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All Journal Al-Lisan Jurnal Farmasi Galenika (Galenika Journal of Pharmacy) Al-Mutharahah: Jurnal Penelitian dan Kajian Sosial Keagamaan Jurnal Pengabdian Kesehatan Komunitas (Journal Of Community Health Service) Rengganis Jurnal Pengabdian Masyarakat Al-Lisan: Jurnal Bahasa STATIKA: Jurnal Teknik Sipil ISTIQRA: JURNAL HASIL PENELITIAN ELOQUENCE: Journal of Foreign Language MOSIRAHA : Jurnal Pengabdian Farmasi Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Abdi dan Dedikasi kepada Masyarakat Indonesia
Ruslin
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Manajemen Kelas dalam Kelas Bahasa Inggris: Studi Kasus Kelas Sebelas di SMA Negeri 2 Sigi: Integrasi Marzano dan Bronfenbrenner: Studi Berperspektif Ganda tentang Pengelolaan Kelas Bahasa Inggris sebagai Bahasa Asing di Sulawesi Tengah Siti Lailatuz Zahro; Ruslin; Hijrah Syam; Nur Asmawati; Moh. Aditya Erlangga
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i2.2990

Abstract

Background: Classroom management in EFL setting is pivotal not only for maintaining order but also for fostering academic achievement and creating a positive learning environment. Purpose: This study employs qualitative a case study approach to examine classroom management practices within English as a Foreign Language (EFL) setting, focusing specifically on eleventh grade at SMAN 2 Sigi. Method: This qualitative case study collected data through semi-structured interviews with one EFL teacher and ten students, supplemented by document review, and data were analyzed using thematic analysis to identify key patterns in the data. Results and Discussion: The study reveal that both the EFL teacher and students demonstrates a shared positive understanding of classroom management. The EFL teacher implemented comprehensive the aspects of classroom management based on Marzono’s theory (2005), including rules and procedures, discipline and consequences, positive EFL teacher-students relationships, and awareness and flexibility in responding to classroom dynamics, which enhanced students comfort, engagement, and motivation. However, barriers such as low basics skill in English, emotional instability, inadequate facilities and curriculum implementation, and disruptive behaviors persisted, aligning with Bronfenbrenner’s theory (2005) on external influences affecting learning outcomes. This study addresses a gap in understanding local implementation of Marzono’s theory and is further integration of Bronfenbrenner’s theory in Indonesia EFL contexts. Conclusions and Implications: The implementation of classroom management in EFL setting, specifically in eleventh grade at SMAN 2 Sigi reveal that the EFL teacher applies classroom management in a structured, proactive, affective, and flexible, which enhances student engagement and positive classroom interactions. The findings emphasize the importance of the EFL teacher’s dedication, flexibility, and awareness in responding to the frequently changing classroom dynamics, while also providing a comprehensive understanding of classroom management practices, the integration of two theories, and the influence of social, cultural, and institutional factors on EFL learning.
English english Shakti, Tendri Sanna; Ruslin; Fatima; Alhawsawi, Sajjadllah; Ihsan, Muhammad
Al-Lisan: Jurnal Bahasa Vol 10 No 2 (2025): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v10i2.6759

Abstract

Background: In Japanese higher education, the integration of English through English-Medium Instruction (EMI) poses both opportunities and challenges for international students, particularly those from non-English-speaking backgrounds. Aims: This study explores the experiences of Indonesian students in using English for academic purposes in Japanese universities, focusing on their views, challenges, and adaptation strategies. Methods: Using a qualitative case study approach, data were collected through in-depth interviews with five Indonesian postgraduate students studying across diverse academic backgrounds in various universities in Japan. Document analysis was also conducted to support the interview data. Results: This study revealed that English is essential for accessing academic resources and engaging in international interactions. However, students still face challenges in pronunciation, academic writing, vocabulary, presentation norms, and expressing ideas confidently and clearly. They use various strategies such as self-directed learning, digital tools, peer interaction, and institutional support to adapt. Implications: The study highlights the need for more inclusive EMI policies and better language support services in Japanese universities. It also emphasises that language learning in EMI contexts is socially, culturally, and emotionally complex, requiring internal motivation, social interaction, and institutional responsiveness.
Co-Authors Aftori, Rahmatika Alhawsawi, Sajjadllah Amaliah, Wa Ode Fitri Anwar, Irvan Arfan Asriandi Ekaputra, Reza Ayu Dwiyana, Putri Ayu Wulandari Cahyo Agung Saputra Cicilia, Retno Dyah Puspitasari Ningthias Fatima Fatimah Saguni Fery Indradewi Fifi Nirmala Fitrawan, La Ode Muhammad Fristiohady, Adryan Galih Rio Prayogi Gilang Primajati Gilas Anti Ampera Hariana Hasnawati Hasyim, Muhammad Syawal Hijrah Syam Irnawati Jamal, Muh. Karoluslina Khanza, Ayu Kamila La Aba La Aba La Ode Nggawu La Ode Rakhmatsyah M. Gunawan Supiarmo Mahmudah, Rifa’atul Mareta, Arya Michael Moh. Aditya Erlangga Muhammad Ihsan Mulia, Cut Aja Muthmainnah, Ayu NASRUDIN Natalia Christiani Putri Nora Listantia Nur Asmawati Nur Illiyyin Akib Nurbaida Nurull Hikmah Rachma Malina Rahmandhani Fitriana, Indri Raisu, Risnawati Rifaatul Mahmudah Rubiyatna Sakaroni SABARUDIN Sahidin Saputri, Atika Indra Shakti, Tendri Sanna Siti Lailatuz Zahro Syahbudin Syukur, Novita Sari WAHYUNI Yamin