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p-Index From 2021 - 2026
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All Journal Didaktika: Jurnal Pemikiran Pendidikan Journey: Journal of English Language and Pedagogy
Armin Fani
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Strategi Guru Mengelola Kelas untuk Meningkatkan Disiplin dan Motivasi Belajar Siswa di Sekolah Dasar Novi Nurdian; Muhammad Supian Sauri; Armin Fani
DIDAKTIKA Vol 31 No 1 (2025): Volume 31 Nomor 1 February 2025
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v31i1.9470

Abstract

"Effective classroom management is the key to creating a conducive learning environment, improving discipline, and motivating students to learn. Teachers play an important role in implementing classroom management strategies that can direct students' behavior in a positive direction. The application of the right classroom management strategies is expected to improve student discipline and learning motivation in schools. This study aims to analyze the classroom management strategies used by teachers to improve student discipline and their implications for learning motivation in elementary schools. This research uses a qualitative approach with a case study design, conducted at an elementary school in Banjarmasin City. The subjects of the study are the class teacher and students, with data collected through observation, semi-structured interviews, and documentation. The results show that the teacher applies several key strategies, including consistent enforcement of classroom rules, providing positive reinforcement, and a personal approach in handling discipline violations. These strategies not only improve student discipline but also motivate them by creating a conducive learning environment, fostering positive relationships between teachers and students, and rewarding student efforts. These findings support relevant classroom management and learning motivation theories.
Teaching English Inclusively in Regular Vocational Classroom: A Narrative Inquiry into a Teacher’s Adaptive Practices Umar, Vebrianti; Armin Fani; Abdul Aziz
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i2.3489

Abstract

This study explored adaptive teaching practices implemented by an English teacher in a mainstream vocational high school that had not been formally designated as an inclusive school but enrolled a student with a hearing impairment. Using a qualitative approach with a narrative inquiry design, data were collected through classroom observations and semi-structured interviews and analyzed thematically. The findings revealed that the teacher adapted instructional media, communication, and classroom interaction through visually enriched PowerPoint presentations, slower speech delivery, repeated explanations, individualized instruction, comprehension checks, and multimodal communication using gestures, eye contact, clear articulation, and body language. Two major challenges emerged: adapting audio-based instructional materials and managing instructional time while providing individualized support. These challenges were addressed through repeated explanations, personalized guidance, and integrated verbal and nonverbal communication. The teacher evaluated instructional effectiveness based on students’ participation, learning progress, and attainment of learning objectives, while continuous professional reflection strengthened pedagogical flexibility and commitment to inclusive practice. The study concludes that successful inclusive English language teaching depends on adaptive instructional strategies, reflective practice, pedagogical responsiveness, and teachers’ commitment to ensuring equitable learning opportunities for students with hearing impairments in mainstream classrooms.
Co-Authors Abdul Aziz Ika Rusdiati Muhammad Supian Sauri Nia Karuniasih Novi Nurdian Umar, Vebrianti