Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Inspiring: English Education Journal LETS: Journal of Linguistics and English Teaching Studies
Nanning
Institut Agama Islam Negeri Parepare
Education Languange, Linguistic, Communication & Media

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AN ANALYSIS OF ENGLISH TEACHING STRATEGIES THROUGH ONLINE CLASSES DURING PANDEMIC COVID-19 Dirgayanti Fernandez; Nanning; Jumrah
Inspiring: English Education Journal Vol 5 No 2 (2022): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.146 KB) | DOI: 10.35905/inspiring.v5i2.2705

Abstract

Teaching strategy is a plan, method or series of activities designed for the following purposes achieve certain learning goals. teaching strategy designed to achieve specific goals. Which means from making a strategy is to achieve a goal. In this study the researcher want to see how the teacher's strategy in implementing the learning process, especially in managing the online class at UPT SMA Negeri 4 Parepare. This research focused on the teachers’ strategies used in teaching English through online classes during the COVID-19 Pandemic. This study aimed at answering the following research questions (1) What are the obstacle of strategies in English teaching through online classes during COVID-19 pandemic at UPT SMA Negeri 4 Parepare? (2) How is the effectiveness of teachers’ teaching strategy of teaching English during COVID-19 pandemic at UPT SMA Negeri 4 Parepare? This type of research was field research with qualitative approach. Data collection techniques in this research are In-depth interview, observation checklis and documentation. The result of study showed that (1) Monitor the student , Student Motivation (2) The strategy of English teachers in teaching English in online classes has not been said to be effective because they only provide understanding of the material, after that give assignments.
Gendered Request Strategies Used by Bugis EFL Teachers in Indonesian Classrooms: A Sociocultural Study Nurul Hasanah; Yessicka Noviasmy; Rahma Melati Amir; Nanning; Syahban Mada Ali
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2089

Abstract

This study examines gendered request strategies in Indonesian EFL classrooms from a sociocultural perspective, focusing on how Bugis EFL teachers negotiate authority, politeness, and interpersonal relations through classroom requests. Drawing on sociocultural approaches to classroom discourse and pragmatics, the study investigates how local cultural norms shape teachers’ interactional practices during English-mediated instruction. Employing a qualitative discourse-analytic design, data were collected through classroom observations, audio recordings, and semi-structured interviews involving four Bugis EFL teachers at a senior high school in South Sulawesi, Indonesia. A total of 360 minutes of naturally occurring classroom interaction were transcribed and analyzed thematically. The findings reveal distinct gendered patterns in classroom request realization. Female teachers tended to employ mitigated and relationally oriented requests through modalization, hedging devices, minimizers, and kinship-based address terms to maintain interpersonal rapport and participation. In contrast, male teachers tended to employ more direct and task-oriented request strategies emphasizing instructional clarity, efficiency, and classroom control. The findings further demonstrate that classroom requests function not merely as pedagogical directives but as socioculturally mediated interactional practices shaped by local sociocultural understandings of hierarchy, solidarity, and politeness within the Bugis cultural context. This study contributes to sociocultural approaches to classroom pragmatics by highlighting the importance of localized cultural meanings in interpreting classroom discourse and gendered communication in multilingual EFL settings.
Co-Authors Dirgayanti Fernandez Jumrah Jumrah Nurul Hasanah Rahma Melati Amir Syahban Mada Ali Yessicka Noviasmy