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All Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English Adabiyyat: Jurnal Bahasa dan Sastra Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Al Lughawiyaat
Safei, Nur Hasanah
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Al Lughawiyaat

 1 
Investigating Changes in Student Teachers’ Schema during Teaching Practicum Using Metaphor Halim, Abdul; Safei, Nur Hasanah; Yunianti, Siswah
AL LUGHAWIYAAT Vol. 5 No. 1 (2024): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v5i1.6029

Abstract

This study addresses the scheme changes of negative and positive emotion encountered by the student teachers (STs) in the course of teaching practicum. To comprehend this problem, this study explores the use of metaphors before and toward the end of teaching practicum. To gather data, 32 STs were asked to write a reflective journal. This reflective journal is coded and analyzed thematically. This study reveals that the use of metaphors could facilitate the STs to express their emotion naturally. Before teaching practicum, STs used the following metaphors: animals, feeling, objects, and natural phenomena, while toward the end of teaching practicum, STs the following metaphors: animals, parts of the body, sport, effort, hero, feeling, objects, natural phenomena, and plants. Such metaphors revealed that the majority of STs experienced both difficulties and enjoyment in these two-time frames. STs who still expressed their negative emotion towards the end of teaching practicum did not fully intend to show that they did not get any benefits from it. They expressed such feeling to show that negative emotion led them to discover and familiarize themselves to be a teacher. This research suggests that preparation of teaching practicum, such as microteaching class needs to regard how to: deal with students, generate and convey teaching material, develop a lesson plan, choose appropriate teaching techniques, and evaluate the lesson. This will assist STs not to feel too anxious at the start of teaching practicum.Keywords: metaphor, positive and negative emotion, student teachers, teaching practicum 
EFL Pre-Service Teachers’ Coping Strategies Of Reducing Anxiety In Teaching Safei, Nur Hasanah; Serliana, Serliana; Halim, Abdul
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.13892

Abstract

This study investigates the coping strategies employed by EFL pre-service teachers to reduce teaching anxiety during their practicum at an Islamic institute in Southeast Sulawesi. The research is essential to address the psychological barriers that often compromise classroom engagement and teacher efficacy. It differentiates itself from previous research by focusing specifically on the unique field practice context in Southeast Sulawesi using Lazarus and Folkman’s transactional model. Adopting a qualitative case study design, the study involved five pre-service teachers selected via purposive sampling. Research instruments included a screening questionnaire and semi-structured interviews using pre-determined questions to collect in-depth qualitative data. The results reveal that participants utilized both problem-focused strategies (planful problem solving and seeking social support) and emotion-focused approaches (self-controlling, distancing, and positive reappraisal). Problem-focused methods were found to be more frequent as they directly resolved immediate classroom challenges and preparation needs. These findings conclude that proactive coping, supported by emotional regulation, effectively manages teaching pressure. The study implies the necessity of integrating formal coping-based training into teacher education programs to better prepare future teachers for the psychological demands of the classroom and improve their overall teaching performance.
Factors Influencing Willingness to Communicate in Classroom: EFL Students’ Voices Syukri, Suhartini; Adam, Rikki Ramadhan; Safei, Nur Hasanah
AL LUGHAWIYAAT Vol. 6 No. 2 (2025): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i2.13947

Abstract

This study elaborates EFL students’ perceptions toward factors that affect their WTC in the classroom. This qualitative research applied a survey study by qualitative research utilizing 28 close ended questions and an open-ended question to elaborate on 33 participants’ voices toward factors influencing their willingness to communicate in EFL classroom instructed by native teacher. This study revealed that several factors emerge as factors influencing students’ WTC. Psychological variables such as L2 self-confidence, perceived communicative purpose, L2 learning anxiety, L2 learning motivation and situational variables such as effect of task type, topic, teacher’s role, and classroom atmosphere are contributed in raising students’ WTC in the classroom. The implication of this study pedagogically is better for the lecturers of university in reflecting the concept of teaching to scaffold students’ WTC for better learning and communication in English.
Co-Authors A Halim Abdul Kadir Adam, Rikki Ramadhan Alawiyah, Siti Assingkily, Muhammad Shaleh Atikah, Dewi Iswandi Murniasi, Eri Pehala, Ilfan Askul Putri, Noni Serliana, Serliana Sitti Nurfaidah, Sitti Suhartini Syukri, Suhartini Sukmawati Sukmawati Syamsuddin Syamsuddin Takulani, Abd Haris Yunianti, Siswah Yusran, Sartiah Zur, Sarjaniah