Journal of Teaching and Education for Scholars

Visual Warm-Ups in the Classroom: Student Reflections on Video-Based Learning in Higher Education

Misnawati Misnawati — 2025-05-01

This study investigates student perceptions of short video warm-ups used at the beginning of classroom sessions in a higher education English for Professional Purposes (ESP) course. A total of 65 first-semester undergraduate students from seven academic disciplines participated in the study. Using a convergent mixed methods design, both quantitative data from Likert-scale evaluations and qualitative data from open-ended responses were analyzed. Quantitative findings indicated high levels of agreement that the videos increased motivation (M = 4.26), were relevant to the lesson topics (M = 4.26), and aided comprehension (M = 4.23). Thematic analysis of qualitative data revealed six key themes: emotional activation and improved learning atmosphere; cognitive orientation and topic relevance; preferences for engaging media formats; enhanced engagement through real-world connections; technical and language barriers; and suggestions for pedagogical improvement. Students emphasized that short, engaging, and relatable videos helped them transition into learning mode, made the class atmosphere more enjoyable, and supported their understanding of the material. They also expressed a desire for more consistent and interactive integration of video content. The study concludes that short video warm-ups, when well designed and pedagogically aligned, can serve as effective tools for enhancing both cognitive and affective dimensions of learning. The findings offer practical implications for instructors, curriculum designers, and institutions seeking to foster active and student-centered learning environments through digital media.

Enhancing the Quality of Education through Innovative Educational Practices at Kalidawir Public Elementary School

Satunggale Kurniawan — 2025-05-01

Study This aiming For increase quality education at Kalidawir Elementary School through implementation practice education innovative. Background study This is low quality learning consequence domination method conventional which focuses on memorization and theory. For answer challenge said, the approach innovative like learning based on project, integration technology, and methods collaborative applied in the learning process. Research This use approach qualitative with method observation, interviews, and documentation For dig understanding deep to implementation and impact from practice innovative in class. Research results show that education innovative in a way significant increase involvement students, results Study academic, as well as skills social and collaborative they. Learning based on project make student more active and contextual in understand material. While integration technology strengthen interest learn and enrich experience learn. However Thus, the limitations means infrastructure as well as lack of teacher competence in utilise technology Still become obstacle main. In overall, research This show that practice education innovative can be an effective strategy For increase quality learning at school Basic. Success implementation is highly dependent on support teacher training, provision infrastructure adequate, and involvement all over element school. Findings This expected become reference in development policy education adaptive basis to development of the times and needs student.

Examining the Link Between English Proficiency and Academic Performance Among EFL Undergraduate Students

Adi Isma — 2025-05-01

English language proficiency plays a vital role in supporting students’ academic performance, especially in higher education settings where English is both the subject of study and a medium for learning. This study aimed to examine the relationship between English proficiency and academic performance among undergraduate students in the English Education Department at Universitas Sulawesi Barat, Indonesia. A quantitative correlational research design was employed, involving 90 students whose English proficiency was measured using the English Proficiency Test for Internal Control (EPTIC), while academic performance was represented by their Grade Point Average (GPA). Data analysis using Pearson correlation revealed a strong and statistically significant positive relationship (r = 0.664, p < 0.001) between English proficiency and GPA. Linear regression analysis further indicated that English proficiency predicted 44.1% of the variance in academic performance. These findings highlight the importance of English proficiency as a predictor of students’ academic success. The results also support the use of institutional language assessments like EPTIC for evaluating academic readiness. It is recommended that higher education institutions provide structured language support programs to enhance student learning outcomes. Future studies should investigate the contributions of individual language skills and other influencing factors.

An Analysis of Determinant Factors Influencing Students’ Anxiety Levels During the Thesis Writing Process

Naufal Qadri Syarif — 2025-05-01

Final-year students of the Primary School Teacher Education (PGSD) program at Universitas Negeri Makassar (UNM) in 2024 face various challenges during the thesis writing process, particularly concerning self-efficacy, coping strategies, and family support, all of which influence their anxiety levels. In Indonesia, the prevalence of anxiety disorders among individuals aged 15 and above increased from 6% in 2013 to 9.8% in 2018. This study aims to analyze the factors associated with anxiety levels among final-year PGSD UNM students during thesis preparation. This research employed an analytical survey design with a cross-sectional approach. The population consisted of 552 undergraduate PGSD students currently writing their theses, with a sample of 123 respondents selected through proportionate stratified random sampling. Data were collected using an online questionnaire via Google Form and analyzed using the Spearman Rank correlation test. Bivariate analysis showed significant correlations between self-efficacy (p = 0.001, ρ = -0.283), coping strategies (p = 0.012, ρ = 0.226), and family support (p = 0.015, ρ = 0.218) with students’ anxiety levels. These findings indicate that self-efficacy, coping strategies, and family support are significantly associated with the level of anxiety among PGSD students. Final-year students are encouraged to maintain strong motivation in completing their theses to obtain their degrees. It is essential to foster high self-efficacy, apply effective coping strategies, and seek family support to reduce anxiety during the thesis writing process.

Improving Teaching Quality through Industry Experience and Communication in Maritime Vocational Education

Agung Kwartama — 2025-05-07

This study aims to examine the influence of industry experience and communication on enhancing teaching quality in maritime vocational education at the National Maritime Academy in Jakarta Raya. In today’s increasingly competitive global landscape, the quality of vocational education is critical—particularly in the maritime sector, which demands both hands-on practical skills and comprehensive theoretical knowledge. Employing a quantitative research design, data were collected through questionnaires administered to lecturers and students at the academy. The data were analyzed using descriptive and inferential statistical methods to explore the relationship between industry experience, effective communication, and teaching quality. The findings indicate a significant positive correlation between lecturers’ industry experience and teaching effectiveness. Additionally, effective communication was found to foster improved lecturer–student interaction, contributing to a more conducive and engaging learning environment. The study concludes that incorporating industry experience into academic practice and enhancing communication skills are strategic steps to improve the quality of maritime vocational education.

Seventeen Group Music and Indomilk: A Critical Discourse Analysis of Language and Power in Celebrity Endorsement

Nurkhaira Ariendita Fortuna — 2025-05-10

This study analyzes language and power relations in celebrity endorsement through the lens of SEVENTEEN’s advertisement for Indomilk. Although celebrity endorsements are known to influence purchasing decisions, there is scant focus on the discourse celebrities strategically employ, especially in the context of K-pop. Fairclough’s three-dimensional Critical Discourse Analysis (CDA) was used in this research to capture how SEVENTEEN’s language choices in their endorsement critically constrain or reproduce the power dynamics relations of the brand, the celebrities, and the consumers. Headed from June 2024 to March 2025, the study collected television and social media ads targeting specific audiences, alongside numerous other pieces of marketed dialogue and visuals. The data were examined at multi-levels: textual, discursive, and social practice. The results indicate that the primary narrative of the ads was to promote Indomilk not simply as a drink but as a vessel of joy, vigor, and global citizenship visually and textually via relatable marketing image and emotionally resonant vernacular. Culturally, the endorsement is framed in Korean with outlandish and groundless suggestions to defy any local inklings of identity which simultaneously aids the brand’s appeal among young local audiences amplifying brand loyalty. The research also notes the portrayals change when it comes to male idols as they perform emotive expressiveness and soft masculinity, which contributes to changing cultural traditions. The results of this study highlight how celebrity discourse operates as a site of socio-cultural and business appropriation, affixing brand power and molding identity of clientele.

The Perlocutionary Effect of Teachers’ Oral Corrective Feedback in Multigenerational EFL Classroom

Dewi Aswati — 2025-05-10

This study investigated the emotional responses of EFL learners from different generational cohorts- Generation Z, Millenial, and Generation X- toward oral corrective feedback (OFC) provided by a Millennial lecturer in an online classroom. Rooted in speech act theory, particularly the concept of perlocutionary acts, the research explores how teachers’ feedback is emotionally received, interpreted, and responded to by learners of varying age groups. A qualitative approach was employed, involving observation of a Zoom-based English class and in-depth semi-structured interviews with nine selected students representing the three generations. Data were analyzed thematically using Miles and Huberman’s framework. The findings reveal five primary emotional responses to OFC: anxiety, embarrassment, motivation, appreciation, and discomfort. While Generation Z expressed higher sensitivity and nervousness, especially in response to public or explicit correction, millennials generally viewed direct feedback as constructive. Generation X preferred reflective feedback forms such as elicitation. These varied emotional reactions demonstrate that the perlocutionary effects of OFC differ based on generational identity, learner preferences, and the classroom setting. This study highlights the importance of generation-aware and emotionally responsive feedback practices in EFL instruction, particularly in online learning environments with limited non-verbal communication. It contributes to the affective dimension of corrective feedback research by emphasizing how feedback not only corrects linguistic errors but also impacts learner emotion, engagement, and motivation.

Exploring Students’ Self-Confidence in Speaking English Through Project-Based Learning

M. Ahmad Bilal — 2025-05-10

The ability to communicate in English is very important in the era of globalization. However, many students face difficulties communicating in the language due to a lack of confidence. Self-confidence greatly affects students' speaking abilities. Studies show that confident students are more active and speak more often. Students lack confidence because traditional education methods are too theory-centered. Project-Based Learning (PBL) enhances students' confidence, critical thinking, and speaking skills by involving them in group projects.This research was conducted on 19 students at MA Bustanul Ulum. Through observation and interviews, it was found that PBL increases students' confidence in speaking English. Although there are challenges, such as shyness and group conflicts, these can be overcome with the help of the teacher. This research proves that PBL is effective in improving students' speaking skills.