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All Journal Journal of Education and Learning (EduLearn) ELT Worldwide: Journal of English Language Teaching EDUVELOP (Journal of English Education and Development) Klasikal: Journal of Education, Language Teaching and Science English Education Journal (E2J) The Academic: English Language Learning Journal La Parole : Journal of Language Teaching and Pedagogy
Rahman, Ali Wira
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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CURRICULUM NEEDS ANALYSIS FOR ENGLISH EDUCATION STUDENTS: TOWARD A RESPONSIVE AND TECHNOLOGY-INTEGRATED FRAMEWORK Indahyanti, Rizka; Rahman, Ali Wira
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 1 (2025): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i1.1385

Abstract

This study investigates the curriculum of the English Education Department at FKIPS Universitas Islam Makassar (UIM) through a comprehensive needs analysis aimed at enhancing its relevance and responsiveness. Using mixed methods, data were collected from 24 students, 4 lecturers, and 8 English teachers through questionnaires and semi-structured interviews. The findings reveal that students prefer kinaesthetic and visual learning styles and show a strong inclination toward technology-enhanced instruction, including video-based and app-supported learning. Teachers and lecturers highlighted challenges such as student motivation, classroom management, and the integration of educational technology. Based on the results, several curriculum recommendations were made: incorporating flexible, tiered modules; expanding interactive, hands-on learning activities; and emphasizing technology integration through frameworks like TPACK. New courses, such as English for Specific Purposes (ESP), and updated assessment methods, including project-based and continuous evaluations, were also proposed. These recommendations aim to align the curriculum with modern teaching trends, national qualification standards, and industry expectations. Ultimately, the revised curriculum is expected to better equip graduates with the skills needed in 21st-century educational and professional environments, ensuring that FKIP UIM remains at the forefront of English language teacher education in Indonesia
Bridging Pedagogy and Technology: Stress Triggers and Strategies Among English Language Teachers Indahyanti, Rizka; Rahman, Ali Wira; Andy Hamzah Fansury
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5160

Abstract

This study explores the stress experienced by English language teachers in educational settings, with a focus on identifying the key stressors and the coping strategies they employ. A qualitative approach was used, involving semi-structured interviews and classroom observations with 32 participants selected through purposive sampling. The data revealed that English language teachers face a range of stress-inducing factors, including inadequate student competence and discipline, insufficient learning support facilities, regulatory pressures, low salaries, increased workloads, and limited teacher competence. These stressors negatively impact their performance, motivation, and overall well-being. In response to these challenges, teachers adopt various coping strategies to manage stress effectively. These include efforts to improve their pedagogical knowledge and professional skills, integrating technology into the teaching and learning process, applying better time management practices, and fostering a more positive and supportive classroom environment. Additionally, teachers demonstrated resilience by attempting to exert control over stress-inducing factors within their professional context. The study underscores the complex and multifaceted nature of teacher stress, emphasizing the importance of institutional support in addressing these issues. It advocates for the development and implementation of targeted support programs aimed at improving the mental health and well-being of EFL teachers. By understanding the sources of stress and how teachers cope with them, stakeholders in the education sector can better design interventions to create a more supportive and sustainable teaching environment.
Silence and Eye Contact: Unveiling Non-Verbal Cues in Passive Language Learners Rahman, Ali Wira; Dollah, Syarifuddin; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76808

Abstract

Non-verbal cues like eye contact and silence are crucial for classroom engagement, especially for passive students in English language learning environments. Nonetheless, these actions are frequently misunderstood, with eye contact taken as a sign of understanding and silence viewed as a lack of interest or uncertainty. This investigation examines the ways in which passive students utilize eye contact and silence as markers of engagement and comprehension, with the goal of offering a detailed insight into these non-verbal cues during classroom interactions. A descriptive qualitative approach was employed to observe six purposively selected passive students through the use of questionnaires and semi-structured interviews. Thematic Analysis was employed to analyse the data, facilitating the identification of patterns in students' non-verbal behaviours. The results indicate that eye contact from passive students frequently functions as a courteous gesture instead of an indication of comprehension, whereas silence embodies a range of motivations, such as cultural conventions, introspection, and evasion of social pressure. This study emphasizes the importance of educators embracing a contextual approach when interpreting non-verbal cues, thereby fostering a more inclusive learning environment that recognizes various communication styles.
BRIDGING THEORY AND LEARNING: PEDAGOGICAL CHALLENGES IN AN EFL PSYCHOLINGUISTICS COURSE Indahyanti, Rizka; Rahman, Ali Wira
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 2 (2025): The Academic: English Language Learning Journal
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i2.1706

Abstract

Psycholinguistics is a core theoretical course in English Language Teaching (ELT) programmes, yet it is often perceived as challenging by EFL undergraduates due to its abstract concepts and cognitive demands. This study explores pedagogical challenges in bridging psycholinguistic theory and student learning in an EFL higher education context. Adopting a classroom-based qualitative case study design, the research was conducted in an undergraduate psycholinguistics course within an English education programme. Data were collected through classroom observations, student reflective journals, focus group discussions, and document analysis. Thematic analysis revealed several key challenges, including the abstract nature of theoretical concepts, difficulties in mediating theory through pedagogical practices, reduced student engagement during explanation-dominated instruction, and the linguistic demands of learning theory in English. The findings highlight the central role of pedagogical mediation in supporting students’ conceptual understanding and engagement in theory-oriented courses. Rather than viewing students’ difficulties as individual deficits, the study underscores the importance of examining pedagogy as a situated and relational practice shaped by teacher cognition and classroom context. The study offers pedagogical implications for EFL lecturers and teacher education programmes seeking to make psycholinguistics and other theory-based courses more accessible and meaningful for undergraduate learners
Co-Authors -, Rampeng Alimuddin, Supardi Bin Bustang Bustang Demmanaba, Nopitasari Dinda S, Mawadda Fansury, Andi Hamzah Geminastiti Sakkir Hamsiah, Andi Indahyanti, Rizka Kuba, Ruslan Maming, Khadijah Nasrullah Nasrullah Patahuddin Patahuuddin Sahril Nur Sianna, Sianna Sri Wahyuni Syarifuddin Dollah