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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Voices of English Language Education Society International Journal of Ethno-Sciences and Education Research JEELS (Journal of English Education and Linguistics Studies)
Ruswandi, Riki
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Transportation Other

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The Correlation Between Teachers' Emotional Intelligence and Students' Learning Engagement in EFL Class Satya Gumelar, Wahyu; Fitri Wulandari, Sri; Sucia Lestari, Tyara; Ruswandi, Riki
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3377

Abstract

The study aims to determine teachers’ emotional intelligence levels based on student perspectives and is supported by principal assessments. Besides, the research aims to identify the extent of learners’ engagement and assess if there is any connection between the emotional intelligence of teachers and learning engagement in EFL classes for students. The research population included students and principals of Madrasah Aliyah 5 Garut. For this study, a sample that involved 60 students was selected using disproportional stratified random sampling techniques from class X (n=30) and class XI (n=30). To collect data, the writers used a questionnaire that evaluated variables such as teachers’ emotional intelligence and students’ learning engagement in EFL classes. The descriptive analysis method was used to analyze data, while Pearson Product Moment with SPSS 22.0 for Windows was used for bivariate analysis. The research findings suggest that the emotional intelligence level of teachers is medium from the student's point of view with an average score of 10.07, while from the principal's assessment, it is high scoring an average of 12.2. There was a moderate level of students’ learning engagement, with a mean score of 12.46. Hypothesis analysis also found that there is a positive and significant relationship between teacher emotional intelligence and student learning engagement with a fairly strong correlation level. It can be concluded that teachers need to increase their emotional intelligence so that student learning engagement in EFL classes increases.
Inspiring Through Interaction: The Impact of Teachers' Verbal and Non-Verbal Communication in EFL Classes Ruswandi, Riki; Arief, Muhamad; Novitasari
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26821

Abstract

Effective verbal communication, including clear explanations and constructive feedback, ensures that students comprehend the material and feel supported. Nonverbal communication, such as gestures, facial expressions, and eye contact, significantly contributes to sustaining student engagement and motivation. This research examines teachers' various verbal and nonverbal communication techniques in English as a Foreign Language (EFL) classes and explores their impact on student motivation. The study involved two teachers and 57 students from senior high schools in Indonesia, employing a phenomenological qualitative approach. Data collection methods included observation checklists, interviews, and questionnaires. The analysis revealed that teachers utilized seven distinct verbal communication methods—lecturing, questioning, giving directions, providing praise and encouragement, and offering feedback—and seven nonverbal methods, including eye contact, hand movements, physical proximity, facial expressions, physical appearance, and chronemics (the strategic use of time). Among these, students rated suggestions, praise, and encouragement as the most motivating verbal interactions, while eye contact emerged as the most influential nonverbal factor. These findings underscore the need for targeted teacher training in these communication strategies to foster a more engaging and motivating learning environment, thereby enhancing student learning outcomes in Indonesian EFL contexts.
Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School: English Ruswandi, Riki; Vini Tenisa Aprilianti, Zalsa; Fitri Utami, Ulfah
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26832

Abstract

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.
Students’ Perceptions of Utilizing PBL (Project-Based Learning) Method and Using Video in Writing Narrative Texts Fauzia utamie , Mega Dinie; Ruswandi, Riki; Saili Rahmah , Leni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6332

Abstract

The application of a Project-Based Learning (PBL) strategy and the use of video as a teaching medium for narrative writing are the main objectives of this project. The objective is to gauge the method's efficacy by looking at how grade XI students at SMA Negeri 21 Bandung perceive it. The study employs a survey design and a quantitative methodology. Descriptive statistical analysis and a questionnaire with a 5-level Likert scale were used to gather data. The validity and reliability of the research tool have been examined (Cronbach's Alpha = 0.906). The results showed that most students positively perceived PBL and video media, with an average score above 3.47 ("High" category). Students stated that PBL helps them understand the material, increase motivation, and study activeness. The implication is that video media effectively facilitates understanding concepts and increases writing confidence. This study implies that PBL and video media can be applied effectively in English language learning, significantly improving students' narrative text-writing skills. These two approaches may offer educators a workable way to raise the standard of writing instruction, particularly when it comes to teaching English.
Readiness of Islamic Religious Education Teachers for Digital Learning Post Pandemic Covid 19 Ruswandi, Agus; Firdaus, M Aditya; Ruswandi, Riki
International Journal of Ethno-Sciences and Education Research Vol. 3 No. 3 (2023): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v3i3.465

Abstract

The consequence of the Covid 19 pandemic is an increase in the use of digital-based information technology, which also applies to education. Learning was obligated to use the internet network during the Covid 19 pandemic. Regarding the Covid 19 pandemic, digital-based learning would become a necessity for teachers and students to be able to use digital-based learning devices. Teachers and students must be able to use digital devices for learning process. But the state of the problem is whether Islamic Religious Education teachers are already ready to meet the requirements of digital learning. Therefore, It is necessary to investigate the extent to which Islamic Religious Education teachers are equipped to confront all-digital learning in the future. The purpose of this study was to investigate the preparedness of Islamic Religious Education teachers in Madrasa` for digital-based learning. This study's research method is a descriptive reserach. This study's data source is Islamic Religious Education teachers in the Madrasa` in West Java, with a 15 Madrasa and 42 teachers as source of data. According to the findings of this study, as many as 26.18% of teachers were "very capable" of using computer devices. As many as 21.43% of teachers were "very capable" of using Microsoft office. As many as 4.76% were "very ready" for e-learning on Islamic Religious Education. An average of 9.52 teachers are "very ready" to learn through video conferencing applications. Islamic Religious Education teachers are still unprepared to deal with digital-based learning. This is due to the fact that not all teachers have mastered the software applications used for learning, as well as the limited facilities available in schools to support digital-based learning. The findings of this study suggest that teachers should improve their skills in using software for e-learning and creating digital learning tools, teaching materials, and learning documents. Madrasa provide adequate facilities to support the digital-based learning process to keep up with current technological and information developments.
Co-Authors Agus Ruswandi Arief, Muhamad Fauzia utamie , Mega Dinie Firdaus, M Aditya Fitri Utami, Ulfah Fitri Wulandari, Sri NOVITASARI Saili Rahmah , Leni Sucia Lestari, Tyara Vini Tenisa Aprilianti, Zalsa Wahyu Satya Gumelar