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All Journal English Review: Journal of English Education Scope: Journal of English Language Teaching Indonesian Journal of EFL and Linguistics Studies in English Language and Education JELT (Jambi-English Language Teaching) Jurnal Pengabdian Pada Masyarakat

Habizar Habizar

Universitas Jambi

Author-ID : 3103470

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Articles

Exploring EFL Students’ Speaking Anxiety of English Teacher Education Program at One Public University in Jambi Mukhlash Abrar; Nunung Fajaryani; Habizar Habizar; Miftahudin Miftahudin; Mercy Sokoy
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 7(1), May 2022
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v7i1.457

Speaking is one of the most difficult skills in language learning particularly in learning English as a foreign language. The purpose of this qualitative study was to explore the issues of speaking anxiety, the factors influencing their speaking anxiety, and the strategies they employed to alleviate the anxiety at one English teacher education program in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. Due to the Covid-19 pandemic, we only had access to invite 12 students to participate in our study-they were nine male and three female student teachers. To select the participants, we employed purposive sampling with a convenience case strategy. Through thematic analysis (Braun and Clark, 2006), we identified three major themes of factors influencing the participants’ speaking anxiety, including 1) language barrier (Grammar, vocabulary, pronunciation, and fluency); 2) psychological issues (low motivation, and personality); and 3) learning proponents (lecturers, classmates, and unfamiliar topic). To alleviate their anxiety, the participants have undertaken strategies, such as 1) self-management (self-practice and doing positive activities) and 2) getting-help strategies (friends’ help and motivation).

The English Course Materials Needs for Sendratasik Study Program Habizar Habizar
Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i1.11979

The present study aims to conduct an analysis of English course materials that is needed by students of Sendaratasik Study Program at Universitas Jambi. The participants of this study were seventy students of Sendratasik Study program who have taken the English course in the second semester. To collect the data, the researcher used questionnaires and interviews as the instruments. The results of the need analysis show that the English learning goals for the students of Sendratasik is to communicate using English actively. Most of them are interested in learning English because they want to improve their speaking skill in order to prepare themselves to fulfill their professional demand. Besides, there are also some of the students consider that the theoretical material such as grammar is also important to learn but the portion must be reduced. Learning grammar such as tenses, and so forth should be thought in the first two meetings only and then continued with practical activities such as writing, reading, listening, and speaking practice.

Online project-based learning for ESP: Determinants of learning outcomes during Covid-19 Akhmad Habibi; Yasir Riady; Turki Mesfer Alqahtani; Ahmad Rifki; Nour Awni Albelbisi; Muhammad Fauzan; Habizar Habizar
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduates’ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among students’ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.

COVER: COVER Habizar Habizar
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 3 No. 2 (2018): Vol. 3 No. 2 (2018)
Publisher : Universitas Jambi

COVER Vol. 5 (1) Habizar Habizar
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 5 No. 1 (2020): Vol 5 No 1 (2020)
Publisher : Universitas Jambi

Academic Writing Workshop at One Junior High School in Merangin Mukhlash Abrar; Nunung Fajaryani; Masbirorotni Masbirorotni; Habizar Habizar; Failasofah Failasofah
Jurnal Pengabdian Pada Masyarakat Vol 7 No 4 (2022): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

The purposes of this community service program were to motivate the teachers to publish and to share our experiences in academic writing, especially writing academic journal article(s). The participants of this workshop were 51 teachers in one of junior high schools (SMP) in Merangin. The workshop was done synchronously and divided into several sessions, including material presentation (concept of academic writing, steps in writing the paper academically, and component of academic writing especially journal article); question and answer; practice (analyzing the paper and formulating the problems); and feedback survey sessions. Based on the result of this program, it is recommended to have similar programs to motivate SMP teachers publish their articles.

Students’ Preferences on the Lecturers’ Written Corrective Feedback (WCF) on Their Writing Tasks: A Study at the English Language Education Study Program (ELESP), Faculty of Education, Universitas Jambi Adrefiza Adrefiza; Habizar Habizar
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.14764

This study analyzes students’ preferences on the lecturer’s written corrective feedback (WCF) on their writing tasks. It looks at how the students want WCF to be written, delivered, and focused on to fulfill the students’ expectations. It also analyzes the students’ preferences on the use of English or Bahasa Indonesia in the WCF to accommodate their learning needs and styles. Through an internet survey delivered to 100 students’ emails, using 5 levels of Likert scales on preferences range, the results show that the students’ preferences varied in terms of types, focuses, and ways the WCF are provided and delivered. It is an evident that many students want the lecturers to provide the correct forms of the errors, to mark and to underline the errors with corrections, and to provide explanations for every single error in their writing tasks. A significant number of the students have a low preference for the use of indirect feedback through cues and prompts. Another interesting result is the fact that many students prefer WCF to be written in Bahasa Indonesia rather than in English. It is recommended that the lecturers flexibly provide WCF according to students’ preferences and expectations to increase their writing skills.

ANALYSIS OF STUDENTS’ PERCEPTION ON ONLINE SPEAKING LEARNING DURING COVID 19 Habizar Habizar
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2023): Vol. 7 No. 1 (2023)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to know students’ perception on learning speaking via online such us zoom meeting etc., during the covid-19 pandemic. This study employed a quantitative research with used a survey method by using questionnaires to collect the data and SPSS to analyze the data from 51 respondents from one of university in Jambi. This research expected to be useful for students and other researchers. The questionnaire consists of six categories in this research. The result of this research showed that in the first category got three interpretations (High, Moderate, Low) for five total item. The scale of the item rangging from 2.88 to 3.76 means score. The second category got a moderate interpretation with the percentage 60% of the respondents chose neutral and 28% chose agree. The third and fourth category got high and moderate interpretation. The fifth and the last category got a moderate interpretation with the most of participants chose neutral. The result of the data analysis revealed that most of the students as the participants had a positive perception of learning speaking by virtual learning. Moreover the lack of internet connection should have accessible for them to get access on the internet. Beside that 34% of the respondents prefer to learning by offline learning (traditional learning).

WILLINGNESS TO SPEAK: WHAT FACTORS INFLUENCE EFL LEARNERS? Nyimas Triyana; Habizar Habizar; Melda Nifia Putri
English Review: Journal of English Education Vol 11, No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7572

The online learning mode has dramatically altered the manner of the way how communication is conducted in learning at higher education or schools for the past two years. It has led to a considerable change in how learning is carried out, transferring it from an offline to an online setting that permits long distance connection and communication. However, this has an effect on students’ engagement in class as many of them exhibit passive or unresponsive behavior in participating the online learning sessions. This qualitative study aims to explore the influencing factors affect students' willingness to participate in zoom sessions during online classes at English Department, Universitas Jambi. The data was gathered through the online classroom observations and interviews with the six EFL learners, and the data was then analyzed based on the theoretical built-themes of Willingness to Communicate (WTC). The finding reveals that 1) The demotivating factors influence EFL learners’ willingness to speak in zoom class were derived by the situational factor such as difficult task types and models, the unfamiliar topic of class discussion, the lecturers’ personal characteristics, the inconvenienced time or schedule of the class meeting and a trouble Internet connection. While 2) The depressing factors influenced by the psychological component, were comprised by the lack of self-confidence, low level of English language proficiency, L2 learning anxiety and students’ individual personality.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.24928

Evaluating the learning outcomes of a certain course implementation can improve the quality of education. This study is focused on Indonesian EFL undergraduatesâ€™ perceptions of the relationships between teacher performance, technological resources, online project-based learning (OPJBL), and ESP learning outcomes. Participants of the study have attended English for specific purposes (ESP) online courses during school closures due to Covid-19. A survey was addressed to 350 undergraduates after a one-semester implementation of the OPJBL. The students were requested to rate their perceptions on validated items using a 7-point Likert-type scale for the data collection. The data were modelled and computed through partial least square structural equation modelling (PLS-SEM). The main findings of the study revealed that teacher performance and technological resources were significant in predicting OPJBL. Similarly, OPJBL was found to play a significant role in affecting ESP learning outcomes. Teacher performance and technological resources were also correlated to ESP learning outcomes. Significant differences were found among studentsâ€™ locations for all variables. The findings highlight the benefits of the SEM approach for establishing the proposed framework and assessing the links between variables concerning the OPJBL and learning outcomes.

Co-Authors Ahmad Rifki Akhmad Habibi MASBIROROTNI MASBIROROTNI Melda Nifia Putri Mercy Sokoy Miftahudin Miftahudin Muhammad Fauzan Mukhlash Abrar Nour Awni Albelbisi Nunung Fajaryani Nyimas Triyana Turki Mesfer Alqahtani Yasir Riady

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