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All Journal EDUVELOP (Journal of English Education and Development) Indonesian TESOL Journal LETS: Journal of Linguistics and English Teaching Studies Prosiding Seminar Nasional Keguruan dan Pendidikan (SNKP)
Nurlaila Wattiheluw
Universitas Negeri Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Teacher’s Voice in Online Task-Based Language Teaching on EFL Writing Context Hasanah, Uswatun; Sahril Nur; Wattiheluw , Nurlaila
LETS: Journal of Linguistics and English Teaching Studies Vol. 4 No. 2 (2023): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v4i2.415

Abstract

In light of the pandemic, online learning has become increasingly popular. Thus, students' interest and engagement are two of the primary concerns of teachers regarding online teaching. online Task-Based Language Learning (TBLT) is one of them. Based on the issue, this research conducted to explore teachers' voices in online TBLT of EFL writing contexts. The researchers employed a descriptive-qualitative approach. The interview was used to collect data from two EFL teachers at IAIN Bone and IAIN Ambon. The data obtained from interview process then analyzed descriptively. According to the findings of the study, the teachers believe that implementing online TBLT in EFL writing context has numerous advantages. However, the teachers also face several challenges in implementation. The teachers expressed the hope that online TBLT would be a good choice as one of the current strategies for teaching EFL writing. The study could have implications for online English teaching and learning in terms of pedagogy both theoretically and practically, aiding teachers and students in adopting TBLT
Teacher-Students Interaction in EFL Classroom: A Study Using Flander Interaction Analysis Categories System (FIACS) Supriadin; wattiheluw, Nurlaila; nurul layali, Baiq
PROSIDING SEMINAR NASIONAL KEGURUAN DAN PENDIDIKAN (SNKP) Vol. 2 (2024): Prosiding Seminar Keguruan dan Pendidikan (SNKP) 2024
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

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Abstract

The purpose of this study is to look into how teachers and students interact in the EFL classroom. The study was conducted at one of the senior high schools in Indonesia, namely SMA I Monta. This research used a descriptive qualitative research method. The data was analyzed using the Flander Interaction Analysis Categories System (FIACS) to explore the percentage of discussion time between teacher and students during the teaching and learning process. This study's participants include one English teacher and 28 students, 10 of whom are males and 18 of whom are females. The data were collected by monitoring the class 3 meetings with a video recorder, audio recorder, and observation checklist. As shown in this study, students talk more extensively than the teacher talk during the classroom interaction. Based on the results of classroom observation, it was found that in the first meeting, 45.6% of verbal behavior done inside the classroom was student talk. Then, 48.96% was spent by teacher talk verbal behavior, both direct and indirect talk. In the second meeting, 53% of verbal behavior done inside the classroom was student talk, while the English teacher talk only 41.07% in both direct and indirect talk. In the third meeting, students talk increased with a percentage of 53.33%, while the teacher talk only 40.42%. From the three meetings of classroom interaction, the average of students talk was 50.64%, teacher talk was 43.48%, and silence or confusion was 5.84%. Therefore, it can be concluded that students talk is more dominant in verbal classroom interaction than the teacher talk in the context of EFL classroom.
An Ethnographic Study of Neuro-linguistic Programming : Outcome-based Impacts to EFL Speaking skill Wattiheluw, Nurlaila; Mahmud, Murni; Abduh, Amirullah
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.8785

Abstract

Neuro-linguistic Programming (NLP) offers innovative strategies in pedagogy. NLP supports effective communication, personal growth, and transformative learning. This research examined the implementation of neuro-linguistic programming and its impacts on students’ preferred outcome of speaking skills. The data of this research were collected using ethnographic approach through interviews, participatory observation, and document analysis. The research involved twenty five students majoring in the English department at Prof. K.H. Saifuddin Zuhri State Islamic University Purwokerto, central Java, who were attending a speaking course in the 2023/2024 academic year. The implementation of NLP strategies (setting clear learning objectives, building rapport, sensory acuity, and flexibility) positively affected subjects’ speaking skill aspects (fluency, vocabulary mastery, mimicry speaking style and pronunciation, and effective communication) to meet their desired goals except grammar comprehension. However, the strategy did not work effectively on the improvement of grammar comprehension. Therefore, future researchers are encouraged to make improvement in this aspect. Future researchers are also encouraged to analyse the changes in students’ behaviours or attitudes in longitudinal research to further strengthen the findings of this research.
Neuro-Linguistic Programming Implementation Challenges in EFL Speaking Instruction: An Ethnographic Inquiry Nurlaila Wattiheluw; Murni Mahmud; Amirullah Abduh
Eduvelop: Journal of English Education and Development Vol. 9 No. 2 (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.v9i2.6652

Abstract

Neuro-Linguistic Programming (NLP) is a structured pedagogical approach that integrates cognitive, affective, linguistic, and experiential dimensions in EFL speaking instruction. Although NLP has been considered theoretically promising, the practical challenges of its implementation in Indonesian higher education remain underexplored. Addressing this gap, the present study investigates the challenges encountered by an EFL lecturer during NLP implementation in speaking instruction. Employing a qualitative ethnographic design, data were collected over one full academic semester at UIN Saizu Purwokerto, Central Java, Indonesia, through in-depth interviews, participatory classroom observation, weekly student self-reflection, and documentary evidence. One experienced NLP-practising lecturer and twenty-five purposively selected students participated in the study. Data were analysed through ethnographic procedures involving inductive coding, contextual interpretation, and multi-source triangulation. Findings reveal five interconnected challenge dimensions: instructional design complexity, conceptual comprehension barriers, time constraints, linguistic challenges during speaking practice, and reflective evaluation difficulties. These findings collectively reconceptualise NLP as instructionally demanding and contextually grounded framework rather than a universally applicable method, contributing a rare ethnographic perspective to NLP research in Indonesian EFL higher education. Future research should examine institutional support strategies, including structured lecturer training, curriculum flexibility, and assessment reform, as well as conduct comparative studies across lecturers at varying NLP competency levels to determine whether the identified challenges are inherent to NLP as a pedagogical system or contingent on practitioner expertise.
Co-Authors Abduh, Amirullah Amirullah Abduh Murni Mahmud Murni Mahmud nurul layali, Baiq Sahril Nur Supriadin Supriadin Uswatun Hasanah