Musrifatun Nangimah
Institut Teknologi Telkom Purwokerto

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LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v23i1.2472


Critical thinking skill is crucial for higher education students. However, the development of critical thinking for engineering students has been overlooked. The previous research on students critical thinking in higher education mainly focuses on Humanities and Social Sciences department. Therefore, this research aims to evaluate engineering students critical thinking ability in English public speaking. A case study was carried out on 28 students (18 Males, 8 Females) of Telecommunication Engineering faculty at Institut Teknologi Telkom Purwokerto. The study found that students had the potential to be critical despite their lack of English vocabulary and poor pronunciation ability. They developed critical thinking by understanding the context given, gathering relevant sources as analysis resources, evaluating the gathered information through discussion, and generating the solutions. Evaluative teaching strategies that encourage scaffolding and learning autonomy are needed to enhance their critical thinking.
Engineering students’ English public speaking: Why is it a nerve-wracking experience? Musrifatun Nangimah
EduLite: Journal of English Education, Literature and Culture Vol 7, No 1 (2022): February 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (514.31 KB) | DOI: 10.30659/e.7.1.82-99


Mastering English public speaking is required for Engineering students to contribute to the Ministry of Education’s internationalization policy that is manifested in the university’s regulation. However, English public speaking has become a nerve-wracking experience for L2 learners. This research aims to explore Engineering students’ English public speaking anxiety and its causes. The explanatory sequential design is applied. The online-based survey was conducted on 197 first-semester students and semi-structured interviews with 8 most anxious participants. The triangulation data analysis of quantitative and qualitative phases was carried out. The results illustrate that students experience moderate to low public speaking anxiety levels. The reasons for public speaking anxiety are linguistics problems, inhibition, lack of speaking practice, the difficulty for sentence construction from L1 into the target language, fear of peer negative feedback and being assessed, and dealing with unfamiliar topics as well as speaking delivery driven thoughts. Furthermore, teachers' reflexive identity and the appointment system used to determine public speakers become additional pressures. These findings can be used as valuable consideration to design appropriate speaking pedagogy, especially in the context of English for non-English major programs. Recommendation for future research is discussed.
How should we counter challenges in teaching pronunciation for EIL? Musrifatun Nangimah
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (763.214 KB) | DOI: 10.33541/jet.v6i1.1357


English as an international language (EIL) deals with the use of English in wider communication both global and local contexts. In an EIL context, people with different mother tongue (L1) use English to share ideas and culture. That is why intelligible English which should be no longer norm-bound is needed. Teaching pronunciation for EIL, especially should provide variety of English accents. English teachers should be flexible to the modification needed and fully informed of what, why, and how to teach and assess comprehensible English. Unfortunately, teaching English pronunciation has always been challenging for non-native English speaker teachers. In this retrospective essay, I discussed the challenges of teaching English pronunciation: the differences between English and students’ L1 phonological system, teachers’ strong and long-standing belief about unnecessary pronunciation, teachers’ excessive workload and insufficient teaching materials, and teachers’ lack of confidence due to native speaker preference model. Ideas to think about and a simple lesson plan to teach English pronunciation that is suitable for EIL context are provided.