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All Journal KABILAH : Journal of Social Community Journal of English Language Teaching and Linguistics Jurnal Pendidikan Edutama Journal of Language and Literature The Ellite of Unira Jurnal Pengabdian kepada Masyarakat (Ngabdimas) SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Journey: Journal of English Language and Pedagogy
Mohammad Amiruddin
Universitas Madura
Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Role of Social Distance between Teachers and Students in English Proficiency at MTsN Model Sumber Bungur Pakong Mohammad Amiruddin
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 2 (2018): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v3i2.549

Abstract

A teacher undergoes fundamental changes in English language teaching. He/she creates conditions and develops activities in order that students are able to practice the language in a meaningful context. The teacher is also instrumental in creating a positive and helpful learning environment within the class. Students who feel safe and secure are much more willing to practice the target language. Meaningful classroom atmosphere promotes risk-taking and allows the students to experiment. This study aims to investigate the role of social distance between teachers and students in English language proficiency at MTsN Model Sumber Bungur Pakong. The research population comprised all the students at MTsN Model Sumber Bungur Pakong. A sample was established using the proportional stratified random sampling technique. This study is an ex post facto research, using quantitative approach. The data were analyzed by simple regression technique. The result of the study shows that the role of social distance in English proficiency level of students at MTsN Sumber Bungur Pakong is not high, 0.186 (18.6%). Social distance between teachers and students builds the students at MTsN Model Sumber Bungur Pakong inEnglish proficiency level. Students at MTsN Model Sumber Bungur Pakong have greater interaction to their teachers get more English proficiency than those who do not interaction to their teachers.
The Work of Student’s Nervousness in Learning English Mohammad Amiruddin; Evha Nazalatus Sa'adiyah Sy; Muh. Darrin Zuhri
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.712

Abstract

The purpose of this study is to investigate the role of students' anxiousness in studying English at Madura University. The population consists of English Department students. This study employs an ex-post facto research method, using a quantitative approach; it emphasizes how past behavior might be used to anticipate future events. The sample approach is proportional stratified random sampling. To analyse the data, a simple regression approach was applied. The study's findings reveal that the percentage of students who are anxious about studying English at Madura University's English Department is not very high, at 0.64 (64%). The degree of anxiety among students affects their ability to produce English. those with low levels of anxiety will do better in English than those with high levels of anxiety. It indicates that teachers should give and support students with a pleasurable and exciting language environment in order to reduce their stress in language learning. It is required that academic society members, particularly those who are receptive to students' apprehension, emotional condition, and motivation in language acquisi
Teachers’ Euphemism on Language Learning: Sociolinguistics Study in Higer Education Mohammad Amiruddin; Muhammad Darrin Zuhri; Evha Nazalatus, S
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1803

Abstract

The goal of this research was to identify the teachers' euphemism language in language learning, as well as the roles of euphemism in supporting students' language learning. This was a qualitative research that used a descriptive case study approach. This qualitative descriptive study explored teachers’ use of euphemism in language learning and examined its role in supporting students’ learning motivation.  This study's participants included students and teachers from Madura University. Data on euphemism and its effects on language development were gathered through observation and interviews. The results of the study showed that there were five euphemisms used by instructors in language learning: (1) outspoken, (2) large boned, (3) curvaceous, (4) distinctive, and (5) exceptional. 25 % of students claim that professors use "outspoken" instead of "bossy", "big boned" instead of "large", "curvy" instead of "fat", "unique" instead of "odd or weird", and "special" instead of "conforming with expectations". Teachers employed euphemisms in language learning to avoid using taboo words, to save pupils from losing face, to reduce students' fear, and to motivate them. According to the student responses, 62.5 % students declared that the usage of euphemism was to avoid taboo words, 12.5  % students believed that it was to prevent losing face of the students, and 12.5 % students’ claimed that it decreased the anxiety level of the students, and 12.5 % students stated that was to inspire the students. It indicated that proper words, phrases, clauses, sentences, and utterances in language acquisition were essential for motivating pupils and creating a meaningful language environment. These findings highlight the importance of polite and motivating linguistic strategies in fostering effective learning interactions in higher education.
Co-Authors Ainur Rofiq Hafsi Chairuddin Chairuddin Chairul Fajar Tafrilyanto Emilia Widiyanti Evha Nazalatus, S Jannah, Ukhti Raudhatul M. Darrin Zuhri Mariyatul Kiptiyah Muh. Darrin Zuhri Muhammad Darin Zuhri Muhammad Darrin Zuhri Nur Syakherul Habibi Saadiyah, Evha Nazalatus Septia Nurhidayati Siti Sofia Sofia Ningsih Wildona Zumam