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All Journal Journal of English Education Forum (JEEF)
Amrullah
University of Mataram
Education Languange, Linguistic, Communication & Media

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ENGLISH TEACHERS’ STRATEGIES IN INCREASING STUDENTS’ LEARNING MOTIVATION: A CASE STUDY AT CAKE ENGLISH COURSE KAMPUNG INGGRIS PARE MATARAM Lalu Sony Jaya; Amrullah; Sahuddin
Journal of English Education Forum (JEEF) Vol. 2 No. 1 (2022): JAN-JUN 2022
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/j.v2i1.276

Abstract

This research was conducted to find out and describe English Teachers’ strategies in increasing the students’ learning motivation. This is a descriptive qualitative study. Data sources were from three English teachers and first level students of Cake English Course Kampung Inggris Pare Mataram. Observation, interview, and questionnaire were used to collect the data from three teachers and students. It also used simple strategies to discuss inquiry strategy, expletory strategy, and instructional strategy applied by teacher in teaching. The results of observation, interview, and questionnaire proved that English teachers’ strategies in teaching have motivated the students to learn English. Based on the findings, it can be concluded that strategies used by the English teachers to increase the students’ learning motivation in teaching English are: speech strategy, discussion strategy, question and answer strategy, punish and reward strategy, homework strategy, group working, approach method, jokes, games, telling story, and using some media. Among those strategies, it is found that inquiry strategy could be used to increase and motivate their students’ learning moderately. The students of Cake English Course Kampung Inggris Pare Mataram have good responses to the English teachers who applied many kinds of strategies in teaching. The responses were shown from the students’ motivation – instrumental or innate - in following the teaching and learning activities.
English-Indonesian and Indonesian-English Code Switching Used by the Teachers in Teaching-Learning English at the 11th Grade of SMAN 2 Mataram in the Academic Year of 2022/2023 Hafsah Hadhanah; Amrullah; Muh. Isnaini
Journal of English Education Forum (JEEF) Vol. 3 No. 2 (2023): JUL-DEC 2023
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v3i2.478

Abstract

Language is the most important component of the lives of all individual’s life. People will be able to communicate with one another more conveniently and effectively if they use language. People speak a variety of languages for a variety of reasons. It could be anywhere, including home, work, school, or campus. In a communication process, people may switch language codes, such as the English language, to the Indonesian language or vice versa. This research aimed to identify and describe the types and functions of English-Indonesian and Indonesian-English code switching used by the teachers in teaching-learning English at the 11th Grade of SMAN 2 Mataram. This research concentrates on two English teachers who currently teach students in the 11th grade who are majoring in science during the academic year 2022/2023. This study employed a descriptive qualitative methodology, and observation was the primary data collection method. A pre-observation class will be held as the first step in this research project to choose the topic. From the results, during classrooms, the first English teacher’s utterances caused sixty-seven codes switching and the second English teacher’s utterances caused forty-six codes switching. While for the functions, both English teachers only used five out of six functions of code switching. The research results show that the type of code switching mainly used by the English teachers is inter-sentential code switching and the function used mainly by English teachers is managing class.
The Students’ Difficulties in Speaking English: A Case Study at SMPN 3 Mataram Nisa Cahyani; Amrullah; Dewi Satria Elmiana; Muhammad Amin
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.986

Abstract

Abstract: This study aimed to investigate the difficulties faced by seventh-grade students in speaking English at SMPN 3 Mataram. The research employed a qualitative case study design. The participants consisted of fifteen students from two classes. Data were collected through classroom observations and semi-structured interviews to obtain in-depth information about students’ speaking difficulties. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that students experienced various linguistic and non-linguistic difficulties in speaking English. The results showed that the main linguistic difficulties included limited vocabulary, incorrect pronunciation, and grammatical errors, which caused hesitation and lack of fluency during speaking activities. In addition, psychological factors such as low confidence, anxiety, fear of making mistakes, and fear of being laughed at by peers were identified as the most dominant factors affecting students’ speaking performance. Classroom observations also indicated that students frequently relied on their first language when they lacked English vocabulary. Therefore, it can be concluded that both linguistic and psychological factors significantly influence students’ speaking ability, and teachers are encouraged to apply supportive strategies, provide positive feedback, and create a comfortable classroom atmosphere to improve students’ speaking skills.
An Analysis of the Types and Functions of EFL Teacher’s Classroom Language as Used at 7th-Grade Junior High School 13 of Mataram Windilia Eo Manurak; Sudirman Wilian; Amrullah; Lalu Nurtaat
Journal of English Education Forum (JEEF) Vol. 6 No. 1 (2026): JAN-MAR 2026
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v6i1.1002

Abstract

This study aims to investigate the types, functions, and language distribution of classroom language used by Grade VII English teachers at SMPN 13 Mataram. Employing a qualitative case study design, data were collected through non-participant observations, audio-video recordings, and semi-structured interviews with two teachers. The analysis followed Miles and Huberman’s interactive model. Findings reveal that teachers employed two major types of classroom language based on Hughes’ framework: instructional talk (49.8%) and managerial talk (50.2%). Instructional talk encompassed explaining, questioning, eliciting, checking understanding, giving feedback, and directing students, while managerial talk included opening routines, giving instructions and directions, praise, attendance checking, attention getters, and other regulatory expressions. In terms of function, classroom language predominantly served pedagogical purposes (78%), particularly instructional-managerial and language modelling functions, with social functions accounting for 22%. Regarding language choice, Indonesian was most dominant (43%), followed by English (34%) and mixed code-switching (21%), especially during core instructional activities to ensure comprehensible input. English was mainly used for routines, simple instructions, and modeling. The findings indicate that teachers strategically balance first language support and target language exposure to facilitate comprehension and participation. Future research should examine the longitudinal impact of classroom language patterns on students’ speaking proficiency and communicative competence.
Co-Authors Dewi Satria Elmiana Hafsah Hadhanah Lalu Nurtaat, Lalu Lalu Sony Jaya Muh. Isnaini Muhammad Amin Nisa Cahyani Sahuddin Sudirman Wilian Windilia Eo Manurak