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All Journal ELT Echo LET: Linguistics, Literature and English Teaching Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan PANYONARA: Journal of English Education Intensive Journal AESTHETICS Education and Linguistics Knowledge Journal (Edulink) PRIMACY Journal of English Education and Literacy Journal of English Language Teaching and English Linguistics Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal)
Hidayah Nor
UIN ANTASARI BANJARMASIN
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Enhancing Engagement: Effective Strategies for EFL Teachers in Online Classes during the Pandemic Era Andi Irlina; Hidayah Nor; Akhmad Zaini
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 1 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i1.628

Abstract

In online learning, teachers use a number of support strategies to engage learners. The right strategies at the right time  make distance learning effective and keep students engaged. The purpose of the research is to find out the strategies that teachers use to maintain performance in English language learners during the pandemic, and to find  the most appropriate strategy that teachers use to maintain performance in English language courses during the pandemic. The researchers used descriptive qualitative research to examine the  strategies of teachers in online English lessons in this study. It explains the teaching strategies used in MTs Negeri 1 Banjarmasin and the participants were three English teachers which teach on VII A, VII B, and VII C. The researchers uses two techniques to collect data. There are observations and interviews. Observations were made in Online Class VII (A, B and C)  MTs Negeri 1 Banjarmasin. The interview was then conducted face-to-face with three English teachers. The results showed that the teacher's strategy in teaching  VII grade students (A, B and C), the researchers concluded that  six active learning strategies were used in the online learning of the three participating teachers. Learning strategies include discussion, problem solving, brainstorming, peer teaching, case studies and discussions. The researchers also found that  three teachers preferred to use the conversational strategy because that strategy is very easy for teachers to implement, especially in class VII, where that strategy has become the most suitable strategy for teaching English in online learning.
Enhancing Reading Instruction through Multimodality: A Pathway to Success hidayah nor; Amaliya Septiani
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 1 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i1.649

Abstract

This qualitative study investigates the use of multimodality in teaching reading to junior high school students at SMPN 1 Pulau Laut Tengah Kotabaru. Multimodality refers to the integration of various modes, such as images, sound, and writing, to convey meaning and enhance the learning process. The research involves one English teachers and 24 eighth-grade students as participants. The researchers used Descriptive qualitative as the research methods. In addition, observation, interviews, and documentation were utilized as data collection instruments. The findings reveal that teachers frequently employ multimodality, particularly in English reading lessons, utilizing a combination of digital and printed resources such as videos and images to engage students actively in the learning process. The application of multimodality in teaching reading yielded positive responses from students, fostering enthusiasm and improving their participation in learning activities.
The Struggle with Writing Anxiety: English Language Education Department Students and Thesis Proposal Completion Syahrian Rasid; Hidayah Nor
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.987

Abstract

A thesis proposal is required of students before they can begin writing a thesis. Research background, theory, and technique are the only three chapters that make up the thesis proposal, as opposed to the thesis's five chapters. However, students can run into issues like anxiety when they are preparing a thesis proposal for several different reasons. Analysis of the anxiety felt by participants in the English Language Education Department is the goal of this study. This study sought to: (1) identify the different kinds of writing anxiety that students experienced when completing draft thesis proposals; (2) characterize the factors that contribute to writing anxiety in students; and (3) to learn about potential fixes that students came up with to finish the thesis proposal draft. Researchers employed the study design known as Narrative Inquiry by using narrative frameworks and interviews to gather data. The method of narrative analysis was applied to the collected data. The findings demonstrated that the participants had two different kinds of anxiety: somatic and cognitive anxiety. They reported experiencing a variety of anxiety-inducing factors, including insufficient writing experience or practice, a lack of subject-matter expertise, pressure to produce flawless work, time constraints, a high volume of assignments, inadequate writing methods, and poor self-confidence. To lessen their worry, the participants also tried a variety of strategies, including planning, unwinding, talking to others, and pausing.
The Role of Flip Charts in Improving English Vocabulary Acquisition Nur Hayati; Hidayah Nor
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1082

Abstract

Students' motivation and interest in what they are learning can both be increased with the use of educational media. There is a wide range of media kinds that are utilized in the learning process, from basic to advanced. One basic sort of media is flip chart media. This study intends to ascertain how flip chart media is used in English vocabulary instruction and what tutors think about it. The participant in this study was a tutor who worked with Class Group 21 of UPB (Unit Pengembangan Bahasa) at the Islamic State University of Antasari Banjarmasin. In this study, data were gathered through interviews and observation using a descriptive qualitative methodology. According to the research findings, flip chart media can improve students' motivation and comprehension while also aiding in vocabulary learning. The findings indicate numerous crucial processes involved in using flip charts to aid in vocabulary development. The following strategies are used by the tutor: 1) self-preparation; 2) appropriate flip chart placement; 3) seating arrangement of students; 4) material introduction and informational picture and text presentation understandably and straightforwardly; 5) tutor makes sure every student can see the flip chart clearly; and 6) instructs students to form a semicircle or U position. Because of its adaptability and capacity to support more engaging and innovative instruction, the tutor also held a favorable opinion of the usage of this media. This study serves as a valuable resource for further research in the same field and significantly enhances the quality of vocabulary instruction in English.
Insights into Speaking Principles, Activities, and Materials in the English Language Education Department hidayah nor; Muhammad Syahri
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 2 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i2.1077

Abstract

Mastering speaking skills is crucial in learning a foreign or second language. Speaking is considered the most important element among the four main language skills. However, there are several discrepancies in the application of speaking principles, activities, and materials by educators in the English Education Department at various universities in Indonesia. Therefore, this study aims to identify the principles, activities, and materials lecturers use in teaching speaking courses. The research design employs a narrative inquiry approach. This study was conducted at Antasari State Islamic University Banjarmasin. The researcher conducted an interview with a speaking course lecturer. The interview provided data on applying principles, activities, and materials used in teaching speaking classes. Based on the objectives of this study, the researcher found that the lecturer applied four principles in teaching speaking: providing students with sufficient opportunities to practice fluency and accuracy, giving students chances to speak through group or pair activities while minimizing teacher intervention in the conversation, planning speaking tasks that involve negotiation of meaning, and creating classroom activities that involve instruction and practice in transactional and interpersonal speaking. Additionally, in conducting speaking activities, the lecturer used role play, simulation, and discussion. In the learning process, the lecturer frequently used audio-visual materials and PowerPoint presentations.
Incorporating Religious Moderation Values into Effective English Language Teaching Practices Hidayah Nor; Raida Asfihana; Afifah Linda Sari; Fadia Mahardika
Intensive Journal Vol 7, No 2 (2024): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v7i2.16544

Abstract

This research introduces a practical and innovative model for integrating religious moderation values into English Language Teaching activities. Recognizing the multicultural and diverse nature of language learners, this model aims to bridge the gap between language instruction and the incorporation of religious perspectives, fostering a more inclusive and culturally sensitive language learning environment. Phenomenological research used by the researchers as a research design. Grounded in the principles of CLT, the proposed model provides a framework for designing activities for teaching English that seamlessly integrate religious values, encouraging learners to engage in meaningful and contextually relevant language use. The findings showed that the English lecturers have already instilled the values of religious moderation using various ways. The model of lesson plans highlights the significance of including essential social themes like radicalism and tolerance into English lessons plans for university students. It is conducted by employing various multimedia resources, collaborative activities, and reflective assignments to foster dynamic and interactive learning environments that not only increase language proficiency but also encourage critical thinking skills and cultural sensitivity.
Co-Authors Abdul Hair Afifah Linda Sari Akhmad Zaini Amaliya Septiani Andi Irlina Fadia Mahardika Haliza Haliza IKA TRISNANTASARI Inna Muthmainnah M Hasballah A Rahman Muhammad Syahri Nani Hizriani Nor Izzatil Nor Izzatil Hasanah Nur Hayati Nur Laila Kadariyah NUR LAILATUR ROFI'AH Raida Asfihana Syahrian Rasid