Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Luana Sasabone
Universitas Kristen Indonesia Paulus, Indonesia
Agriculture, Biological Sciences & Forestry Arts Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
STRATEGI PEMBELAJARAN DALAM MENGATASI KRISIS ATENSI PESERTA DIDIK DI ERA DIGITAL Luana Sasabone; Anggun Wida Prawira; Vindi Tyastutik; Arini Zulfaida
Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Vol 9 No 1 (2026): Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Publisher : LPPM Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/ndrumi.v9i1.4592

Abstract

This study was motivated by the growing concern over students’ attention deficits in the digital era, which have been exacerbated by the pervasive presence of technological distractions during learning activities. Devices such as smartphones, tablets, and constant access to social media platforms create competing stimuli that fragment students’ focus, reduce engagement, and limit their capacity to process and retain information effectively. In response to this issue, the study aimed to identify and synthesize effective learning strategies that can mitigate attention crises and enhance the quality of learning in digitally saturated environments. To achieve this objective, the research employed a Systematic Literature Review (SLR) method. Journal articles were systematically retrieved from reputable databases, including Google Scholar, ERIC, and Garuda, ensuring a comprehensive and credible selection of literature. The research instrument consisted of article documentation sheets, which facilitated consistent data extraction and comparison. Articles were carefully screened and selected based on predetermined inclusion and exclusion criteria to maintain relevance and reliability. The collected data were then subjected to thematic analysis, allowing the classification of learning strategies according to their effectiveness in promoting students’ attention and engagement. The findings indicate that active learning strategies, structured management of digital distractions, and activity-based learning models are particularly effective in enhancing students’ focus during learning sessions. These approaches encourage meaningful participation, sustain engagement, and promote self-regulation among learners. Accordingly, teachers are advised to design interactive, technology-mediated learning experiences that are structured and intentional, enabling students to overcome attention challenges while fostering deeper understanding and long-term retention of knowledge.
Speaking Difficulties in EFL Learners: A Descriptive Study of Linguistic and Psychological Issues Nurmadina HS; Luana Sasabone; Yuliah Yuliah; Musdalifah Djamaluddin; Nur Sapta Riskiawati
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): 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.v9i1.3238

Abstract

Speaking is one of the most essential yet challenging skills in English as a Foreign Language (EFL) learning. This study aims to identify speaking difficulties experienced by EFL learners, focusing on linguistic, psychological, and learning-related issues. A quantitative descriptive research design was employed in this study. The participants were 16 undergraduate students from an English Department at a private university in Indonesia. Data were collected using a structured questionnaire consisting of 12 closed-ended items and analyzed using descriptive statistics, including frequencies and percentages. The findings reveal that students experienced various speaking difficulties, with linguistic problems emerging as the most dominant factors. Vocabulary limitation was identified as the primary issue, reported by all participants, followed by difficulties in distinguishing similar sounds, sentence construction, forming expressions, comprehension, pronunciation, and intonation. In addition, psychological factors were also reported as barriers to students’ speaking performance. Fear of making mistakes and lack of confidence were among the most prominent psychological issues, while anxiety and shyness were reported at lower levels. Furthermore, lack of motivation was found as an important learning-related factor affecting students’ engagement in speaking activities. This study concludes that speaking difficulties in EFL learners are multifaceted, involving linguistic competence, psychological conditions, and learning-related factors. The findings suggest that effective speaking instruction should address both language proficiency and learners’ affective needs to enhance speaking performance.
Co-Authors Anggun Wida Prawira Arini Zulfaida Musdalifah Djamaluddin Nur Sapta Riskiawati Nurmadina Hs Vindi Tyastutik Yuliah Yuliah