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All Journal EXPOSURE JOURNAL Journal of English Language Teaching and Literature (JELITA)
Reskyani Reskyani
Universitas Negeri Makassar
Arts Education Languange, Linguistic, Communication & Media

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STUDENTS’ PROBLEMS AND MOTIVATIONS TO CONTINUING STUDY AT THE ENGLISH EDUCATION OF MAGISTER PROGRAM IN MAKASSAR Muhammad Astrianto Setiadi; Reskyani Reskyani; Sahril Sahril
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.9321

Abstract

This research aims to find out the problems and also the motivations of students experience or face when they want to continue their studies in the English education of magister program at the State University of Makassar. In this study, the researchers used a method in which the method was a descriptive qualitative method. Meanwhile, the researchers conducted this research in the English Education magister program at the State University of Makassar. Then the respondents in this study totaled 30 students, they were students in the fourth semester English education program. The data in this study were taken directly from the sample by the researchers using several questions where the questions were open-ended questions given by the researchers to the respondent. Then the data were transcribed and analyzed by the researchers.The findings in this study were based on research problems students’ problems and motivations to continue studying at the English education of master program at the State University of Makassar, namely 1) The researchers found that there were six problems faced by students while they were learning English of magister program in State University of Makassar. The problems were: 1. The problem of student academics, 2. Student administrative problems, 3. Student problems with their lecturers, 4. Student financial problems, 5. Student time management problems, and also 6. Student facility problems, 2) the researchers also found 5 types of motivational backgrounds of students in continuing their studies in the English education of the magister program, and the types were: 1. Student quality motivation, 2. Student career motivation, 3. Student economic motivation, 4. Student social motivation and finally 5. Motivation is based on their family.
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.
The Influence of Differentiated Instruction on Senior High School’s English Learning Outcomes M. Jufrianto; Muhammad Basri; Iskandar Iskandar; Reskyani Reskyani; Isna Humaera; Mustaqimah Mustaqimah; Rahyuni Rahyuni
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.v5i2.764

Abstract

The goal of this research is to use differentiated instruction in English in order to improve student learning outcomes. This class X research was carried out at UPT SMA Negeri 3 Takalar. This study employs structured interviewing methods, recording, and observation in a qualitative descriptive research design. According to the research, 20 students, or 13 students in total, had a completeness score in cycle I mathematics learning of 65%, and 7 students, or 35% of the students, did not achieve the passing requirement. Then, in cycle II, the comprehensiveness of the instruction yields an 81.50% acquisition in English for a total of 17 pupils, as well as children who have met the score.
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 Amaliah Ramdani Andi Adisaturrahimi Isna Humaera M. Jufrianto Muhammad Astrianto Setiadi Muhammad Basri Mustaqimah Mustaqimah Nur Ainun Musa Raden Mohamad Herdian Bhakti Rahyuni Rahyuni Sahril Nur Sami'an Wulandari Sami’an Wulandari