Titis Pahargyan
SMA Kristen Petra 1 Surabaya

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STUDENTS’ ANXIETY IN SPEAKING ENGLISH DURING DISTANCE LEARNING Titis Pahargyan
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 1 (2021): May 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (423.988 KB) | DOI: 10.24071/uc.v2i1.3240

Abstract

The ability to speak a foreign language is prominently influenced by one of the obstacles, namely speaking anxiety. The students tend to be anxious in speaking English in class during their presentation even though it is conducted through distance learning because of the Covid-19 pandemic. Referring to this background, this study aims to examine what kinds of the students’ anxiety in speaking English are during the distance learning and how they cope with the anxiety during the distance learning. A case study was employed in this research as one of descriptive designs in qualitative research. Moreover, the data was collected through analysing students’ self-reflection documents, a close-ended questionnaire, and an interview as the research instruments. Additionally, the participants of this study were 36 Science students at grade X of SMA Kristen Petra 1 Surabaya. After conducting the research, the researcher discovered that communication apprehension, fear of negative evaluation, and test anxiety often made the students anxious in speaking English during distance learning due to Covid-19 pandemic. Hence, it is significant for teachers as the facilitator can play their roles to reduce students’ speaking anxiety in a foreign language classroom.
COOPERATIVE LEARNING THROUGH TGT TO ENHANCE STUDENT’S BEHAVIOURAL ENGAGEMENT IN AN INCLUSIVE SCHOOL IN YOGYAKARTA Titis Pahargyan; Monica Ella Harendita
Journal of English Educational Study (JEES) Vol 5, No 1 (2022): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v5i1.1412

Abstract

This research deals with Teams-Games-Tournament (TGT) as one of the cooperative learning methods implemented in an inclusive school. The aim of the research was to examine the student’s behavioral engagement using the TGT in SMP Taman Dewasa IP Yogyakarta. Through a classroom action research, this study attempts to answer: To what extent does the cooperative learning in this classroom action research enhance the students' engagement in an inclusive school? The research was conducted in three cycles and the participants were 21 students at grade VIII. From the observation, questionnaires, and interviews, there was an increase in the behavioral engagement, from 3.02 to 3.2.