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All Journal JOLLT Journal of Languages and Language Teaching Ar-Rasyid: Jurnal Pendidikan Agama Islam
Suraiya Chapakiya
Fatoni University
Religion Education Languange, Linguistic, Communication & Media

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Optimizing Learning Strategies For Early Chilhood During The Covid-19 Mavianti Mavianti; Fildza Hanisa; Suraiya Chapakiya
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v3i2.17465

Abstract

This research is motivated by the importance of learning strategies, the learning process cannot work without cooperation between students and teachers. But for now the corona virus has spread in various countries around the world. With the circular issued by the Ministry of Education and Culture no. 4 of 2020 which calls on all educational institutions from the early childhood education level to tertiary institutions not to conduct face-to-face learning in schools and instead study from home through the online system. The process of online and offline learning strategies is expected to be able to make learning interesting, easy to understand and creative. The purpose of this study was to find out the learning strategies used during a pandemic and to find out the supporting and inhibiting factors. This research is a research with a qualitative approach. The results of this study indicate that the learning strategy during the covid-19 pandemic at RA Ummu Zainab used online and offline learning and could collaborate both. The inhibiting factors for offline learning are limited learning time. And the supporting factors for online learning strategies are that they can make better use of technology, parents can be closer to their children, can do it anytime and anywhere according to predetermined hours.
Modality Acts as a Strategic Pedagogical Support: Exploring Face, Stance, and Participation In EFL Learners’ Classroom Interactions Nur Ina Syam; Ahmad Arkam Ramadhani; Sri Wahyuni Thamrin; Fahmi Room; Andi Yurni Ulfa; Suraiya Chapakiya
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18575

Abstract

The importance of understanding modality role as pedagogical support in helping EFL learners manage face, build stance, and regulate participation in higher education contexts. This study aims to explore how modalities function as pedagogical support in helping English as a Foreign Language (EFL) learners manage face, negotiate stance, and regulate participation in a higher education learning context. Using a qualitative phenomenological approach, data were collected through in-depth interviews with 13 fifth-semester students of the English Language Education Study Program at Muhammadiyah University of Bulukumba. The research findings indicate that modalities—presented through text messages, voice recordings, emojis, gestures, intonation, and digital communication features—play a significant role in reducing anxiety, increasing self-confidence, and providing more flexible access to participation for students. Participants viewed modalities as “safe communication spaces” that allowed EFL students to express ideas, refine language structures before use, and negotiate meaning without direct pressure. To support language production, modalities also shape learners’ identities, social positioning, and emotional engagement in academic interactions. This study concludes that modality acts as a strategic pedagogical support that helps EFL learners manage their identity, attitudes, and participation more confidently and adaptively in academic interactions. The implication is that lecturers need to consciously integrate multimodal strategies into learning design to support face management, stance strengthening, and increasing students' participation. This study contributes the language pedagogy and sociolinguistics by asserting that modality functions as an interactional resource that mediates face management, stance formation, and participation structures in EF contexts.
Co-Authors Ahmad Arkam Ramadhani Andi Yurni Ulfa Fahmi Room Fildza Hanisa Mavianti, Mavianti Nur Ina Syam Sri Wahyuni Thamrin