2-tailed 0.003. The correlation between corrective feedback, students’ motivation, and students’ speaking performance were in the gravity of moderate level, R 0.559, and the R square was 0.313. This implies that 31.3 % variation of students’ speaking performance can be predicted through corrective feedback and students’ motivation, while 68.7% can be predicted through other factors. Last but not least, (4) Teacher’s feedback motivated students through their errors in improving their speaking performance
INDONESIAN EFL LEARNERS’ SELF-EFFICACY TOWARD THEIR LEARNING ACHIEVEMENT Alfian, Heri; Khartha, Aqzhariady; A. Bohang, Muthmainnah Bahri
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (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.v6i3.1242

Abstract

This study aimed to find out how the self-efficacy impact Indonesian EFL learners’ learning achievement. This study was conducted at Sembilanbelas November University of Kolaka. The subjects were six 7th students of English Education Department. The study was employed a case study design. The instrument used to gather the data was interview guidelines to explore the sources of self-efficacy. Data of interview were analyzed based on procedure of data analysis that consisted of the data condensation, data display, and drawing conclusion/data verification. The results of the study shown that students who have high index achievement have high self-efficacy, judging by their confidence in answering questions and viewed from the sources of self-efficacy students who have high index achievement have high self-efficacy in mastery experiences and physiological states. Students who have middle index achievement have high self-efficacy because they have high confidence in answering questions, and viewed from the source of self-efficacy students who have middle index achievement have high self-efficacy in vicarious experiences and physiological states. Students who have low index achievement have low self-efficacy because they do not have high confidence in their ability to answer questions. So, students who have low index achievement have low self-efficacy in mastery experiences and physiological states. Based on the findings, the researcher recommends that it is important to the students to identify their self-efficacy because self-efficacy is essential for learners to facing the problems in academic colleges. Also, students with high levels of academic self-efficacy are more likely to persist at challenging academic tasks and put effort to achieve success in academic college, while students with low self-efficacy tend to give up easily and not confident of being able to perform given assignment
CONTEXTUAL TEACHING AND LEARNING (CTL) IN OFFLINE SETTINGS: ENHANCING BUSINESS ENGLISH FLUENCY FOR WOMEN ENTREPRENEURS THROUGH REAL-WORLD SCENARIOS A. Bohang, Muthmainnah Bahri; Khartha, Aqzhariady; Alfian, Heri; Marhamah, Marhamah; Reskiawan, Bimas; Hustiana, Hustiana; Mustari, Sri Hariati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): 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.v7i1.1289

Abstract

This study investigated the effectiveness of Contextual Teaching and Learning (CTL) in enhancing business English fluency among 30 Women micro-entrepreneurs in Makassar, Indonesia, through offline simulations of real-world business scenarios. A mixed-methods approach was employed, combining pre/post-tests (modified IELTS Speaking Test) with qualitative data from interviews and observations to assess improvements in linguistic proficiency and confidence. Participants engaged in eight sessions of CTL-based activities, including negotiation role-plays, product presentations, case studies, and collaborative proposal writing, aligned with Kolb’s Experiential Learning Theory and ESP principles. Quantitative results revealed significant gains: mean IBECT scores increased from 5.2 to 7.0 (Cohen’s d = 1.46, large effect), while self-reported confidence rose by 35% (p < 0.05). Qualitative insights highlighted enhanced critical thinking and strategic negotiation skills through simulations (e.g., adapting to non-verbal cues, tactical decision-making) and vocabulary expansion via peer collaboration. However, time constraints in role-plays were noted as a challenge, albeit fostering adaptability under pressure. Despite limitations such as a small sample and short intervention period, the findings underscored CTL’s potential to bridge theoretical knowledge and practical application, offering actionable strategies for inclusive, context-specific training programs. The study recommended flexible practices—like dual-role-play formats—to balance realism and pedagogical depth, ultimately empowering women entrepreneurs in global business contexts.
Next-Gen Vocabulary Tools: How Chatbots Elevate Technical English for Computer Science Students Alfian, Heri; Putra, Eko; A. Bohang, Muthmainnah Bahri; Mustari, Sri Hariati; Pratiwi, Alifiah
BRILIANT: Jurnal Riset dan Konseptual Vol 10 No 4 (2025): Volume 10 Nomor 4, November 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v10i4.2367

Abstract

This study examined how well chatbot-enhanced training can help computer science students understand technical vocabulary. Semi-structured interviews were combined with a pre-test and post-test design as part of a mixed-methods strategy. With a substantial effect size (Cohen's d = 1.59) and a mean increase of 12.7%, quantitative data showed a statistically significant improvement in vocabulary scores, suggesting major practical implications. A thematic analysis of qualitative responses identified three main themes: usability limits, motivation and involvement, and perceived benefits. Students commended the chatbot's ability to offer real-time, contextual feedback and promoted deeper learning by using examples that are interwoven with coding situations. The conversational tone, individualized contact, and emotional engagement of the chatbot were credited with increasing motivation. However, some students pointed up issues including repeating outputs, overuse of synonyms, and complex instances, highlighting the necessity of adaptive content calibration. These results demonstrated that, with careful integration, AI-powered chatbots can function as efficient, customized vocabulary instructors; nevertheless, wider adoption will require enhancements to content delivery systems.
Co-Authors Aqzhariady Khartha eko putra, eko Heri Alfian Hustiana, Hustiana Litha Nesidekawati Dakka Marhamah Marhamah Mustari, Sri Hariati Pratiwi, Alifiah Reskiawan, Bimas -