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All Journal Jurnal Sosial Humaniora dan Pendidikan (JUSHPEN) Jurnal Ilmiah Multidisiplin (JUKIM)
Yessi Widyasari
Politeknik Negeri Malang
Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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Students' Anxiety in Speaking English: a Case Study in Online Classes Gita Rahmi; Yella Dezas Perdani; Yessi Widyasari
Jurnal Sosial Humaniora dan Pendidikan Vol. 4 No. 1 (2025): April : Jurnal Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/jushpen.v4i1.2009

Abstract

The purpose of this study was to investigate the students’ level of anxiety in Speaking English in online classes at one university in Indonesia. The research used mix-method of quantitative and qualitative design. The quantitative data were analyzed by using The FLCAS (Foreign Language Classroom Anxiety Scale) by Horwitz et al., (1986) and qualitative data were analyzed by using Maxwell’s theory (1996). The data were categorized, coded and contextualized. There were 42 students who participated in the research. The research found that ten students were in anxious level, 23 students were in mildly anxious level and nine students were in relaxed level. The students admitted that grammar, vocabulary and pronunciation were the students’ problems in speaking. The factors caused them to have the anxiety in speaking can be categorized as communication apprehension, test anxiety and fear of negative evaluation. From the result of this research, the institution and the lecturers are expected to play major role in managing and reducing the students' anxiety. Various teaching methods and medias are hoped to make class become more interesting. Further research can be done by involving more participants and in experimental research to find out the solution to reduce the students' speaking anxiety.
Exploring Students’ Preferences on a Teacher’s Written Feedback in a High School Context Yessi Widyasari; Gita Rahmi; Yella Dezas Perdani
Jurnal Ilmiah Multidisiplin Vol. 4 No. 6 (2025): November: Jurnal Ilmiah Multidisiplin
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/jukim.v4i6.2313

Abstract

Since writing involves complex rules, teachers’ written feedback plays a crucial role. However, students are sometimes dissatisfied because they do not fully understand teachers’ expectations. This study investigates high school students’ preferences regarding the focus and strategy of teachers’ written feedback, emphasizing differences between high and low achievers. Using a qualitative case study design, data were collected through document analysis and semi-structured interviews with one English teacher and nine third-grade students at a senior high school in Bandung, West Java. The findings indicate that students’ language proficiency did not affect their preferences. Both high and low achievers favored form-focused feedback—particularly grammar, vocabulary, and mechanics—over content-focused feedback, influenced by their grammatical difficulties and the teacher’s feedback style. They also preferred indirect feedback strategies, such as underlining, symbols, and codes, because these methods promote self-correction, reflective learning, and long-term retention. However, some students struggled to interpret codes and occasionally appreciated direct feedback. The study highlights the need to balance form- and content-focused feedback and to combine direct and indirect strategies to address diverse learning needs. These findings enhance understanding of students’ feedback preferences in the high school EFL context, offering insights for teachers to design more effective and meaningful feedback.
Co-Authors Gita Rahmi Yella Dezas Perdani Yella Dezas Perdani