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All Journal PREMISE: Journal of English Education and Applied Linguistics EDUCAFL : E-Journal of Education of English as a Foreign Language Journal on English as a Foreign Language (JEFL) Language Literacy: Journal of Linguistics, Literature, and Language Teaching LEKSIKA KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Hasta Wiyata Paradigm: Journal of Language and Literary Studies Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Deskripsi Bahasa NOBEL : Journal of Literature and Language Teaching
Syariful Muttaqin
Universitas Brawijaya
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peningkatan Kompetensi Menulis Karya Ilmiah bagi Guru MGMP Bahasa Inggris SMA Se-Kabupaten Nganjuk melalui Pelatihan Publikasi dengan TEFLIN Journal (Teaching English as a Foreign Language in Indonesia) Junining, Esti; Khasanah, Ismatul; Muttaqin, Syariful
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 3 No. 3 (2023): Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat
Publisher : Faculty of Cultural Studies, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.gramaswara.2023.003.03.07

Abstract

Abstract Teacher competency development in Indonesia is a gradual and progressive task that is intended to increase teachers’ professionalism. In accordance with Permenpan RB Number 16 of 2009 concerning Teacher Functional Positions and Credit Points, Junior Superintendent IIIa who wishes to advance to First Class Junior Superintendent IIIb must obtain 3 points for self-development and teachers who wish to advance from First Class Junior Superintendent IIIb to Superintendent IIIc must obtain 4 points for professional development from scientific publications or innovative works. The writing of scholarly articles by teachers is fostered by Law Number 18 of 2007, which has made it a requirement, one of the parameters used to evaluate in-service teacher certification portfolio, and one of the forms of activity or professional development work that is highly respected. Regrettably, teachers encounter some obstacles in producing and publishing scholarly articles so errors are regularly made while submitting manuscripts to the predatory journal.
EXPLORING TEACHER–STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL) LED BY A GEN Z TEACHER: A FIACS-BASED CASE STUDY IN INDONESIA Kurniawati, Arienta Eka; Hamamah, Hamamah; Muttaqin, Syariful
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11027

Abstract

Effective classroom interaction significantly contributes to successful English language learning among young learners. Despite extensive research on classroom interactions, the impact of Generation Z (Gen Z) teachers’ distinct communication traits remains underexplored, particularly within the Indonesian context. Drawing from social constructivism and digital pedagogy frameworks, this study addresses this gap by focusing on verbal interactions in an EYL setting in Indonesia. The research aims to explore how a Gen Z teacher’s communication style influences classroom interaction patterns and what pedagogical implications arise for student engagement, autonomy, and emotional development. A qualitative case study design was employed, involving one Gen Z teacher and 28 third-grade students at a private primary school in Indonesia. Data were collected over three 55-minute sessions using video recordings and coded through Flanders’ Interaction Analysis Categories System (FIACS). Reliability procedures and ethical consent were ensured prior to data collection. Findings show that direct talk such as asking questions (56.8%) and giving directions (41.5%), is more prevalent in Gen Z teacher interactions than indirect talk, like using student ideas (14%) and offering praise (15.11%). The emphasis on directive and questioning approaches limited the potential for fostering student autonomy and collaborative dialogue. Student responses were frequent (66.3%), indicating active engagement, yet minimal student-initiated talk suggests limited learner autonomy. The study suggests a need for professional development that encourages Gen Z teachers to balance directive communication with emotional support and digital integration. Enhancing these communicative strategies could improve student engagement, autonomy, and collaborative learning in EYL settings.
Co-Authors Annisa, Miftahul Ulum Devina, Nadia Irma Della Esti Junining Fadillah, Alifa Hamamah Hamamah, Hamamah Hsueh-Hua Chuang Iis Nur Rodliyah, M.Ed Ismarita Ida Ismatul Khasanah Istiqomah Wulandari Kurniawati, Arienta Eka Margaretta, Iga Shevy Miftahul Ulum Ramdhan Fathin Al Farabi, Muhammad Sahiruddin Sahiruddin salamah salamah Sugiharti, Eni Sugiharyanti, Eni YUNI ASTUTI Zuliati Rohmah, Zuliati