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All Journal Jurnal Pendidikan dan Pengajaran Al-Lisan EDULITE: Journal of English Education, Literature and Culture EDUVELOP (Journal of English Education and Development) ELS Journal on Interdisciplinary Studies in Humanities MATAPPA: Jurnal Pengabdian Kepada Masyarakat Journal of English Teaching and Applied Linguistics (JETAL) Inspiring: English Education Journal Pedagogy : Journal of English Language Teaching Borneo Educational Journal (Borju) Interference: Journal of Language, Literature, and Linguistics LETS: Journal of Linguistics and English Teaching Studies International Journal of Research on English Teaching and Applied Linguistics Al-Lisan: Jurnal Bahasa Al-MIKRAJ: Jurnal studi Islam dan Humaniora Room of Civil Society Development Malaqbiq : Jurnal Pengabdian kepada Masyarakat. Room of Civil Social Development
Nihla Afdaliah
Sekolah Tinggi Agama Islam Majene
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Teachers’ Gestures in EFL Classroom Afdaliah, Nihla
Al-Lisan: Jurnal Bahasa Vol 7 No 2 (2022): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v7i2.2735

Abstract

The research analyzed the teachers’ gestures in EFL classrooms. It covered the teachers’ gestures, the functions of the teachers’ gestures, and the effect of the teachers’ gestures on the students. The research applied a qualitative research design. The subjects of the research were 2 English teachers and 14 students of a senior high school in Majene. The research instruments were classroom observation, teachers’ and students interviews. The results of this research revealed that the teachers performed hand gestures and head gestures in the classroom. The hand gestures were pointing, beckoning/inviting, giving examples, clapping hands, knocking on the table, hitting the whiteboard, illustrating, and numbering. In contrast, for head gestures, they used nodding and shaking head. The teachers used the gestures mainly regarding management, regulation, input, and instruction. But in some meetings, one of the teachers used head gestures combined with a smile when rewarding students and showing affection. These teachers’ gestures were primarily used in conjunction with words or verbal messages (speech-related gestures) to complement, accentuate, and repeat the words. On the other hand, a small number of gestures are also used to substitute words. These gestures are stand-alone or are called speech-independent gestures. Teachers' use of gestures in the classroom consciously and unconsciously affects students and the learning process. Students agreed that using gestures by the teacher could improve their understanding of the material. However, using improper or too many gestures can distract their focus, making it difficult for them, to be nervous and difficult to engage in the learning process. So, it is urgent for the teachers to understand that some gestures should be increased or decreased to create a better learning atmosphere.
Strategy-Pedagogy Mismatch in Teaching Grammar to Gen Z EFL Learners in West Sulawesi Afdaliah, Nihla
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6208

Abstract

Despite continuous pedagogical refinement and extensive use of multimedia resources, grammar learning outcomes among EFL learners often remain below academic expectations, particularly in higher education contexts where grammatical accuracy is essential for academic writing. This study aims to investigate the mismatch between grammar teaching strategies and grammar learning strategies among Gen Z EFL learners, and to examine how such mismatch influences grammar learning effectiveness. Employing an explanatory mixed-method design, quantitative data were collected through a grammar learning strategy questionnaire administered to undergraduate students and a grammar teaching strategy inventory completed by the lecturer, while qualitative data were obtained from semi-structured interviews and analysis of grammar-related writing tasks. The findings indicate that learners employ a range of grammar learning strategies, with a strong reliance on technology-mediated strategies. Grammar instruction is characterized by explicit explanation and intensive multimedia use; however, opportunities for interactive practice and application-oriented assessment remain limited. This condition generates strategy–pedagogy mismatch, manifested in instruction–practice mismatch, assessment–application mismatch, and strategy–cognition mismatch. Qualitative evidence shows that although learners perceive grammar instruction as clear and supportive, many struggle to retain grammatical knowledge and apply it independently in writing tasks. These conditions contribute to fragile grammar retention, limited grammar internalization, and cognitive passivity in grammar learning. The study concludes that persistent grammar learning difficulties are not caused by insufficient instructional effort, but by strategy–pedagogy mismatch. Pedagogically, the findings suggest the need for grammar instruction that integrates practice-intensive learning cycles, application-oriented assessment, and pedagogically guided use of digital tools to strengthen grammar retention and promote independent grammatical control among Gen Z EFL learners.
Co-Authors Achmad Taqlidul Chair Fachruddin Afredy Krismahuddin Devi Triani Djalaluddin, Mawardi Harclinda Jelita jelita, jelita Juvrianto Chrissunday Jakob Kamariah, A. Marliana, Rina Mufti Hatur Rahmah Muhyiddin Muhyiddin Mukrimaturrezqi, Mukrimaturrezqi Mulyani ,, Mulyani Nur Fadillah Nurchalis Nuralima, Rizka Nurchalis, Nur Fadillah Nurhamdah, Nurhamdah Nursia Rabiatul Adawiah Raden Mohamad Herdian Bhakti Rahmah Bakoko Rahman, Riswandi Rismawati Rismawati Sariana Sariana, Sariana Selvianah Selvianah Sidratul Muntaha Syamsinar Syaphira, Syaphira Usri Uswatunnisa