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All Journal Journal Civics and Social Studies Pekemas IPI Garut Jurnal Kajian Ilmu Pendidikan (JKIP) Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal) EDUJAVARE: International Journal of Educational Research
Amir Hamzah
Institut Pendidikan Indonesia
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS Hami Mukaromah; Ateng Kurnia; Amir Hamzah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i1.2909

Abstract

Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected through the interview. Two EFL teachers in different districts of Senior High Schools in West Java, Indonesia which is in urban and rural districts purposively selected as the participant. The finding showed that there were five characteristics of classroom rules considered similar between urban and rural EFL teachers, they were created collaboratively with students, specific in nature, publicly posted, taught to students, and clearly tied to positive and negative consequences. Moreover, there were differences in two characteristics, there were a number of rules and stated positively.
A Pragmatic Evaluation Of Directive Acts In Grade 10 English Textbook Instructions Giselia Fatima Nurhaliza; Amir Hamzah; Lucky Rahayu Nurjamin
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1354

Abstract

This study examines how directive speech acts are realized in the written task instructions of an official Grade 10 EFL textbook used in Indonesia under the Kurikulum Merdeka. Textbook instructions function as primary written input that guides autonomous learner behavior, so their pragmatic formulation is important for preventing communication breakdowns. Grounded in Searle’s (1979) speech act taxonomy, this qualitative content analysis investigates the frequency distribution of directive forms across all chapters of the textbook. The results show a strong dominance of direct commands (72.73%), with requests (15.58%), suggestions (9.74%), and invitations (1.95%) appearing much less frequently. While direct imperative verbs contribute to task clarity and support independent learning, an overreliance on unmitigated commands diminishes the social complexity of the target language. This imbalance limits secondary level learners’ exposure to a range of polite and context-sensitive pragmatic structures that are crucial for real world English use. The study therefore recommends that textbook authors deliberately diversify task delivery formats to foster more balanced communicative competence among adolescent learners.
Teachers' Readiness for English Language Teaching in the Post-Print Culture Rahma Fathia; Asep Suparman; Amir Hamzah
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2139

Abstract

The rapid shift in English Language Teaching (ELT) from traditional print-based materials to digital and AI-based environments requires a comprehensive evaluation of teacher readiness. This study investigates ELT teachers' readiness for post-print pedagogy in four constructs: knowledge and skills, affective/beliefs, context, and behavior, and explores the influence of demographic variables. Using a quantitative, descriptive, and comparative design, 228 active English teachers in Indonesia participated via an online questionnaire. The findings reveal a "Digital Paradox" in which teachers have high cognitive and affective readiness, but show a much lower level of behavioral implementation (mean = 51.3), thus being categorized as "Low-Moderate Readiness" in actual practice. Demographic analysis using One-way ANOVA showed no significant differences in readiness by age, location, or school level (p > 0.05), indicating that challenges in the post-print era are experienced universally across teaching contexts. However, the Kruskal-Wallis test identified significant differences in teaching experience (p < 0.05), with mid-level teachers (8–15 years of experience) showing the highest readiness compared to novice and senior teachers. These results suggest that high theoretical knowledge does not automatically translate into classroom practice due to uneven institutional support and heavy curriculum demands. Therefore, policy interventions must move beyond merely theoretical digital literacy training to provide equitable technological infrastructure and ongoing pedagogical support to bridge the gap between teachers' potential and classroom realities.
Co-Authors Afifah Anggraeni Sekar Anne Ratna Suminar Asep Suparman Ateng Kurnia Dede Mizar Fani Triani Rahmat Giselia Fatima Nurhaliza Hami Mukaromah Lucky Rahayu Nurjamin Muhamad Taufik Hidayat Muhamad Taufik Hidayat Pipih Setiawati Rahma Fathia Setia Muljanto Sumiati Sumiati Ulfah Nurhasanah Wahid Hasim Yayu Sri Rahayu Yustika Nur Fajriah