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All Journal ETERNAL(english, teaching, learning, and Research Journal) An-Nur : Jurnal Studi Islam Studies in English Language and Education
Syamsul Arif Galib
Universitas Islam Negeri Alauddin Makassar
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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STUDENTS’ PERCEPTION ON THE USE OF HUMOR IN ENGLISH TEACHING PROCESS Muthi'ah Muthi'ah; Syamsul Arif Galib
ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (357.611 KB) | DOI: 10.24252/Eternal.V61.2020.A10

Abstract

This study examines the use of humor in the teaching process of the English Education Department as perceived by the students. Three main points are discussed in this study: (1) the kinds of lecturers that the students mostly expect to keep them engaged with English tasks in classroom environment, (2) the students’ perception on the use of humor as learning motivator, and (3) the students’ perception on the Lecturers’ Teaching Characters. The participants of the research were the students of the English Education Department at UIN Alauddin Makassar. This research is descriptive. The data were collected using a survey and depth interviews with the students. The results show that the most preferable lecturers are the ones who can make the class/course interesting. Also, while 96% of the students think that using humor in the classroom is important as a learning motivator, the researchers found that lecturers in the English Education Department rarely use humor in the teaching process.
Legitimasi Kekerasan: Titik Temu Radikalisme dan Terorisme Syamsul Arif Galib
AN NUR: Jurnal Studi Islam Vol. 13 No. 1 (2021): An-Nur: Jurnal Studi Islam
Publisher : Istitut Ilmu Al-Qur'an (IIQ) An-Nur Yogyakarta Komplek PP An Nur Ngrukem PO BOX 135 Bantul 55702 Yogyakarta Tlp/Fax (0274) 6469012. http://jurnalannur.ac.id/

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (351.471 KB) | DOI: 10.37252/an-nur.v13i1.100

Abstract

Tujuan dari tulisan ini adalah untuk menunjukkan letak titik temu antara radikalisme dan terorisme. Tulisan ini tidak bermaksud untuk memberikan justifikasi bahwa setiap yang radikal dan teroris adalah sama, atau yang dalam bahasa John L Esposito yakni mencampur adukkan antara radikalisme, fundamentalisme, dan terorisme. Radikalisme dan terorisme jelas merupakan dua hal yang berbeda. Tidak semua kelompok radikal setuju dengan cara kerja terorisme. Metode yang digunakan dalam tulisan ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data dalam tulisan ini dikumpulkan melalui observasi dan dokumentasi atas buku bacaan, berita dan hasil penelitian terkait isu radikalisme dan juga terorisme di Indonesia. Hasilnya menunjukkan bahwa baik kelompok teroris dan kelompok radikal sama-sama membolehkan kekerasan terhadap aksi yang mereka lakukan. Ada permisivisme terhadap aksi-aksi “radikal” yang dilakukan baik kelompok terorisme maupun kasus yang melibatkan kelompok radikal. Tidak mengherankan jika kelompok radikal menjadi ‘intaian’ para kelompok teroris sebagai ‘lahan’ perekrutan anggota.
The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction Muthi'ah Muthi'ah; Syamsul Arif Galib; Annisa Shofa Tsuraya; Multazam Abubakar; Nur Aliyah Nur; Muhammad Syahruddin Nawir
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (501.45 KB) | DOI: 10.24815/siele.v9i1.21458

Abstract

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.
The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction Muthi'ah Muthi'ah; Syamsul Arif Galib; Annisa Shofa Tsuraya; Multazam Abubakar; Nur Aliyah Nur; Muhammad Syahruddin Nawir
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.21458

Abstract

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.
Co-Authors Annisa Shofa Tsuraya Muhammad Syahruddin Nawir Multazam Abubakar Muthi'ah Muthi'ah Muthi'ah Muthi'ah Nur Aliyah Nur