Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal JELLT (Journal of English Language and Language Teaching) Tamansiswa International Journal in Education and Science (TIJES)
Leong Jin Jee
Unknown Affiliation
Chemistry Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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A Praxis of Reading Strategies in Twenty-First Century Learning: Beyond the Group Work Herda, Rozanah Katrina; Leong Jin Jee
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 5 No 2 (2024): April 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

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Abstract

The multifaceted problems in EFL reading classrooms are due to the limitation of students' L2 mastery. One of them is EFL students, who are expected to be lifelong readers and must always be ready to face the challenges of the global society. As one of the core skills of 21st-century learning, collaboration is emphasized in reading classrooms to teach the EFL students learning English texts. This study was a quasi-experimental study with a One-Group Pretest-Posttest design with two research questions: 1) What is the EFL students need in reading class? 2) Is there a significant difference between the mean scores of the pretest and the posttest in reading performance obtained by EFL students using CSR? The participants of this study were 68 students in a Senior High School in Yogyakarta, Indonesia. Online questionnaires and Pretest-Posttest were used to collect the data. As a result, the need analysis revealed three crucial things: needs for the atmosphere and strategy in reading class, a situation in their typical reading class, and a desire to have collaborative reading. Therefore, the pretest and posttest showed that the use of CSR significantly improved their reading skills in a collaborative atmosphere. Furthermore, their perspectives on using CSR were positive, for they experienced reading collaboratively. Each reading phase has a relevant comprehension strategy: Preview, Click and Clunk, Get the Gist, and Wrap up. The study gives pedagogical effect to the EFL teachers who want to innovate their reading class and help students overcome their problems, especially struggling readers.
A Study on the Key Factors Affecting Speaking Fluency in Indonesian Higher Education Settings Abdullah Kafabih; Rozanah Katrina Herda; Leong Jin Jee
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.18977

Abstract

English speaking fluency plays a crucial role in supporting students’ academic achievement and global employability. However, many learners continue to struggle with spoken English despite years of formal instruction. This study investigates key factors influencing speaking fluency among university students in the Indonesian higher education context, focusing on personal attributes, cultural and social influences, and pedagogical practices. A mixed-methods approach was used, with data collected through questionnaires from 105 students and semi-structured interviews with 10 participants. The findings indicate that psychological barriers, such as anxiety and lack of confidence, are significant obstacles to speaking fluency. Additionally, limited exposure to authentic English practice and teacher-centered pedagogical approaches contribute to the challenges faced by students. However, the study also highlights positive factors that enhance fluency, such as interactive teaching strategies, vocabulary development, and the provision of constructive feedback. These elements were found to significantly improve students’ fluency and boost their confidence in speaking. Furthermore, the study emphasizes the importance of peer interaction, supportive learning environments, and the integration of technological tools in promoting speaking proficiency. The results suggest that these factors play a critical role in developing students’ communicative competence. Based on these findings, the study offers practical recommendations for educators and policymakers, emphasizing the need for tailored interventions to address students’ specific challenges and improve their English speaking skills in the context of Indonesian higher education. Keywords: speaking fluency, psychological barriers, interactive teaching, higher education, language learning strategies.
Co-Authors Kafabih, Abdullah Rozanah Katrina Herda Rozanah Katrina Herda, Rozanah Katrina