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All Journal EduLine: Journal of Education and Learning Innovation KARIWARI SMART: Journal of Education Based on Local Wisdom Journal of English Language Teaching and Literature (JELITA)
Amaliah Ramdani
Universitas Negeri Makassar
Religion Arts Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Teacher and Student Talk in Classroom Amaliah Ramdani; Andi Hidayatul Mi'raj Mursyid
KARIWARI SMART : Journal of Education Based on Local Wisdom Vol. 2 No. 2 (2022): July 2022
Publisher : Fakultas Tarbiyah IAIN Fattahul Muluk Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53491/kariwarismart.v2i2.295

Abstract

This research's main objectives aimed at describing the types of an effective teacher and student talk based on Moskowitz’s FLINT analysis system; and the factors influencing its use in the teaching and learning process. The researcher applied a qualitative research design. This research participants were the teacher and students of the English Education Study Program at the State University of Makassar. One teacher and two classes were taken as the subject of this research. The data were obtained from classroom observation and interviews. In the interview, 12 students were chosen randomly. The data from observation and interviews were analyzed using an interactive model of data analysis procedure based on Miles & Huberman (2013). The findings showed that not all types of an effective teacher and student talk occurred in the observation. Some utterances cannot be classified into FLINT theory, and those utterances were then classified as a new type of teacher talk: "Assalamu’alaikum warahmatullahi wabarakatuh” and "good morning" were then classified as greeting. Moreover, the expression when the teacher is checking the students' attendance was classified as attendance checking. Meanwhile, it can be inferred that the classroom atmosphere or the students' character was the factor that mainly influences the use of effective teacher talk in the class. Then, the factors that may influence the use of compelling student talk in the class were (1) a signal of chance; (2) students' prior knowledge; (3) students' self-confidence; (4) students' curiosity; and (5) the teacher.
Understanding Nonverbal Communication Among TNI (Indonesian National Army) Members in Everyday Life Amaliah Ramdani; Syarifuddin Dollah; Geminastiti Sakkir
EduLine: Journal of Education and Learning Innovation Vol. 4 No. 2 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline2445

Abstract

This research focuses on how nonverbal communication is important in the military, particularly among members of the TNI in their neighbourhoods. The researcher used interviews to collect data using open-ended questions. The researcher identified that saluting is more than just a greeting; it shows respect for superiors and tradition, which promotes a disciplined and united military community. The research underlined the adaptation of nonverbal communication, especially hand signals, in operational settings for efficient and silent exchange of information. In summary, nonverbal cues, such as saluting, play a huge role in keeping the military community disciplined and united for successful operations.
Culturally Responsive Teaching In Thai Classroom Settings: A Perspective From Indonesian Educators Reskyani Reskyani; Andi Adisaturrahimi; Mustaqimah Mustaqimah; M. Jufrianto; Sami’an Wulandari; Nur Ainun Musa; Amaliah Ramdani
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.760

Abstract

A culturally responsive teaching approach is best applied in classes where students have different cultural backgrounds. This research aims to find out how culturally responsive teaching in Thai classroom settings: a perspective from Indonesian educators. Therefore, this research methodology used a qualitative research strategy with the interview method as the main data collection technique. This research used semi-structured interviews, accepting three Indonesian teachers who had experience teaching in Thailand. This research also aims to determine the implementation and dynamics of culturally sensitive practices in Thai classrooms with special reference to the process of cultural assimilation in learning institutions. So from the results of this research, the researchers found 5 categories, namely: a. Teaching Experience in Thailand and its distinct difference from other countries. b. Integration of Thai Cultural Aspects in Teaching. c. Challenges in Implementing Culturally Responsive Approach. d. Student Response to Culturally Responsive Teaching Approach. e. Suggestions or Recommendations for Other Teachers. The findings of this research are useful for educational practitioners and stakeholders as well as researchers who have a desire to teach thoughtfully in the context of Thai culture or other similar cultural environments.
Teachers’ Nonverbal Cues in EFL Classrooms: Analyzing the Impact of Movement on Student Engagement and Comprehension Sami'an Wulandari; Amaliah Ramdani; Reskyani Reskyani; Nur Ainun Musa
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.827

Abstract

The aim of this study examine the effects of teacher movements as a nonverbal communication strategy on student engagement and learning outcomes. The research, conducted at MIN 1 Sinjai, used a qualitative approach that included semi-structured interviews and structured observations to investigate how students perceive the efficacy of their teachers' nonverbal cues, especially in terms of teacher gestures in the classroom. Findings showed that teacher mobility significantly improved attention, participation, and overall classroom dynamics. According to this study, creating a more dynamic and engaging learning environment can be achieved by applying nonverbal communication techniques such as deliberate classroom gestures. Concerning improving teaching methods in the EFL classroom, this observation has useful implications and broadens our understanding of nonverbal communication in educational settings.
Co-Authors Andi Adisaturrahimi Andi Hidayatul Mi'raj Mursyid Geminastiti Sakkir M. Jufrianto Mustaqimah Mustaqimah Nur Ainun Musa Reskyani Reskyani Sami'an Wulandari Sami’an Wulandari Syarifuddin Dollah