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Saragih, Lainatusshifa
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Teacher’s Gesture in Classroom Interaction at Madrasah Tsanawiyah Al-Washliyah Tebing Tinggi Adha, Rizki; Saragih, Lainatusshifa; Dara, Emeliya Sukma
Jurnal Pendidikan Tambusai Vol. 8 No. 1 (2024): April 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v8i1.12828

Abstract

Peran guru dalam proses pembelajaran sangat bergantung pada efektivitas pembelajaran. Sikap guru merupakan salah satu dukungan pembelajaran bahasa. Tujuan dari penelitian ini adalah untuk mengetahui gerak tubuh guru dalam interaksi kelas. Metode yang digunakan adalah pendekatan kualitatif dengan observasi langsung terhadap pengajaran guru di Madrasah Tsanawiyah Al – Washliyah Tebing Tinggi. Hasil penelitian menunjukkan bahwa terdapat dua jenis gestur yang digunakan guru ketika mengajar, yaitu gestur tangan dan gestur kepala. Gerakan tangan terdiri dari menunjuk, mengajak, menghitung, bertepuk tangan, memukul meja, dan papan tulis. Sedangkan isyarat kepala terdiri dari anggukan dan gelengan kepala. Hal ini berfungsi untuk mengatur kondisi dan suasana pembelajaran, membangun interaksi, dan juga sebagai apresiasi kepada siswa agar lebih aktif dalam belajar
Teachers’ Perception of Tongue Twisters in Teaching Phonology and Listening Daulay, Sholihatul Hamidah; Saragih, Lainatusshifa; Hasibuan, Wildan As’at Taufik
EXCELLENCE: Journal of English and English Education Vol 5 No 2 (2025): EXCELLENCE (In Press)
Publisher : English Education Study Program FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/ejeee.v5i2.1311

Abstract

This study investigated teachers’ perception of using tongue twisters in teaching phonology and listening in an EFL context. Using a qualitative descriptive design, data were collected through a semi-structured interview with an English teacher who had experience implementing tongue twisters in pronunciation and listening classes. The findings reveal that the teacher perceives tongue twisters as an effective tool for enhancing phonological awareness, improving articulation, and increasing students’ sensitivity to phonemic contrasts. The teacher also believes that tongue twisters support listening development by strengthening learners’ ability to discriminate minimal pairs, recognize stress and rhythm patterns, and attend to detailed sound differences. Despite these benefits, several challenges were identified, including students’ shyness, difficulties in selecting level-appropriate tongue twisters, limited class time, and learners’ tendency to prioritize speed over accuracy. Overall, the results indicate that tongue twisters serve as a motivating and practical strategy that links pronunciation and listening practice, although their success depends on careful planning and pedagogical adaptation. The study highlights the need for teacher training in pronunciation pedagogy and suggests integrating tongue twisters with other phonological and listening activities to optimize learning outcomes.
Co-Authors Adha, Rizki Dara, Emeliya Sukma Daulay, Sholihatul Hamidah Hasibuan, Wildan As’at Taufik