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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian TESOL Journal Journal An-Nafs: Kajian Penelitian Psikologi
Fakhruddin, Zulfah
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Resilience in Teaching: Uncovering Grit Differences Based on Marital Status in Madrasah English Teachers Afiah, Nur; Fakhruddin, Zulfah; Samaun, Siti Salina
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 2 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i2.6273

Abstract

This research aims to analyze grit differentiation based on marital status among English teachers in madrasahs. A mixed-method approach was used, combining quantitative and qualitative data collection. The study identified three forms of grit differences among English language teachers: teaching spirit, persistence in work, and consistency of interest in the teaching profession. These differences appear to be influenced by marital status. Married teachers tend to have higher grit levels compared to their unmarried counterparts. This difference can be attributed to the role of a supportive partner, who provides a vital support system within the family, enhancing mental resilience through emotional, social, and economic support. Married teachers are also more likely to have a long-term commitment to their profession, contrasting with unmarried teachers, who may often exhibit less stability in their motivation.
Teaching Anxiety Levels and Coping Strategies of EFL Novice Teachers Sunubi, Abdul Haris; Rustam, Utari; Fakhruddin, Zulfah; Arqam, Arqam; Tjalla, Maghdalena; Mustary, Emilia; Afiah, Nur
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.2690

Abstract

Teaching anxiety is feeling powerless and experiencing tension in teaching. A high level of anxiety affects the quality of teaching performance and teachers’ teaching resilience. This study aims to describe teaching anxiety levels and coping strategies of EFL novice teachers in teaching four English skills (listening, speaking, reading and writing). This study employed a descriptive quantitative design. The data were collected by using online surveys. Total sampling was employed, and ten novice teachers of Islamic schools in Sidrap regency, South Sulawesi, completed online questionnaires adapted from DASS 42 and the COPE scale. The data were analysed using descriptive statistics. The findings showed that EFL novice teachers experience severe anxiety in teaching productive skills (speaking 15.5 and writing 15.1) and moderate anxiety in teaching receptive skills (listening 13.8 and reading 14.8).EFL novice teachers used problem focused strategies more than emotion-focused strategies to combat their anxiety.Keywords: Teaching Anxiety; Coping Strategy; EFL Novice Teachers
What Students Say about Grammar Learning: A Comparative Study in Online and Offline Classes Faridh, Aco Zulham; Fakhruddin, Zulfah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6369

Abstract

The objective of this study is to explore the differences in students' perceptions of grammar learning in online and offline classes at Kresna Kampung Inggris, as well as how these perceptions can potentially be utilized to optimize learning methods. 60 respondents-30 from the online class and 30 from the offline class-who had completed the Grammar 1 program participated in the descriptive-comparative quantitative methodology. A Likert scale questionnaire was adopted to collect data on six perception indicators, including course structure and organization, student interaction, instructor presence, student engagement, student satisfaction, and perceived learning. All of the indicators in the online class were classified as very positive, according to the results of the descriptive statistical analysis, whereas the offline class acquired positive categories for five indicators and very positive for the instructor presence indicator. As indicated by the results of the normality (Kolmogorov-Smirnov) and homogeneity (Levene's Test) tests, the data satisfied the requirements of parametric statistics. The Independent Sample t-test revealed a substantial distinction in students' perceptions of online and offline grammar classes, hence the alternative hypothesis (H1) was confirmed and the null hypothesis (H0) was disregarded. This result validates the unique characteristics of both methods that can be fully maximized. Instead than focusing on identifying the most appropriate method, this study aims to enhance the less successful aspects of each method while integrating its strengths. Therefore, the findings of this study argue for a more flexible grammar learning technique that is attentive to students' needs and varied learning environments.
Co-Authors Abdul Haris Sunubi Ambo Dalle Angraini, Najia Arqam, Arqam Faridh, Aco Zulham Miftahul Farid, Miftahul Mustary, Emilia Nur Afiah, Nur Ramli Ramli Rustam, Utari Samaun, Siti Salina Tjalla, Maghdalena