Tamaddun

Engaging the Silent Learners: Pedagogical Strategies for Supporting Introverted EFL Learners in the Classroom

2024-12-06T14:34:25+00:00

Despite the critical role of personality in academic success, schools frequently overlook the unique needs of introverted students in EFL classrooms, where tailored instructional strategies can significantly improve their engagement and understanding. This study builds on prior research that primarily examined speaking instructions, highlighting the overlooked instances of introversion in various skill-specific classrooms. It examined the pedagogical strategies employed by teachers in a classroom with introverted EFL learner minority. The primary objective of this study is to identify the challenges faced by the teachers, the various strategies they employed to accommodate the unique learning needs of introverted EFL learners in the context of English language learning, as well as the effectiveness of the strategies from the perspectives of the teachers. Employing a qualitative research design, this study utilized purposive sampling to select the participants and collected the data through interviews with three English teachers at MTsN 1 Mandailing Natal. The findings revealed that during the instructional process, the teachers encountered several challenges in effectively engaging with introverted learners, which include the introvert EFL learners’ lack of interest in engaging in the class activities and their limited mastery of vocabulary. The findings also disclosed a set of strategies that can support introverted learners, including modeling, small-group discussions, game-based instruction, autonomous study, and peer teaching. All participants expressed positive perceptions regarding their learners’ experiences teaching introverted learners, suggesting the effectiveness of these strategies in enhancing the motivation of introverted learners and achieving educational objectives. The study highlights the imperativeness for educators to thoughtfully consider diverse characteristics of introverted students to foster their motivation within the classroom environment by exerting considerable effort to stimulate engagement from introverted EFL learners within the classroom setting.

Exploring The Teacher’s Roles and Practice in Promoting Students’ Engagement: A Focus on Non-English Major Students

2024-12-06T14:18:15+00:00

This study explores the roles and practices of an English for Specific Purposes (ESP) teacher in fostering student engagement among non-English major students in higher education. Employing a qualitative descriptive approach, data were collected through questionnaires and semi-structured interviews with a teacher at Muhammadiyah University of Kendari. The findings reveal that the teacher’s effectiveness stems from a combination of pedagogical, social, and professional competencies. Strategies employed to enhance engagement include creating a warm and inclusive classroom environment, tailoring teaching methods to accommodate diverse student proficiency levels, and implementing effective time management practices. These approaches significantly improved students’ confidence, participation, and language acquisition outcomes. The study also identified challenges such as limited course duration, which restricts long-term assessment, and occasional student reluctance in group activities. To address these challenges, the teacher relied on adaptive strategies and emphasized the importance of professional development programs, such as the Inter-disciplinary Teacher Collaboration (ITC) program, which provided new insights into effective ESP instruction. The study sheds light on the importance of collaborative learning, scaffolding techniques, and tailored instruction in meeting the specific linguistic and professional needs of ESP students. This research contributes to the understanding of ESP pedagogy by offering practical and theoretical insights into effective teaching practices. It highlights the critical role of teacher agency in shaping engagement and learning outcomes. The findings provide a foundation for improving ESP instruction and call for future research to explore longitudinal impacts, comparative studies, and the integration of technology in ESP classrooms.

Coping Strategies of High School Students in Flood-Prone Areas: A Study of Adaptive and Maladaptive Behaviors in Labakkang, Pangkep Regency

2024-12-09T05:15:04+00:00

Flooding is a recurrent natural disaster that significantly impacts the lives of communities, including high school students in Labakkang, Pangkep Regency, Indonesia. This study investigates the coping strategies employed by these students to manage the challenges posed by frequent flooding. Using a quantitative survey approach, data were collected from 115 students through structured questionnaires and analyzed using frequency tabulation. The results reveal a nuanced coping behavior among the students, categorized into problem-focused and emotion-focused strategies. Problem-focused strategies, such as planning, problem-solving, and decision-making, were highly prevalent, indicating a proactive approach to mitigating the effects of flooding. Emotion-focused strategies, including acceptance, relaxation, and cognitive reframing, were also widely adopted, reflecting the students' emotional resilience and ability to manage stress. Despite these adaptive strategies, a significant reliance on avoidance behaviors was observed, suggesting an area for intervention. Avoidance, while providing temporary relief, is often considered maladaptive as it may hinder long-term problem resolution and emotional adjustment. This finding highlights the need for targeted educational and psychological interventions to promote more effective coping mechanisms. The study sheds light on the importance of integrating disaster preparedness programs into the educational curriculum, emphasizing skill development in adaptive strategies such as resource management, negotiation, and mindfulness. These findings align with established theories on stress and coping, particularly the transactional model, and provide practical insights for policymakers, educators, and mental health professionals. By addressing the gaps in coping strategies, this research contributes to enhancing the resilience and well-being of students in disaster-prone regions.

Adapting Language Styles in Classroom Interaction: Insights from Lecturers at the State Tourism Polytechnic of Makassar

2024-12-06T14:41:52+00:00

This study investigates the language styles employed by lecturers at the State Tourism Polytechnic of Makassar during classroom interactions, focusing on their implications for the teaching and learning process. Using a qualitative research design grounded in classroom discourse analysis, the study employs a postpositivist approach to explore the nuanced communication dynamics between lecturers and students. Data were collected through observations, document reviews, and audio-visual recordings and analyzed using the Interactive Model of Data Analysis by Miles, Huberman, and Saldana. The findings reveal the absence of the frozen style, typically associated with ceremonial contexts, in classroom settings. Instead, four language styles were identified: formal, consultative, casual, and intimate. The formal style was the most prevalent, used by five lecturers to maintain structure and professionalism. The consultative style, observed in four lecturers, fostered dialogue and collaboration, while the casual style, used by three lecturers, facilitated a relaxed and approachable classroom atmosphere. The intimate style, employed by one lecturer, highlighted its role in building personal connections and providing individualized support. These findings underscore the critical role of language styles in shaping classroom interactions and enhancing student engagement. The study emphasizes the importance of linguistic adaptability and cultural sensitivity in teaching, providing practical implications for teacher training and pedagogical practices. By strategically employing diverse language styles, educators can create dynamic, inclusive, and effective learning environments. Future research should explore student perspectives and cross-cultural variations in language styles to broaden the understanding of their impact on education.

Contextual Approach In Poetry Writing Training For Students

2024-12-09T05:15:39+00:00

This study explores the effectiveness of a contextual approach in enhancing students’ poetry writing skills, creativity, and engagement at SMPN 1 Majene. By integrating students’ personal experiences and cultural contexts into the learning process, the study aimed to address challenges such as limited understanding of poetic structures, difficulties in self-expression, and lack of engagement in poetry writing. A qualitative descriptive method was employed, involving classroom observations, student artifacts, interviews, and reflective journals. The findings reveal that the contextual approach significantly improved students’ understanding of poetic elements such as rhyme, rhythm, and stanza structure. Furthermore, students demonstrated enhanced creativity and self-expression, producing authentic and emotionally resonant poems by drawing on their lived experiences. Collaborative activities, such as peer reviews and group discussions, fostered a supportive learning environment that further motivated students. However, challenges were observed, including difficulties with advanced poetic techniques and hesitancy in sharing work during peer sessions. These findings highlight the transformative potential of contextual learning in making poetry writing more accessible and meaningful, while also underscoring the need for ongoing refinement of teaching strategies. This study provides valuable insights for educators and curriculum designers seeking to enhance creative writing instruction through relevant and inclusive pedagogical approaches.

Application of Onomatopoeia in the Comic “Popeye the Sailorman” Volumes 60-65

2024-12-06T14:18:57+00:00

Abstract. This research examines various phonetic symbols in language, such as onomatopoeia, phonesthemes, and ideophones, in the comic *Popeye the Sailorman* volumes 60-65. The study focuses specifically on the forms and meanings of sound symbols, particularly onomatopoeia, as they appear in the comic. This research provides a basis for understanding sound symbols as tools for describing events and conveying the author’s intent to the readers. The objective is to gain a deeper understanding of the role of onomatopoeic sound symbols in the comic’s storyline. For data analysis, the referential identity method (Sudaryanto, 1993) was applied. The types were analyzed by referring to Ullman’s theory (1962). The results show that are two types of onomatopoeias found in the comic, the primary and secondary onomatopoeias. Primary onomatopoeias involves mimicking a sound using a similar sound, where the sound originates from the object itself. This type of onomatopoeia appears in words that imitate sounds, suggesting the object they describe. And Secondary onomatopoeia refers to sounds that emerge from the relationship between an object's sound and its movement (such as dither, dodder, quiver, slink, slither, slouch, squirm, and wriggle) or are solely based on movement. This type of onomatopoeia originates from actions. The subject of this study is “Popeye the Sailorman”, a comic widely popular with both young and adult readers, especially males or boys. From the volume of 60-65 Popeye comics, 64 types of Onomatopoeai were found. The study’s findings will include a summary, review, and meaningful sentences that will allow the researcher to gain detailed insights into the types, meanings, and unique features of onomatopoeia as they serve to depict events and the storyline of the comic.

Keywords : onomatopoeia , sound symbol, comic, linguistic.

Enhancing EFL Students' Writing Proficiency Through HelloTalk: A Qualitative Exploration of Technology-Assisted Language Learning

2024-12-09T05:14:22+00:00

This study examines the use of the HelloTalk application in enhancing English writing skills among EFL students. Employing a qualitative descriptive research design, data were collected through direct observations of four undergraduate participants who had actively used HelloTalk for several months. The findings reveal that HelloTalk provides a dynamic and interactive platform for developing writing skills. Key features such as AI-assisted grammar corrections, vocabulary-building tools, and real-time feedback from native speakers significantly contribute to improving grammatical accuracy, enriching vocabulary, and fostering coherence in written communication. Additionally, the social networking aspects of HelloTalk encourage authentic language interactions, boosting students' confidence and engagement in writing practice. Despite some limitations, the study highlights HelloTalk's potential as a supplementary tool in EFL education. The app's ability to blend formal learning tools with social interaction features makes it an effective resource for creating an immersive and supportive language learning environment. The research underscores the importance of integrating technology, such as HelloTalk, into EFL curricula to optimize students’ writing development. Recommendations include providing structured activities and training educators and learners to maximize the app’s functionalities. This study contributes to the growing discourse on technology-enhanced language learning and offers valuable insights for educators and curriculum developers.

Empowering Narratives: A Feminist Critical Discourse Analysis of Essays from Magdalene

2024-12-09T05:16:42+00:00

Despite the recognition of gender equality within the Indonesian legal system, there remain various instances where women have disadvantages in domains including education, employment, and political representation. This study aims to highlight actions taken by women in fostering women’s empowerment through essays by applying the framework of Feminist Critical Discourse Analysis (FCDA). This study applied qualitative method to conduct a content analysis of essays that address topics relating to women. The data included in this study were taken from the essays featured in the book “The Feminist Minds”. To determine gender-related issues and the actions taken to address them, the data was collected by reading and taking notes on the relevant passages of the essays. Following the collection of data, the analysis was carried out using the theoretical framework of FCDA. Several misconceptions regarding feminism and women-related issues, including street harassment, sexual abuse, and victim blaming, were discussed in the essays. Furthermore, the actions that must be taken to address them were also elaborated. The strategies included awareness campaigns, educational initiatives, legislative efforts, community support, and addressing negative stereotypes and attitudes. In conclusion, progress in addressing women-related issues can be achieved through collaborative efforts involving communities and affiliated organizations.

Bridging Distance Learning: Insights into Synchronous and Asynchronous Approaches for Enhancing English Speaking Skills

2024-12-09T05:16:07+00:00

This study investigates the perspectives of teachers and students on the effectiveness of synchronous and asynchronous learning approaches in enhancing English speaking skills, focusing on grammar, vocabulary, pronunciation, fluency, and comprehension. Conducted in a junior high school setting in Indonesia, the research employs a qualitative descriptive method, collecting data through semi-structured interviews with three teachers and three students. Thematic analysis was applied to explore patterns and themes in participants' responses. The findings reveal that synchronous learning fosters real-time interaction, enhancing vocabulary acquisition and comprehension through immediate feedback. However, challenges such as grammatical inaccuracies and low student confidence persist. Asynchronous learning provides students with the flexibility to refine their tasks, improving grammar, vocabulary, and pronunciation, but lacks the immediacy of feedback essential for addressing comprehension and pronunciation errors in real-time. The study underscores the complementary nature of these modalities, highlighting the potential of a blended or bichronous approach to optimize learning outcomes. The research contributes to the discourse on distance education by offering practical insights into integrating synchronous and asynchronous learning for language instruction. Recommendations include strategic lesson planning, teacher training in digital tools, and addressing infrastructural challenges to ensure equitable access. The study also suggests further exploration of bichronous learning models and their impact on long-term language proficiency. This research provides valuable guidance for educators and policymakers aiming to enhance English language education in digital and hybrid learning environments.

ESP Teachers’ Beliefs and Practices in Fostering Autonomous Learning: A Study on Motivation among Non-English Major Students

2024-12-10T02:53:54+00:00

This study aims to explore ESP teachers' beliefs and practices in fostering autonomous learning through assessing students' motivation in non-English majors. The sampling method used convenience sampling. One lecturer at Universitas Muhammadiyah Kendari who teaches at the Faculty of Agriculture was recruited as a participant. Data were collected using questionnaires and interviews, which were adapted from Yang and Wyatt (2021) and focused on understanding student motivation as well as the practices implemented. Data analysis was conducted using qualitative and evaluative approaches. The results showed that the implementation of project-based learning (PBL) was very effective in motivating students to learn Autonomously. Although initially students had limitations in English speaking ability, structured support and practical activities helped them feel more confident. Future research is recommended to explore other learning methods that can increase students' motivation and engagement, such as collaboration-based learning and the use of digital technology.

Abbreviation as a Language Phenomenon in Self-Made Captions used by Teenagers on TikTok Social Media

2024-12-06T14:19:42+00:00

People often use TikTok to share their daily activities, interact with friends, do some business, and for educational goals such as share information, exchange their opinions, and runs a discussion. This research is driven by two primary objectives: first, to analyze the forms of English abbreviation words; second, to describe the reason why the teens use English abbreviation words in TikTok. This study used qualitative research with purposive sampling method, the study meticulously analyzed abbreviation words in tiktok by the teenagers collected from January to June 2024. The source of data of this research were words, phrase, and sentences in video and caption which people use in TikTok as the prime source. The writer also used the answers from the interview which is given to TikTok users around the world as the source. The data analyzed by using qualitative descriptive method with applying Bengtsson theory The findings of the study indicate that there were 120 English abbreviation words found and often used by the users from all the world. It found that there were five kinds of abbreviation words namely clipping word, initialism, acronym, contraction, and blend. Based on this study, it also found that people mostly use types of abbreviation through initialism. There are four reasons why people use English abbreviation words in TikTok, they are limited space to type, the need to type faster, follow the trend, and the presentation of typing.

The English Instructor’s Perception of Private Tutoring for Secondary School Students in Indonesia

2024-12-09T03:42:20+00:00

Many families utilize English private tutoring to help their children with their homework or improve their skills; in doing so, they are taking part in an additional "shadow education" system on top of regular schooling. This research utilized qualitative methods to explore the perspectives of English instructors on private tutoring for secondary school students. Two English instructors were interviewed to obtain their views on private tutoring. The interview technique involved creating an interview guide and using structured online interviews. The data was categorized into core themes or categories, with both participants enthusiastically expressing their perspectives on the causes and impacts of English private tutoring. The result showed that private tutoring is perceived as beneficial for students struggling with English lessons, as it allows them extra time outside school hours and enhances their understanding. Instructors must provide personalized knowledge and engage students in innovative sessions. Parents play a crucial role in guiding students' activities. Private tutoring can boost students' intention to learn English and increase their learning behavior. Instructors tailor their approach to meet the needs of private students

Lecturers' Perception of Hybrid Metacognitive-Based Instruction in Teaching Critical Listening in Indonesian Higher Education Institution

2024-12-09T05:14:06+00:00

This study explores lecturers’ perceptions of Hybrid Metacognitive-Based Instruction (HMBI) in teaching critical listening at an Indonesian higher education institution. Employing a qualitative descriptive design, data were collected from 10 lecturers through semi-structured interviews, questionnaires, and document analysis. The findings highlight the effectiveness of HMBI in fostering critical listening skills by integrating metacognitive strategies such as reflection, goal-setting, and self-regulation with hybrid tools, including podcasts and online discussions. Lecturers reported improvements in student autonomy, engagement, and analytical abilities, particularly in identifying implicit meanings and evaluating spoken content. However, challenges were identified, including technological barriers, time-intensive preparation, and initial student resistance to reflective practices. These obstacles underscore the need for institutional support, such as reliable technological infrastructure, professional development programs, and scaffolding strategies to ease the adoption of HMBI. The study emphasizes the potential of HMBI as a transformative approach to teaching critical listening, blending active learning principles with technological innovation to enhance higher-order cognitive skills. Recommendations include tailored strategies for gradual implementation and addressing digital divides to optimize its impact. The research contributes to the growing discourse on hybrid learning models and metacognitive instruction, offering practical insights for educators and institutions in diverse educational contexts.

Exploring Students’ Perceptions of Google Classroom in English Reading Instruction: Benefits and Challenges in EFL Learning

2024-12-09T05:13:50+00:00

This study examines students’ perceptions of Google Classroom as a tool for English reading instruction, utilizing Davis' (1989) Technology Acceptance Model to explore the interplay of perceived usefulness and ease of use in shaping their experiences. Employing a qualitative research design, data were collected through semi-structured interviews with five second-semester English education students selected through purposive sampling. Thematic analysis revealed both positive and negative perceptions of the platform. Positive perceptions centered on its accessibility, usefulness, efficiency, flexibility, and user-friendly features, which supported students in organizing tasks, managing time, and accessing learning materials seamlessly. However, challenges included dependence on stable internet connections and limited interactivity, which hindered collaborative learning and engagement. These findings underscore the dual nature of Google Classroom as both a facilitator and a constraint in digital learning environments. The study highlights the need for improved infrastructure, professional development for educators, and integration of supplementary tools to address identified limitations. The results contribute to the growing body of literature on technology-enhanced learning and offer practical implications for optimizing the use of digital tools in English as a Foreign Language (EFL) education. Future research should explore blended learning models and the integration of interactive tools to enhance the effectiveness of LMS platforms in fostering active and equitable learning experiences.

Teachers' Perception of Task-Based Language Teaching in Teaching English Writing at Indonesian Secondary School

2024-12-11T16:57:53+00:00

This study investigates teachers' perceptions of Task-Based Language Teaching (TBLT) in the context of teaching English writing at Indonesian secondary schools. Through semi-structured interviews with three English teachers who working in SMA Insan Cendekia Seych Yusuf, the research revealed a complex interplay of beliefs regarding the effectiveness and challenges of implementing TBLT. The findings indicated that while teachers generally recognize the potential of TBLT to enhance student engagement and improve writing skills, significant barriers remain. These include students' readiness for collaborative tasks, institutional constraints related to an exam-oriented curriculum, and the need for professional development to equip teachers with the necessary skills for effective TBLT implementation. The study highlights the importance of addressing these challenges through targeted training and curriculum alignment to facilitate the successful integration of TBLT in language education. Ultimately, the insights gained contribute to the growing body of literature on TBLT and underscore the need for further research to explore effective strategies for overcoming barriers to its implementation.

Enhancing English Language Learning Through the Cooperative Learning Method: A Study Among Communication Studies Students at UMI

2024-12-25T18:19:32+00:00

This Classroom Action Research (CAR) investigated the effectiveness of cooperative learning in enhancing student motivation and academic performance in an English course for first-semester Communication Studies students at the Faculty of Letters, Universitas Muslim Indonesia (UMI). A total of 25 students participated in two iterative cycles, each comprising planning, implementation, observation, and reflection. Data were collected through observation sheets that tracked classroom activities and assignments designed to evaluate improvements in listening, speaking, reading, and writing skills. The results from Cycle 1 showed a moderate increase in student engagement, from 67% to 78%, but did not meet the predetermined mastery criterion (average score of 72, below the minimum of 75). In contrast, Cycle 2 revealed a marked improvement, with engagement levels rising from 84% to 90%, and the average score increasing to 86. Observational data indicated that shifting to a student-centered classroom environment and regulating mobile phone use for academic purposes boosted students’ confidence and collaboration. Students also demonstrated enhanced comprehension and fluency, aligning with broader findings in cooperative learning literature. Overall, these findings underscore the potential of cooperative learning to address the limitations of conventional lecture-based instruction. By engaging students in structured group activities, fostering peer support, and offering consistent feedback, cooperative learning can significantly improve motivation and learning outcomes. The success of this approach suggests that it may be beneficial for adoption in other higher education contexts seeking to elevate student participation and language proficiency.

Strawmanning in Academic Discourses: Cases from Infamous Dichotomies in Education and Developmental Psychology

2024-12-25T18:46:31+00:00

With the flooding number of scholarly texts and public commentary, it is crucial to maintain the healthy academic discourses within the academic texts. One particular aspect that has been overlooked is the presence of hasty commentaries made by proponents of a theory when commenting about other theories or other stances. This academic commentary article analyses the presence of cases of strawmanning within the field of education and developmental psychology in order to raise awareness among novice academics and intellectuals on the merit of cautions and carefulness in criticising, representing, and interpreting a theory. Using a qualitative descriptive analysis on two major cases of strawmanned interpretations of teacher-led instruction and piagetian theory, this study categorises the factors driving the emergence of intentional and unintentional strawmanning. It is argued that surface reading and convenience dominate the cases of strawmanning cases in novice and amateur academic environments.