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M Saleh Yahya Himni
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yhimni191@gmail.com
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+6281999110771
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asshika@saniya.id
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Jln. Pendidikan No. 1 Kabar Selatan, RT. 02/RW. 38 Sakra, Lombok Timur, Nusa Tenggara Barat 83671
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Kab. lombok timur,
Nusa tenggara barat
INDONESIA
Asshika
Published by Saniya Institute
ISSN : -     EISSN : 3025809X     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ASSHIKA: Journal of English Language Teaching and Learning, a peer-reviewed journal This journal is a platform for researchers, scholars, and practitioners in the field of English education to publish and disseminate their original research and studies. The journal aims to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. Since 2023, the Saniya Institute has been publishing the journal online. The primary scope and focus of the journal include English Language Teaching and Learning Strategy (ELTLS), Teaching English in the four skills of listening, speaking, reading, and writing, Technology-Enhanced ELT, Language Testing and Assessment, English Applied Linguistics, and Second Language Acquisition (SLA). Contributions in the form of original research, reviews, literature reviews, conference proceedings, case reports, short communications, theses, letters to the editor, and editorials are encouraged.
Arjuna Subject : Umum - Umum
Articles 55 Documents
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Implementing an English Day Program to Support Students’ Public Speaking: A Qualitative Case Study at an Indonesian Junior High School Safitri Pangesti Dewi; Tina Priyantin; Poppy Sofia Hidayati
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/5rjsbz28

Abstract

In Indonesian schools, particularly in Bogor, the English Day program mandates weekly English use to enhance speaking skills. This qualitative case study examines how the program is implemented to support public speaking at Ibnu Hajar Islamic Junior High School. Participants included eighth- and ninth-grade students (n=4 for interviews), selected for their active engagement during observations. Data were collected via classroom observations (four weeks, eight sessions) and semi-structured interviews. Thematic analysis revealed two primary activities presentations and storytelling that foster public speaking. Students prepared materials, practiced nonverbal cues (e.g., body language, intonation), and delivered structured talks (opening, body, closing). Although occasional code-mixing with Bahasa Indonesia occurred, teachers reinforced English use through vocabulary drills as mild reinforcement, leading to improvements in pronunciation, vocabulary, and confidence. The program creates a supportive environment for real-world English application, though limitations included unobserved activities like debates. Findings underscore the program's role in building communicative competence.
Enhancing Students’ Engagement and Speaking Skills through Interactive Activities in English Language Teaching: Teachers’ and Students’ Perspectives Saura, Honey Jean; Capao, Pit Dhale; Campos, Liera; Bubuli, Shelou Marie; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/mr09g187

Abstract

This literature review explores traditional and innovative English teaching activities that enhance students’ engagement and speaking skills. Thirty peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically. Traditional approaches such as role-playing, storytelling, language clubs, and group discussions, together with innovative practices like vlog creation, gamified learning, mobile-assisted learning, and TikTok-based tasks, have been found effective in improving fluency, confidence, and motivation. Both teachers and students expressed positive attitudes toward these activities. However, long-term implementation across diverse contexts remains underexplored. This review highlights the importance of blended pedagogical approaches and calls for future research into sustainable engagement-based English instruction.
Language Anxiety among EFL Learners: A Review of Causes and Effects Gapo, Hydie Claire; Antolijao, Cryshia Vyneth; Angob, Renalyn; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/csvae736

Abstract

This paper reviews various studies on students' fear of using the English language, commonly known as language anxiety. Many students, especially non-native speakers, experience anxiety when speaking English due to fear of making mistakes, being judged, or lacking confidence. This review analyzed 21 articles published between 2011 and 2024 that investigate students' anxiety in language learning and its effects, organized thematically and in chronological order. All the key influences such as psychological factors, emotional responses, environmental influences, and the cultural factors that affect students’ fear of using the English language will be examined on how they are interconnected with each other. The findings show that language anxiety can seriously harm a student’s academic performance and self-confidence. The review suggests that supportive, friendly, and less judgmental learning environments can help students become more comfortable and confident in using English. It is recommended that further research is needed to develop tailored interventions and include diverse learner populations and every factor that could potentially contribute to the student’s English language anxiety, not only focusing on one factor.
Improving Speaking Skills Through Communicative Language Teaching (CLT): A Literature Review Judilla, Gregian Carl; Morre, Reyna Mae; cayanong, Marven; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/2qw3qn03

Abstract

Communicative Language Teaching (CLT) is an approach that prioritizes meaningful interaction and student engagement to enhance language proficiency particularly in speaking. In today’s globalized world, where communication is key, CLT proves valuable for English as a Second Language (ESL) learners who often struggle with limited vocabulary, low confidence, and insufficient speaking practice. This literature review, analyzing 30 studies from 2017 to 2025, affirms CLT’s effectiveness in boosting fluency, accuracy, vocabulary, and confidence through interactive activities such as role-plays and discussions. It also fosters creativity, autonomy, and enjoyment in learning. Despite these benefits, challenges like overcrowded classrooms, limited resources, insufficient teacher training, and student anxiety can hinder CLT’s success. To address these, the study recommends enhanced teacher training, resource-rich and supportive environments, confidence-building activities, and integrating CLT into broader educational policies, including MTB-MLE in the Philippines. In conclusion, CLT is not just a technique, it’s a transformative approach that empowers learners to use language with confidence and real-world purpose.
Classroom Interaction and Second Language Speaking Fluency: A Systematic Review Dayanan, Mary Rose; Jakosalem, Angel Rhaine; Quimco, Jean Lica; Miñoza, Joemar; Yahya Himni, M. Saleh
Asshika: Journal of English Language Teaching & Learning Vol. 3 No. 1 (2025): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/16hq0a68

Abstract

This systematic review explores the role of classroom interaction in enhancing second language (L2) speaking fluency. Twenty-one peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically from ERIC, Scopus, and Google Scholar databases. Findings indicate that teacher-student and peer-to-peer interactions significantly improve learners’ confidence, engagement, and oral fluency. Structured classroom dialogue and feedback foster natural speech development, while collaborative tasks such as group discussions and role-plays encourage communicative competence. However, anxiety, fear of criticism, and large class sizes remain barriers to participation. The review suggests adopting balanced interactive strategies, low-stakes speaking tasks, and supportive classroom environments enhanced by digital tools to optimize fluency outcomes. Future studies should explore long-term impacts and the integration of emerging technologies in L2 pedagogy.

Page 6 of 6 | Total Record : 55

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