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p-Index From 2020 - 2025
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All Journal IRJE (Indonesian Research Journal in Education) IQRO: Journal of Islamic Education Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Sugirin
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Post-Method Pedagogy: Do not use any Teaching Procedure Hasanah, Uswatun; Sugirin
IQRO: Journal of Islamic Education Vol. 7 No. 1 (2024): JULI 2024
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v7i1.5229

Abstract

The post method is an excellent educational innovation, particularly in the learning process between teachers and students. Why is it like that? Because post-method pedagogies believe they assist teachers in developing strategies appropriate for their students' learning context. This is very beneficial for ELT because, as we know, many students in Indonesia are not interested in learning English. They think English is not important and challenging to learn and understand. The role of the educator in the classroom as a mediator is to ensure that students receive the best education possible. Post-method pedagogy centres language learning and teaching on the teacher and respects his or her beliefs, experiences, and knowledge. Lecturers should be valued because people are also the ones to blame. In this paper, the researcher used a qualitative research design and the Library Research method. In the context of research, the term "library research" refers to the process of gleaning information and facts from a variety of library resources, such as reference books and periodicals, comparable findings of earlier studies, articles, notes, and countless magazines related to the problem that must be solved. The teacher's role is to be actively involved in the learning process and implement the defined learning processes in order to facilitate consistent learning outcomes. Furthermore, the instructor can reflect on their teaching effectiveness and alignment with the current curriculum. The teacher has a pivotal role in determining the success of the learning process. Keywords: post method, teaching. ELT
Problems in Teaching English to Young Learners and Their Solutions Mukti Muhammad; Sugirin
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 6 No 1 (2024): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v6i1.1078

Abstract

This study was conducted in an English lesson for kids in Garut, West Java, Indonesia. The goal of this study was to understand the teacher's viewpoint on the problem in teaching English for young students. For this study, qualitative researchers are used to conduct in-depth analyses of the data. By direct observation and interviews, teachers gather data. Teaching English in young students is a challenging task for teachers. There are issues with class management, the use the monotonous media, various student characteristics, and language proficiency. This research is supported by methods and solutions to challenges.
Post-Method Pedagogy: Do not use any Teaching Procedure Hasanah, Uswatun; Sugirin
IQRO: Journal of Islamic Education Vol. 7 No. 1 (2024): JULI 2024
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v7i1.5229

Abstract

The post method is an excellent educational innovation, particularly in the learning process between teachers and students. Why is it like that? Because post-method pedagogies believe they assist teachers in developing strategies appropriate for their students' learning context. This is very beneficial for ELT because, as we know, many students in Indonesia are not interested in learning English. They think English is not important and challenging to learn and understand. The role of the educator in the classroom as a mediator is to ensure that students receive the best education possible. Post-method pedagogy centres language learning and teaching on the teacher and respects his or her beliefs, experiences, and knowledge. Lecturers should be valued because people are also the ones to blame. In this paper, the researcher used a qualitative research design and the Library Research method. In the context of research, the term "library research" refers to the process of gleaning information and facts from a variety of library resources, such as reference books and periodicals, comparable findings of earlier studies, articles, notes, and countless magazines related to the problem that must be solved. The teacher's role is to be actively involved in the learning process and implement the defined learning processes in order to facilitate consistent learning outcomes. Furthermore, the instructor can reflect on their teaching effectiveness and alignment with the current curriculum. The teacher has a pivotal role in determining the success of the learning process. Keywords: post method, teaching. ELT
The life of an English teacher: Motivation strategies and aid Nafiah, Silvia Umrotun; Sugirin; Putro, Nur Hidayanto Pancoro Setyo
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.33758

Abstract

The nature of young learners differs from that of teenagers and adults, necessitating their teachers’ use of specific tactics to stimulate their motivation to acquire English proficiency effectively. The Aksi Inspirasi Indonesia community in Yogyakarta witnessed the manifestation of motivated behaviors in youngsters, including heightened attention and active engagement in learning. Hence, this research aims to delineate the motivational tactics English instructors employ in the Aksi Inspirasi Indonesia community when instructing young learners. The study employs a qualitative methodology, with case studies as its primary technique. Data collection involves the utilization of observation, interviews, and documentation. Research findings indicate that two tutors from the Aksi Inspirasi Indonesia community employ four characteristics of motivational methods in their English instruction, as proposed by Dörnyei. They establish fundamental motivational circumstances, provide initial drive, sustain and safeguard motivation, and promote positive reflective self-assessment. These tactics are utilized in learning to address, maintain, and enhance their motivation.
Co-Authors Mukti Muhammad Nafiah, Silvia Umrotun Nur Hidayanto Pancoro Setyo Putro Uswatun Hasanah