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The Correlation between Pre-service EFL Teachers’ Extroversion and English Speaking Skills Heriyanti Tahang; Anthoneta Mirino; Taslim Taslim; Isnaeni Wahab; Sitti Aisyah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 7 No 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2498

This study examines the relationship between extroversion and speaking proficiency among 27 pre-service English teachers at Universitas Muhammadiyah Sorong. Using a correlational research design, data were collected through the Revised-Short Form Eysenck Personality Questionnaire (EPQR-S) and a speaking skills test using a rubric by O'Malley (1996). The data were analysed using SPSS version 27 and Pearson product-moment correlation techniques. The results reveal an insignificant negative correlation (r = -0.108, p > 0.05) between extroversion and speaking skills, indicating no substantial link between these variables. Most students displayed moderate extroversion, but their speaking scores predominantly fell into the "enough" and "poor" categories. Highly extroverted students could have consistently achieved better speaking proficiency. Personalized teaching strategies are recommended to address students' diverse needs. Extroverted learners benefit from group discussions and collaborative projects, while introverted students perform better in quieter settings, such as one-on-one discussions or recorded tasks. These tailored approaches can enhance confidence and improve speaking skills across personality types. Further research is needed to explore other factors influencing pre-service teachers’ speaking skills.

BARRIERS ENCOUNTERED BY EFL STUDENTS IN LEARNING SYNTAX AT FIFTH SEMESTER IN ENGLISH DEPARTMENT OF SORONG MUHAMMADIYAH UNIVERSITY Heriyanti Tahang
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 2 No. 1 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v2i1.203

This research aimed to describe kinds of barrier encountered by EFL students in learning Syntax at Fifth Semester in English Language Education Department of Universitas Muhammadiyah Sorong. This research used a qualitative method in the form of a descriptive qualitative design. 6 students as were as participants of this research. The participants were taken using purposive sampling through the criteria: students had difficulty in learning syntax. An interview was done to gather research data. Before conducting the research, Pre-Interview and Pre-Participation Observation in the Syntax Class to find out Students’ that have difficulties in learning Syntax were done. After that, the semi-structured interview used to know the barriers encountered by these students. Based on the data gained, the result of this research found that the students’ barrier in learning Syntax in English Language Education Department of Universitas Muhammadiyah Sorong were an emotional barrier, motivation barrier, and learning disability. From those of three barriers, most of the students tended to have fear, shame and emotional sensitivity as a most encountered barrier. Another barrier was motivation barrier such as Procrastination and Learning Environment, in addition to learning disability like depression, and dysgraphia. There are two kinds of Barrier that have not encountered by students, they are Lack of Prioritization and Dyslexia. Key words: Barriers, Learning Syntax

Exploration of the Themes and Vocabularies of English Books by Kindergarten Students Sri Slamet; Markhamah Markhamah; Heriyanti Tahang; Choiriyah Widyasari; Sri Katoningsih; Aisyah Rahmah I; Hilyatul Millah; Salma Zhafirah Yasri; Rellive Enka Banuvita
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.3200

One important aspect of learning English in kindergarten is vocabulary mastery, which plays a crucial role in children’s ability to communicate effectively and understand language. However, many children at Aisyiyah Kindergarten in Surakarta, which were observed through purposive sampling, still struggle with vocabulary acquisition. It was found that the learning media, primarily textbooks, focused mostly on activities such as coloring, thickening, and writing letters, without providing sufficient repetition exercises to reinforce vocabulary. This was identified as a significant factor contributing to the challenges children face in retaining vocabulary. The recent research objective was to explore the themes and vocabulary in the textbooks in Surakarta kindergartens. This study specifically sought to examine how well textbooks support the development of vocabulary mastery and whether the content is culturally appropriate and engaging for young learners. The research was conducted using an exploratory qualitative descriptive approach. Data were collected through document analysis of English textbooks used in Surakarta kindergartens, applying first-order and second-order understanding techniques to identify and categorize themes and vocabulary. The results revealed that the textbooks used in these kindergartens were thematic, with some themes aligning with the Ministry of National Education's guidelines. However, the vocabulary introduced was sometimes disconnected from the children’s everyday experiences and was occasionally culturally inappropriate. While some textbooks included a significant amount of vocabulary, the frequency of repetition exercises was insufficient, with some books lacking repetition altogether.

The Correlation between Pre-service EFL Teachers’ Extroversion and English Speaking Skills Heriyanti Tahang; Anthoneta Mirino; Taslim Taslim; Isnaeni Wahab; Sitti Aisyah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2498

This study examines the relationship between extroversion and speaking proficiency among 27 pre-service English teachers at Universitas Muhammadiyah Sorong. Using a correlational research design, data were collected through the Revised-Short Form Eysenck Personality Questionnaire (EPQR-S) and a speaking skills test using a rubric by O'Malley (1996). The data were analysed using SPSS version 27 and Pearson product-moment correlation techniques. The results reveal an insignificant negative correlation (r = -0.108, p > 0.05) between extroversion and speaking skills, indicating no substantial link between these variables. Most students displayed moderate extroversion, but their speaking scores predominantly fell into the "enough" and "poor" categories. Highly extroverted students could have consistently achieved better speaking proficiency. Personalized teaching strategies are recommended to address students' diverse needs. Extroverted learners benefit from group discussions and collaborative projects, while introverted students perform better in quieter settings, such as one-on-one discussions or recorded tasks. These tailored approaches can enhance confidence and improve speaking skills across personality types. Further research is needed to explore other factors influencing pre-service teachers’ speaking skills.

Digitalisasi Rumah Baca: Akselerasi Literasi Masyarakat Pesisir Kampung Della Papua Barat Daya Achmad Rusdi; Ihsan Febriadi; Heriyanti Heriyanti; Renny Purnawati; Muh. Mawardi; Miseri Cordias Bisulu; Said Samsaman; Amos Nikodemus Aibini; Andi Teis Umpes; Novita Fenetiruma; Krristina Claura Monika Mambyeuw; Hadra Tuljanna Sulaiman
AJAD : Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 3 (2025): DECEMBER 2025
Publisher : Divisi Riset, Lembaga Mitra Solusi Teknologi Informasi (L-MSTI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59431/ajad.v5i3.694

The Reading House digitalization program seeks to strengthen literacy capacity among coastal communities in Kampung Dela by integrating technology into collection management and learning services. Activities included outreach sessions, hands-on training, and ongoing mentoring focused on digital library applications, book catalog systems, and service standard operating procedures. Program effectiveness was measured through pretest and posttest assessments administered to 20 participants across seven key indicators. Results revealed substantial gains, with mean scores rising from 30–40 points at baseline to 82–92 points post-intervention. Such improvements reflect enhanced participant competency in digital literacy, collection management practices, and willingness to sustain Reading House operations. Digitalization has successfully repositioned the Reading House as an inclusive, technology-responsive non-formal learning hub. This program offers a replicable framework for advancing digital literacy in geographically isolated coastal regi.

Students’ Grammatical Mistakes on the Use of Language Features in Composing Narrative Text Heriyanti Tahang; Yuliana A; Emiliana Oratmangun; Syahira Syahira; Shoheh Shoheh
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2945

A narrative text with several grammatical and linguistic aspects is one of the texts learned in senior high school. In fact, according to the researcher's prior observation, students faced numerous challenges when attempting to write it, especially grammatical mistakes in using language features. This study aims to detect grammatical errors in the utilization of language elements in narrative texts produced by students, as well as to determine the underlying reasons contributing to these errors. The recent research employed a descriptive qualitative methodology. Eight of the eleventh-grade students studying Online Business and Marketing major in SMK Negeri 1 Kota Sorong have been selected as the participants in this research. Due to the COVID-19 pandemic situation which restricted social interactions, only those students than could be reached out to gather data. The data was derived from a writing exam and a semi-structured interview. Upon analyzing the student's writing, it was discovered that they made errors in utilizing the simple past tense and action verbs. Simultaneously, the interview data indicated that the causes contributing to grammatical errors in using language features in this study were limitations, lack of attention, and carelessness. This research finding implied that the teacher must identify the most effective technique to engage the student's attention and enable them to concentrate on acquiring language skills for future use in creating narrative texts.

MENGELOLA PERUBAHAN ORGANISASI DI ERA AI, ADAPTASI BUDAYA DAN PERILAKU anggelina putri; Hanum khairunisa; Heriyanti Tahang
Al-Mumtaz: Jurnal Manajemen Pendidikan Islam Vol. 3 No. 1 (2026): Al-Mumtaz: Jurnal Manajemen Pendidikan Islam
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/al-mumtaz.v3i1.2810

In the era of Artificial Intelligence (AI), organizations are facing increasing demands to undergo rapid and comprehensive transformation. This transformation encompasses not only technological aspects but also workplace culture and employee behavior to ensure that changes are implemented effectively. Visionary leadership, an open mindset toward innovation, and an adaptive and collaborative organizational culture are essential in this process. This study aims to explore how organizations manage changes resulting from the implementation of AI, with a particular focus on the adaptation of workplace culture and employee behavior. The study employs a literature review approach by examining various academic journals and scholarly sources to understand change management strategies, shifts in organizational values, and forms of employee adjustment to new technologies. The findings of the literature review indicate that AI integration encourages organizations to shift from conventional structures toward more flexible and responsive models. Transformational leadership plays a crucial role in fostering an innovative environment, enhancing employee trust, and reducing resistance to change. The main challenges faced include digital skills gaps, concerns regarding data privacy, and fears of human roles being displaced by machines. Organizations that successfully manage change generally invest in reskilling and upskilling programs, strengthening soft skills, and implementing AI-based e-HRM systems to improve the efficiency of recruitment and training processes. In the context of education and the public sector, AI also contributes to administrative efficiency, personalized learning, and data-driven decision-making. However, ethical issues, data protection, and algorithmic transparency remain significant concerns. In conclusion, the success of digital transformation in the AI era largely depends on an organization’s internal readiness to synergize technology, culture, and human resources. A human-centric approach serves as an essential foundation for maintaining a balance between technological innovation and organizational sustainability in the future.

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