https://repository.unisma.ac.id/handle/123456789/146 Koleksi Thesis Mahasiswa Prodi Pendidikan Bahasa Inggris Thu, 13 Aug 2026 09:26:38 GMT 2026-08-13T09:26:38Z https://repository.unisma.ac.id/handle/123456789/13873 Exploring Preferences and Strategies of Low Achiever in Listening Comprehension: A Qualitative Study of 11th Grade Students at SMA An-Nur Bululawang Malang Mufidah, Isroul Mumtazil This study investigates the causes of low listening ability, students’ preferences in learning listening, and the strategies employed by low-proficiency learners to overcome their difficulties. The research was conducted at SMA An-Nur Bululawang Malang with four 11th- grade students of low listening proficiency as participants. A qualitative descriptive design was applied, and data were collected through semi-structured interviews, observation, and documentation. The findings reveal four main causes of low listening ability: fast speech, different accents or unclear audio, limited vocabulary, and lack of practice or exposure outside the classroom. In terms of learning preferences, students favoured authentic multimedia materials such as videos, podcasts, and songs, particularly when supported by subtitles and visual aids. They also showed different preferences for individual listening (to focus better) and group listening (to share ideas and clarify meaning). Classroom practices such as repetition and discussion were considered effective to reinforce understanding. Regarding strategies, students reported using a combination of personal strategies (repetition, note-taking, writing vocabulary, using subtitles), teacher-supported strategies (listening with transcripts, repeated listening, guided discussion), and technology-based strategies (YouTube, Spotify, podcasts, Duolingo). In conclusion, this study highlights that low listening ability results from both linguistic and experiential factors, while students’ preferences and strategies demonstrate their adaptability in coping with such difficulties. The findings suggest that listening instruction should integrate authentic and visually supported materials, promote a balance between individual and collaborative activities, and encourage learners to extend practice through digital tools. Keywords: listening ability, causes of low listening skill, preferences of listening skill, strategies in learning listening skill, English Foreign Language students. Mon, 29 Sep 2025 00:00:00 GMT https://repository.unisma.ac.id/handle/123456789/13873 2025-09-29T00:00:00Z https://repository.unisma.ac.id/handle/123456789/13871 Problems, Influencing Factors, and Coping Strategies in English Speaking of Silent Students at Private University in Malang Tari, Imelda Febriana The aim of this research was to investigate the speaking problems faced by EFL students, to identify the internal and external factors influencing their speaking performance, and to explore the coping strategies they employed to overcome those challenges. This research applied a qualitative descriptive design. Three quiet students in the fourth to sixth semesters studying at the Islamic University of Malang were selected as participants. Thematic analysis was used to analyze the data that were gathered through semi-structured interviews The findings revealed that students encountered persistent speaking problems such as grammar difficulties, limited vocabulary, pronunciation errors, fluency breakdowns, and reliance on translation from Indonesian before speaking. Internal factors including low confidence, fear of mistakes, and anxiety about negative evaluation further hindered their performance. External factors such as teacher feedback style, peer support, classroom atmosphere, and cultural pressure also influenced their willingness to speak. Despite these challenges, students employed multiple coping strategies. Cognitively, they rehearsed mentally, prepared notes, and translated ideas in advance. Behaviourally, they practiced speaking with peers, watched videos, recorded themselves, and wrote journals. Emotionally, they regulated anxiety through positive self-talk, breathing techniques, and visualization of supportive audiences. In conclusion, the study shows that students’ speaking difficulties result from the interplay of linguistic, psychological, and socio-cultural factors. Nevertheless, their use of coping strategies demonstrates resilience and learner autonomy. The study suggests that effective speaking instruction should integrate language competence, psychological support, and culturally sensitive approaches to help learners develop both confidence and fluency in English communication. Keywords: Speaking Problems, Internal and External factors, Coping Strategies, EFL Learners Thu, 25 Dec 2025 00:00:00 GMT https://repository.unisma.ac.id/handle/123456789/13871 2025-12-25T00:00:00Z https://repository.unisma.ac.id/handle/123456789/13870 Local Initiatives In Language: Qualitative Study Of English Learning Activity At Fathul Majid Islamic Boarding School Bojonegoro Alwy, Hamid This study aims to describe the process English learning and model of English curriculum at Fathul Majid Islamic Boarding School, Kasiman, Bojonegoro. The research focuses on how the English learning is designed, implemented, and evaluated by considering its supporting components (objectives, content, strategies, and evaluation), development principles (effectiveness, continuity, flexibility, and efficiency), as well as foundational aspects (philosophical, religious, sociological, and psychological). This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation. The main informants included the caretaker of the Islamic Boarding School, the head of the language department, and the head of the student dormitory. Data were analyzed through stages of reduction, presentation, and conclusion drawing in an interactive process. The findings reveal that the process of English learning is participatory and contextual. Needs assessment of students serves as the foundation before formulating objectives, selecting materials, and determining teaching methods. The curriculum model is organic and cyclical, beginning with planning, followed by implementation, evaluation, and continuous revision. The study concludes that the English learning activity at Fathul Majid Islamic Boarding School is developed based on students’ real needs, firmly grounded in religious values, and strengthened by the principles of flexibility and sustainability. The resulting model is responsive, adaptive, and integrative with the vision of the Islamic Boarding School. Keywords: English learning activity, Hidden curriculum, Islamic boarding school. Mon, 15 Sep 2025 00:00:00 GMT https://repository.unisma.ac.id/handle/123456789/13870 2025-09-15T00:00:00Z https://repository.unisma.ac.id/handle/123456789/13868 Boosting Confidence: Kampung Inggris Students’ Journey in Improving Speaking Skill Astuti, Dwi This study explores how students at Kampung Inggris develop confidence in speaking English, focusing on the internal and external factors that influence their progress, students’ perceptions of their learning journey, and the strategies they find most effective in overcoming speaking anxiety. Using a qualitative approach, data were collected through in-depth interviews with six students who had studied at Kampung Inggris for at least six months. Thematic analysis was employed to identify recurring themes and patterns from the participants’ narratives. The findings reveal that students’ speaking confidence is built gradually through the interplay of strong initial motivation such as the desire to work abroad or pursue international programs and a supportive learning environment characterized by English area rules, interactive methods like public speaking and roleplay, and the encouragement of empathetic tutors and peers. Students described their progress as a journey from initial fear and silence to greater fluency and spontaneity, supported by daily practice and authentic communication opportunities. Furthermore, students highlighted specific self-regulated strategies such as preparing key points before speaking, practicing in front of a mirror, and using positive self-talk that helped them manage anxiety and speak more confidently. These findings emphasize that speaking confidence is not innate but develops through repeated practice, supportive feedback, and personal effort within an immersive language environment. This study contributes to the understanding of affective factors in language learning and offers practical insights for tutors, learners, and language institutions aiming to foster speaking confidence in similar contexts Keywords: speaking confidence, Kampung Inggris, thematic analysis, language learning strategies, affective factors. Thu, 23 Oct 2025 00:00:00 GMT https://repository.unisma.ac.id/handle/123456789/13868 2025-10-23T00:00:00Z