Article Per Year (5 Year)
p-Index From 2019 - 2024
0.562
P-Index
This Author published in this journals
All Journal PROJECT (Professional Journal of English Education)
Eka Pratiwi Yunianti
Universitas Aisyah Pringsewu, Indonesia
Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PORTRAYING STUDENTS’ SPEAKING FOREIGN LANGUAGE ANXIETY LEVEL DURING THE ONLINE LEARNING AND REVEALING THE USE OF PAIR GROUP WORK STRATEGY TO DECREASE THE STUDENTS’ SPEAKING FOREIGN LANGUAGE ANXIETY IN OFFLINE LEARNING Eka Pratiwi Yunianti; Arif Alexander Bastian; Dyah Fitri Mulati; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p605-613

Abstract

The goals of the current study were to describe the students' degree of speaking anxiety while learning a foreign language online and to demonstrate how pair group work was used to reduce speaking anxiety when learning a language offline. 28 students from Universitas Aisyah Pringsewu were among the participants in this study. This study used a descriptive qualitative research approach. A speaking foreign language anxiety questionnaire that was adapted from Ozturk was used to gather the data (2014). The survey form used a 5-graded likert scale, and the data were analyzed by categorizing the findings in accordance with guidelines adapted from Ozturk's range levels (2014). The majority of students had moderate levels of speaking anxiety, and there were also a small number of students with high levels of speaking anxiety, according to the results of a pre- and post-test. However, after using a pair-group work strategy, no students were found to have high levels of speaking anxiety. In light of this, it can be said that the pair-group work technique has a positive effect on the students' anxiety related to speaking a foreign language. Keywords:  Foreign Language Speaking Anxiety; Pair Group Work Strategy; Online and Offline Learning
THE DRILL TECHNIQUE IN SPEAKING CLASS FOR THE STUDENTS’ ENGAGEMENT Arif Alexander Bastian; Eka Pratiwi Yunianti; Dyah Fitri Mulati; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p614-618

Abstract

This study sought to determine two things: I if speaking proficiency among students increased statistically significantly after they were taught using drill tactics, and (ii) the degree to which drill techniques were used to engage the students in speaking class. The pre-test, post-test, and observation all yielded data. The outcome revealed a statistically significant improvement in pupils' speaking abilities. The gain score was 14.06 and the significant level was (0.000.05), and the mean score improved from 58.00 on the pre-test to 72.06 on the post-test. The observation's findings revealed that the majority of pupils (79,02%) were actively participating in speaking class. This implies that even while drills encouraged students to speak out loud, they could only partially raise their level of pronunciation proficiency. Keywords:  Drill Technique; Speaking; Teaching Speaking 
TEACHER WRITTEN-CORRECTIVE FEEDBACK: A CASE STUDY IN EFL WRITING CLASSROOM Dyah Fitri Mulati; Faricha Rizqi; Eka Pratiwi Yunianti; Arif Alexander Bastian; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p619-626

Abstract

Feedback is commonly implemented as the scaffolding learning technique in second and foreign language writing. The importance of this has also been acknowledged as a way for students to manage their writing abilities better, which is a crucial component of the process-based learning environment. However, the published literature on secondary teachers' responses to students' writing in an EFL context is less extensive. Furthermore, limited is known about the causes of the current feedback practices and the reasons behind the teacher’s reactions to student writing. As a result, this study, which includes a teacher as a participant, investigates the application of written-corrective feedback in secondary school. This study was a case study aimed at (1) examining written-corrective feedback practice the teacher provides and (2) outlining the factors that influence teacher's practices of giving written-corrective feedback. The data were garnered by a document analysis and interviews adapted from Lee (2009) comprising five items associated with the practices in implementing written-corrective feedback type and strategy, respected by variables that form those practices. The results demonstrated that teachers preferred to use uncoded, indirect, hints, and selective written-corrective feedback. Additionally, it was discovered that those practices were primarily affected by personal experience and improvement in her practice. Keywords:  Written-Corrective Feedback; Practices; Factors; EFL Context
Co-Authors Arif Alexander Bastian Defy Gustianing Faricha Rizqi Mulati, Dyah Fitri Septika Ariyanti -