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All Journal Al-Lisan FOSTER: Journal of English Language Teaching LETS: Journal of Linguistics and English Teaching Studies Al-Lisan: Jurnal Bahasa
Zulkifli Daud Akhmad
IAIN Sultan Amai Gorontalo
Education Languange, Linguistic, Communication & Media

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ANALYSIS OF STUDENTS' UNDERSTANDING IN USING FORMAL AND INFORMAL EXPRESSION Zulkifli Daud Akhmad; Nur Islan Amiri
Al-Lisan: Jurnal Bahasa Vol 3 No 2 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (622.91 KB)

Abstract

Language is not only a tool of communication, furthermore language is an identity which describes the user of the language. Geoffrey Leech assumes that people must use certain expression depend on the situation. Therefore, the current research aims to analyze students’ understanding in using formal and informal expression. By conducting qualitative research then the researcher found that students’ difficulties in understanding formal and informal expressions is that students are accustomed in using phrases in informal form which made them tricky to recognize whether an expression is formal or informal. He also found that majority students thought that formal expressions were harder rather than informal expression to be learnt. Those difficulties were influenced by students’ basic skill of grammar, pronunciation and English vocabulary mastery.
Exploring EFL Teachers’ Classroom Management Approaches and Students Responses to Male and Female Teachers Riki Bugis; Moh. Saleh Tuharea; Zulkifli Akhmad
Al-Lisan: Jurnal Bahasa Vol 6 No 1 (2021): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v6i1.1857

Abstract

The goal of this study is to explore the EFL classroom management approaches and how students respond to classroom management by the male and female English teacher. The subjects of the research were two English teachers and 60 students. This research is based on qualitative research. The data analysis was carried out in three phases: data reduction, data presentation, and conclusions. This study finds four types of classroom management by male English teachers and female English teachers. The first is the seating arrangements, the second is the rules and procedures, the third is the discipline, and the final is the teachers' appearance. Meanwhile, questionnaires and interviews show that there is a positive response to classroom management that has been carried out by English teachers, both male and female.
ANALYSIS OF STUDENTS' UNDERSTANDING IN USING FORMAL AND INFORMAL EXPRESSION Zulkifli Daud Akhmad; Nur Islan Amiri
Al-Lisan: Jurnal Bahasa Vol 3 No 2 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (622.91 KB)

Abstract

Language is not only a tool of communication, furthermore language is an identity which describes the user of the language. Geoffrey Leech assumes that people must use certain expression depend on the situation. Therefore, the current research aims to analyze students’ understanding in using formal and informal expression. By conducting qualitative research then the researcher found that students’ difficulties in understanding formal and informal expressions is that students are accustomed in using phrases in informal form which made them tricky to recognize whether an expression is formal or informal. He also found that majority students thought that formal expressions were harder rather than informal expression to be learnt. Those difficulties were influenced by students’ basic skill of grammar, pronunciation and English vocabulary mastery.
Exploring EFL Teachers’ Classroom Management Approaches and Students Responses to Male and Female Teachers Riki Bugis; Moh. Saleh Tuharea; Zulkifli Akhmad
Al-Lisan: Jurnal Bahasa Vol 6 No 1 (2021): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (961.448 KB) | DOI: 10.30603/al.v6i1.1857

Abstract

The goal of this study is to explore the EFL classroom management approaches and how students respond to classroom management by the male and female English teacher. The subjects of the research were two English teachers and 60 students. This research is based on qualitative research. The data analysis was carried out in three phases: data reduction, data presentation, and conclusions. This study finds four types of classroom management by male English teachers and female English teachers. The first is the seating arrangements, the second is the rules and procedures, the third is the discipline, and the final is the teachers' appearance. Meanwhile, questionnaires and interviews show that there is a positive response to classroom management that has been carried out by English teachers, both male and female.
WhatsApp in English Class: An Application of Blended Learning in Initiating Students' Interaction Zulkifli Akhmad; Yuwin R Saleh
LETS: Journal of Linguistics and English Teaching Studies Vol. 3 No. 2 (2022): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v3i2.163

Abstract

This study investigated 1) The students' perception of group WhatsApp in the teaching and learning process, which is also well-known as blended learning, and; (2) The process of students' interaction in English via WhatsApp. Data were collected from 60 students of the English Education Department; 52 females and eight males; most are between 19 and 20 years old. The researcher deploys a survey, unstructured interview, and unstructured-descriptive observation. The data analysis revealed that most students responded positively to WhatsApp in blended learning, and only a few responded negatively. The level of students' participation in English interaction via WhatsApp is higher than they do face-to-face since they feel more confident in conveying their ideas via WhatsApp, especially to the lecturer. 
Integrating Critical Discourse Analysis into English Teaching Materials: A Critical Pedagogical Perspective Rahmi Kusno; La Aba; Adimawati Helingo; Jhems Richard Hasan; Zulkifli Akhmad
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.439

Abstract

This study explores the integration of Critical Discourse Analysis (CDA) into English teaching materials to promote students’ critical literacy and engagement in English as a Foreign Language (EFL) learning. The study addresses the problem that English teaching materials often prioritize linguistic competence while paying limited attention to critical awareness of ideology, power relations, and social meanings embedded in texts. The purpose of this study is to examine how CDA principles are integrated into English teaching materials and to identify classroom activities that support students’ critical discourse awareness. A qualitative case study design was employed in one Indonesian senior high school involving one English teacher and twenty Grade 11 students. Data were gathered through document analysis, classroom observations, and semi-structured interviews. English textbooks, teacher-developed materials, and supplementary texts served as the primary data sources. The data were analyzed using thematic analysis to identify recurring patterns related to classroom implementation, student engagement, and learning challenges. The findings indicate that CDA was mainly integrated through interactive and student-centered activities, including discussions, open-ended questioning, and role plays, rather than through systematic discourse analysis. Students generally demonstrated positive responses, increased participation, and emerging critical awareness, although differences in language proficiency and confidence remained significant challenges. The study highlights the pedagogical value of integrating CDA into EFL instruction to foster critical literacy and reflective learning. Its originality lies in providing empirical evidence from an Indonesian secondary school context, contributing to the growing discussion on critical pedagogy and socially responsive English language teaching.
Co-Authors Adimawati Helingo Bugis, Riki Jhems Richard Hasan La Aba Moh. Saleh Tuharea Nur Islan Amiri Rahmi Kusno Yuwin R Saleh