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All Journal Suar Betang Journal of English Education and Teaching (JEET)
Umu Arifatul Azizah
Universitas Sebelas Maret
Languange, Linguistic, Communication & Media

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MANAGING DISRUPTIVE BEHAVIOUR OF PRIMARY STUDENTS IN THE EFL CONTEXT Umu Arifatul Azizah; Sri Rejeki; Lastika Ary Prihandoko
SUAR BETANG Vol 13, No 2 (2018): Desember 2018
Publisher : Balai Bahasa Kalimantan Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/surbet.v13i2.89

Abstract

Not all students are well motivated in the classroom activities. Some students often show disruptive behaviors that influence the teacher in conducting learning process. In particular case, there is special issue regarding behavioral problems in elementary school such as talking without permission and disturbing other friends while studying in class. Accordingly, this study aims at discerning behavior interruptions found in English teaching class. Moreover, it also describes the classification of students’ disruptive behaviors and explores teachers’ actions in order to overcome those behaviors. In this research, depth-interview with the English teacher, classroom observation and documentation were used to collect the data for two perceived classes and interactive model was used to analyze the data. Each class has been chosen based on specific characteristics for being observed. Though the study reported that there were several disruptive behaviors exhibited by primary school students, it could be classified as non-violence behavior since no one was injured by physical force. It seems possibly categorized as normal behavior by considering the students’ age and level in school. In the EFL context, students will be more focus and motivated if they are studying in comfortable class because students are required to master several skills of English. Comfortable class will lead them to comfortable learning. Henceforth, it was suggested that teacher should have adequate knowledge of the students’ psychology based on their age in order to give the proper strategies to control disruptive behaviors in the classroom.
Multimodal Resources to Enrich Meaning Construction by EFL Teacher Eka Apriani; Umu Arifatul Azizah; Ruly Morgana; Syafryadin Syafryadin
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.123-137

Abstract

This study aimed at exploring qualitatively the types and the applicative principles of multimodal resources which were utilized in teaching English. Eight Indonesian English teachers having varied teaching experiences were engaged as the participants in this study. They were selected purposively in accordance with several considerations. Those were that they owned sufficient teaching experiences, and currently were graduate English students. This condition could guarantee that they owned adequate practice and familiarity to the issues, knowledge, and technical terms related to multimodality and multimodal resources so that they managed to provide the expected data. The information regarding the types of multimodal resources was obtained from questionnaire, and that about the applicative principles was explored through interview. This study found 12 types of multimodal resources utilized by the participants in that they ranged into: speech, body language or gesture, auditory elements, verbal expression, facial expression, music, writing, layout, graphics, pictures or photographs, animations or moving images, and videos. In addition this study also provided in details the data concerning with the applicative principles of multimodal resources. This study was essential because it could be one of required references for Indonesian English teachers to develop the meaningfulness of English instructions.
Co-Authors Asep Budiman Eka Apriani Ruly Morgana Sri Rejeki Syafryadin Syafryadin