Basic and Applied Education Research Journal <p>Basic and Applied Education Research Journal (e-ISSN: <a href="">2747-142X</a>) is a peer-reviewed journal published by<strong> <a href="">Future Science</a></strong>, BAERJ published two times a year (June and December) that publishes full-length papers, open access journal that provides rapid publication of articles in all areas of educational research.</p> <p>The goal of Basic and Applied Educational Research Journal (BAERJ) is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research in the Global South Countries.</p> <p>Subject areas include, but are not limited to the following fields:&nbsp;</p> <p>Curriculum, Teaching and Learning, Textbook and Media for Education, Educational Evaluation, Collaborative learning,&nbsp; Developmental Education, Educational technology, Educational philosophies, Educational psychology, Humanistic education, Language education, Learning Community, Online learning community</p> <p>BAERJ publishes original research work either as a Full Research Paper or as a Short Communication. Review Articles on a current topic in the said fields are also considered for publication by the Journal.</p> <p>Basic and Applied Education Research Journal (BAERJ) has been indexed by <a href="" target="_blank" rel="noopener"><strong>COPERNICUS</strong></a></p> en-US <p>Authors who publish with this journal agree to the following terms:</p> <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="" target="_blank" rel="noopener"><em>Creative Commons Attribution</em></a> License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</p> <p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</p> <p>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (<a href="" target="_blank" rel="noopener"><em>See the Effect of Open Access</em></a>).</p> (Fahmi Arif Kurnianto, S.Pd., M.Pd.) (Yeni Rizki) Wed, 12 Jun 2024 13:06:25 +0000 OJS 60 Tertiary Students’ Challenges Toward the Use of Oral Presentation in Speaking Class <p>The use of oral presentations is expected to develop students’ language skills. It helps the students to practice for improving students’ communicative competence. However, the oral presentation was challenging for EFL students. Therefore, this study attempted to investigate students' obstacles in using oral presentations during their performance. The participants of the study were twenty-one first-year students of English Education Study Program at a university in Lampung. This study used qualitative study and the data were gained by delivering a Likert scale questionnaire to the students on their perspectives towards the use of oral presentation during one semester adapted from Nouh et al. (2015). In addition to this, an interview was used to verify the data and gain further information in depth. The result showed that two main factors brought challenges for students during oral presentation, they were personal traits and presentation skills. In addition, these two common factors should be put in attention during the process of learning oral presentation. Furthermore, the conclusion of the study showed that most of the students felt anxious, nervous, and not well-prepared during oral presentations.</p> Alvi Raihan Utami, Lulu Laela Amalia (Author) Copyright (c) 2024 Alvi Raihan Utami (Author) Wed, 12 Jun 2024 12:40:34 +0000 Difference Ability Think Critical Using Learning Models Discovery Learning with Problem-Based Learning <p>The low ability to think critically students results Study students who don't meet the minimum completeness criteria. This matter is caused by insufficient selection of learning models so that students have difficulty in studying. Study this aims to know the difference in ability to think critically by using the Discovery Learning model and the Problem-based learning model (case study on basics of marketing subject for class X Marketing at SMKN 1 Jember). Study this uses all overpopulation class X PM. The sample is a selection process using a purposive sampling technique. The research methods used​ are quantitative with an experimental design. The technique used for collecting capability data is critical is a test. Research results show that data analysis using the Independent Sample t-test with a level significance of 0.05 results calculations obtained​ is 0.000 &lt; 0.05 which means there is a significant influence.​ From the results, be concluded that there is a considerable difference​ in ability to think critically between class experiments using Problem-Based Learning and classroom learning models controlled using the Discovery Learning model.</p> Eka Stya Wardani, Hety Mustika Ani, Lisana Oktavisanti Mardiyana (Author) Copyright (c) 2024 Lisana Oktavisanti, Hety Mustika Ani, Eka Stya Wardani (Author) Wed, 12 Jun 2024 13:03:52 +0000 Enhancing the Psychological Well-Being of Higher Education English Lecturers: A Qualitative Study <h1>This study explores the influence of mental health on the instructional approaches employed by higher education English lecturers in the Kurdish region. The primary objective of this study is to find effective techniques that may be implemented to enhance the psychological well-being of these teachers. The qualitative method was used by conducting semi-structured interviews with 5 lecturers at the National Institute of Technology in Kurdistan. The selection of these individuals was crucial in order to get critical insights and perspectives. The results indicate that there is a positive relationship between more significant levels of well-being and instructional practices, resulting in enhanced levels of participation, inspiration, and pleasure. The fundamental qualities that are emphasized are autonomy in teaching, competency, and effectiveness, as well as healthy student interactions. The study findings indicate that using several tactics, such as autonomy assistance, building skills, interaction, acknowledgment and feedback, and a healthy balance between work and life, is a means to enhance the overall well-being of higher education English lecturers. This study is based on a literature review on the topic of teacher well-being, offering valuable insights that may inform pedagogical administrators, staff members, and instructional programs in their efforts to cultivate a conducive atmosphere for professional development and the delivery of successful English language teaching.</h1> Zanyar Nathir Ghafar (Author) Copyright (c) 2024 Zanyar Nathir Ghafar (Author) Sat, 22 Jun 2024 03:36:10 +0000