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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Pendidikan dan Sastra Inggris
Muhammad Sood
Universitas Nahdlatul Ulama Kalimantan Barat
Education Languange, Linguistic, Communication & Media Other

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Psychological Problems in English Presentations Experienced by Students of the English Education Study Program at UNU Kalbar Nizarrahmadi Nizarrahmadi; Dewi Ismu Purwaningsih; Abdul Mujib; Muhammad Sood; Muhammad Yassin; Dita Septiana
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 4 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i4.2995

Abstract

This research investigates the psychological challenges experienced by second-semester students of the English Education Study Program at UNU Kalbar during English presentation activities. A qualitative descriptive method was employed to provide a clear overview of the affective barriers influencing students’ speaking performance. Data were collected through an 18-item questionnaire supported by semi-structured interviews to obtain a comprehensive understanding of their experiences. The analysis focused on six psychological aspects: lack of confidence, shyness, fear of making errors, anxiety, low motivation, and concern about criticism. The findings reveal that many students experience considerable nervousness, hesitation, and reduced motivation when presenting in English. Fear of criticism and low motivation appear as the most dominant barriers. These psychological issues limit students’ ability to express ideas clearly and hinder their overall performance. Therefore, the study recommends that lecturers implement motivational teaching strategies, create supportive and low-stress learning environments, and provide constructive, non-judgmental feedback to help students overcome psychological obstacles and improve their English presentation skills.
The Effectiveness of the Quartet Card Game in English Vocabulary Mastery for Students at SMP Islam Terpadu Al-Wahidiyah Siti Nuresa; Muhammad Sood; Nizarrahmadi Nizarrahmadi
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.5790

Abstract

Vocabulary mastery is a fundamental aspect of English language skills because it forms the foundation for listening, speaking, reading, and writing. However, in practice, vocabulary learning in the classroom is often conducted monotonously, such as through memorization or written exercises that lack active student participation. This situation has the potential to reduce learning interest and motivation, and impact student learning outcomes. Therefore, innovations in learning strategies are needed to create a more engaging, interactive, and enjoyable learning environment. One alternative learning medium that can be utilized is quartet cards, an educational game that emphasizes student interaction, cooperation, and active involvement in learning and remembering new vocabulary. This study aims to determine the effectiveness of quartet cards in improving English vocabulary mastery at eighth-grade students at Al-Wahidiyah Integrated Islamic Junior High School. The study used a quantitative method with a one-group pre-experimental pretest-posttest design. The sample size was 13 students, selected using a saturated sampling technique. The instrument used was a multiple-choice test administered before and after the treatment. The results showed an increase in the average score from 49.15 in the pretest to 56.38 in the posttest. Further analysis revealed a significant difference between students' abilities before and after using the quartet cards. These findings indicate that the quartet cards are effective in improving junior high school students' English vocabulary mastery. The implication of this study is that English teachers can use the quartet cards as an alternative creative learning strategy that can increase motivation, engagement, and learning outcomes. Furthermore, this research can serve as a basis for developing other educational game-based learning models relevant to students' needs in the modern education era.
Co-Authors Abdul Mujib Dewi Ismu Purwaningsih Dita Septiana Muhammad Yassin Nizarrahmadi Nizarrahmadi Siti Nuresa