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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) Wiralodra English Journal (WEJ) British: Jurnal Bahasa dan Sastra Inggris Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal GLENS: Global English Insights Journal
Nurul Fachrunnisa
Universitas Muslim Maros
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL TEACHERS’ APPROVAL AND DISAPPROVAL BEHAVIOR IN CLASSROOM INTERACTION Nurul Fachrunnisa
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 2 No. 1 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v2i1.202

Abstract

The objectives of the research were to find out: (1) the kinds of approval and disapproval behavior used by EFL teachers in classroom interaction, (2) the most frequently used of approval and disapproval behavior by EFL teachers in classroom interaction. This research employed qualitative research design and applied discourse analysis method in analyzing the teacher’s behavior. The research participants were English teachers of SMA Islam Athirah Baruga. The data were collected by employing video recording. The results of this research revealed that (1) the kinds of approval and disapproval behavior used by EFL teachers in classroom interaction were categorized into three level namely strong, moderate and weak for approval and disapproval behavior included verbal and non-verbal behavior, those approval behaviors such as: “thank you”, “good”, “excellent”, “exactly” and “clap hands” and for disapproval behaviors were “pay attention”, “silent”, “no voice”, “pointing students” and “sstt”, (2) the most frequently use of approval and disapproval uttered by teachers was “okay”, then for disapproval was “pay attention”. Key words: Approval Behavior, Disapproval Behavior, Classroom Interaction
Teachers’ Effective Strategies in Reducing Students’ Anxiety in Speaking English Andi Mar’ah Muthmainnah; Zul Astri; Inul Inul; Jumardi Jumardi; Novalia Tanasy; Nurul Fachrunnisa
GLENS: Global English Insights Journal Vol. 2 No. 2 (2025): GLENS, May 2025
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i2.840

Abstract

This study explores the strategies used by English teachers to reduce students’ anxiety when speaking English in the classroom. Employing a qualitative approach, data were collected through semi-structured interviews with teachers and students at a junior high school. The findings reveal that students' speaking anxiety often stems from limited vocabulary, fear of making mistakes, and low self-confidence. To address these challenges, teachers implemented various strategies, including role-play activities, the use of dictionaries and digital pronunciation tools, interactive games, and emotional support through motivational feedback. These approaches helped create a supportive and engaging learning environment, encouraging students to participate more actively and confidently in speaking tasks. By tailoring instructional strategies to students’ needs and classroom conditions, teachers were able to foster a more positive attitude toward learning English. This study highlights the crucial role of effective teaching practices in mitigating language learning anxiety and offers practical insights for improving English-speaking skills among junior high school learners.
REVEALING TEACHER’S AND STUDENTS’ STRATEGY TOWARDS STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT MA DDI ALLIRITENGAE MAROS Andi Mar'ah Muthmainnah; Novalia Tanasy; Nurul Fachrunnisa
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.560

Abstract

This study aimed to explore the strategies applied by teachers and students in reducing anxiety in speaking English at MA DDI Alliritengae Maros, as many students experience fear and lack of confidence when speaking English in the classroom, which limits their participation and speaking performance. This study employed a qualitative research method using semi-structured interviews and classroom observations as data collection techniques. The collected data were analyzed with data reduction, data display, and conclusion drawing. Participants consist of one English teacher and nine 10th-grade senior high school students. The results indicated that teachers employ encouraging regular speaking practice, providing appreciation and motivation, enriching vocabulary through memorization methods, using interactive methods like role-playing and group work, and offering flexibility in language use during lessons. Meanwhile, students developed personal strategies such as cultivating positive thoughts, memorizing vocabulary, performing relaxation techniques, shifting their gaze, choosing to remain silent, and using simple physical techniques to calm themselves.
Co-Authors Agus Rahmat Andi Mar'ah Muthmainnah Andi Mar’ah Muthmainnah Haspia Latauga Inul Inul Isnaeni Wahab Jumardi Jumardi Kisman Salija, Kisman Nur Faizah Akidah Nuraeni Nuraeni Sahril Nur Tanasy, Novalia Zul Astri Zul Astri