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All Journal JURNAL EDUCATION AND DEVELOPMENT JL3T (Journal of Linguistics, Literature and Language Teaching) JOLLT Journal of Languages and Language Teaching Lingua
Shafrida Wati
IAIN Langsa
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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HIGHER EDUCATION STUDENTS’ FOREIGN LANGUAGE ANXIETY: A CASE STUDY AT ENGLISH EDUCATION DEPARTMENT OF IAIN LANGSA Shafrida Wati; Nina Afrida
Jurnal Education and Development Vol 10 No 1 (2022): Vol.10. No.1 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.515 KB) | DOI: 10.37081/ed.v10i1.3240

Abstract

This study discusses EFL learners’ foreign language anxiety at a higher education institution in Langsa. It further explores factors that contribute to language apprehension and how it manifests in the students. This study employed a qualitative approach with the type of case study research. The subjects of this research were 10 students of the English Education Department of IAIN Langsa. The data were collected through observation, focus group discussion, and in-depth interviews. Data analysis techniques included data reduction, data presentation, and data conclusion. This study found that the majority of the students experienced anxiety in learning English as a foreign language. Factors that trigger anxiety include inadequate vocabulary and knowledge of grammar, unintelligible pronunciation, individual learning preferences, and afraid of negative evaluation. Some learners suffered various symptoms when practicing the target language, such as shaky hands, wobbly legs, stuttering, headache, and a sense of dread. Such factors affected their attitudes toward the foreign language learning, such as language inhabitant, demotivated, and worried in language classrooms. Nevertheless, few of them conducted efforts to deal with the anxiety include participating in the classroom activity, preparing notes before speaking, and learning with peers.
HIJANETICS (HIJAIYAH AND ENGLISH PHONETICS) IN EFL PRONUNCIATION CLASSES: A PARTICIPATORY ACTION RESEARCH Shafrida Wati
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 5 No 2 (2019): JL3T Vol.V No. 2 2019
Publisher : UPT Pengembangan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v5i2.1429

Abstract

This study explored the use of sounds association of Hijaiyah (Arabic Alphabets) and English phonetics (HIJANETICS) in teaching pronunciation to students who learn English as a Foreign Language, especially in Aceh context. It aimed at overcoming the learners’ difficulties in producing English sounds, enhancing their communicative competency, and also promoting an alternative approach to teach pronunciation for teachers. The researcher worked with four English teachers of Madrasah Ulumul Quran (MUQ) Langsa, Aceh Province, whom were selected purposively. Observation and in-depth interview were conducted to obtain the results of the research. The findings revealed that phonetics training by associating the sounds to Hijaiyah (Arabic Alphabets) improved some learners’ pronunciation qualities, which were clearer and understandable. It promoted independent learning for the students since their ability to recognize phonetics symbols allow them to discover how a word is pronounced. Most importantly, it engaged and motivated them to learn the foreign language.
STUDENTS’ EFL ANXIETY IN LEARNING READING IN ACEH, INDONESIA Nina Afrida; Shafrida Wati
Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v18i01.1898

Abstract

This research examines students’ foreign language anxiety of the English education of state institute of Islamic studies Langsa, Aceh, Indonesia which includes reading anxiety. Furthermore, this research also explores the factors that cause the emergence of anxiety experienced by students when learning a foreign language and explores their efforts to manage this anxiety. This research uses mix-methods with a sequential explanatory model. A total of 130 students for the 2019/2020 academic year at all semesters as the subject in this study. A questionnaire is given for them to obtain the quantitative data, besides, 30 sutudents get in-dept interview as the addition data to find the causes oh anxiety. Consequently, the results of questionnaire showed that Efl students experienced anxiety in learning reading is medium category(54.8%).While the result of in-depth interviews is among the factors that cause anxiety are cognitive factors, namely inadequate mastery of language supporting elements, such as vocabulary, grammar, and pronunciation, worry factors about getting negative assessments from the surrounding environment, low interest and motivation in foreign languages, assessment factors, and lecturer factors. Among the symptoms of anxiety experienced when learning a foreign language are shaking, heart palpitations, tension, confusion, cold sweats, panic, depression, and difficulty breathing. Not all Efl students make efforts to suppress anxiety, but some of them make preparations in the form of notes before showing the language, practice the language with friends and family, and follow several YouTube channels related to language learning.
EXPLORING LEARNERS’ SPEAKING APPREHENSION IN AN ENGLISH CLASSROOM AT SMPN 5 LANGSA Shafrida Wati; Zahratul Idami; Anita Anita
Jurnal Education and Development Vol 10 No 3 (2022): Vol.10. No.3 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (286.62 KB) | DOI: 10.37081/ed.v10i3.3881

Abstract

This study explores language apprehension in speaking experienced by learners in a foreign language setting. It further investigates factors contributing to the anxiety and types of anxiety they experienced in practicing English. This research deployed qualitative research with a case study type of research. The subject of this study was 25 students in the ninth grade of SMPN5 Langsa. Observation and interviews were used to collect the data. To analyze the data the researchers used an interactive model of analyses suggested by Miles and Huberman (1994) consisting of data reduction, data display, and conclusion drawing. Findings showed that factors that trigger language apprehension among the learners are low self-efficacy, lack of vocabulary and grammar mastery, de-motivated in learning English, and unsupportive language learning environment. Most of the learners experience state anxiety particularly when they are asked to share their thoughts in English spontaneously and to practice the target language in front of the class.
The Phonological Interference of Acehnese in Pronouncing Indonesian Language Dedy Suhery; Zahratul Idami; Shafrida Wati
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9554

Abstract

Linguistic issues such as interference and integration frequently arise in multilingual environment, which frequently result in barriers to second language production. This study examines at how language interaction between Acehnese and Indonesian has affected the Indonesian language in Langsa, with a particular emphasis on consonant variations and interference. The objective of this study was to investigate the influence of phonological interference on Acehnese speakers when speaking the Indonesian language, with a specific focus on observing variations in consonant sounds using auditory means.  The study conducted a detailed examination of common variances in Indonesian pronunciation among Acehnese speakers.  This qualitative research was carried out in Langsa, Aceh Province, involving  40 individuals who are native speakers of Acehnese. The participants consisted of 20 males and 20 females, encompassing a range of ages.  The collected data was evaluated using the PRAAT software.  The findings revealed that there was interference in pronunciation, particularly in the form of devoicing, which is the absence of vowel resonance. This was observed in the words "[ap. di]" and "[ʤa.wap]."  This interference leads to a significant level of devoicing, reaching 90% and 100% respectively.  Furthermore, the study revealed phonological interference in words such as "[thə.linga]", "[tə.thap]", and "[a.hat]", with speakers demonstrating devoicing rates of 40%, 40%, and 100% respectively.  The findings showed the complex nature of phonological interference in the pronunciation of the Indonesian language by Acehnese speakers.  These findings served as a foundation for the development of more effective strategies for acquiring a second language, particularly in diglossic environments like Indonesia.
Co-Authors Anita Anita Dedy Suhery Nina Afrida Zahratul Idami