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All Journal Publikasi Pendidikan EXPOSURE JOURNAL Jurnal Noken: Ilmu-Ilmu Sosial Qalam: Jurnal Ilmu Kependidikan Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Ethical Lingua: Journal of Language Teaching and Literature Madaniya ELTIES (English Language Teaching for EFL Learners) Abdimas: Papua Journal Of Community Service Journal of Literate of English Education Study Program (JLe) Journal of Elementary and Secondary School (JESS)
Tahang, Heriyanti
Muhammadiyah University Of Sorong
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Adriana Joteni Ahmad Wael Aisyah Rahmah I Aisyah, Sitti Alia Nur Fadhilah Andi Maryam Andi Musdalifah Anthoneta Mirino Choiriyah Widyasari Elsiani Pokko Fatimah Hidayahni Amin Filzah Maharani Salsabila Hardianti, Rinda Hasanudin Hasanudin Hilyatul Millah Ibrahim Ibrahim Intan Ledy Puspito Ira Siregar Isnaeni Wahab Markhamah Muhammad Syukri Nurwaida Nurwaida Ohorella, Hayat Marwan Rahmatullah Bin Arsyad Rellive Enka Banuvita Rezkiah Hartanti Risda Irianti Rizky Ekawaty Ahmad Rusani, Irna Ruslan Hasyim Salma Zhafirah Yasri Sarmin Sarmin Seska Paparang Shobariah Ahmad Siti Mumtahanah Ngelo Sri Katoningsih Sri Slamet St. Rahmaniah Bahrun Syahira Syahira Taslim Taslim Taslim Taslim Wael, Ahmad Yuliana Arsyad Yuliana Yuliana Yundari, Yundari