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All Journal Oto Rhino Laryngologica Indonesiana Maspul Journal of English Studies (Majesty) EduPsyCouns: Journal of Education, Psychology and Counseling Majesty Journal
Rahmaeni, Rahmaeni
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Communication Styles Used by Male and Female Teachers’ in EFL Classroom Interaction Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 5 No 1 (2023): English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i1.5380

Abstract

Teachers’ communication style plays an important role in teaching and learning process because the students’ success in learning will be significantly influenced by styles that the teacher used to communicate with the students. Therefore, it is important to investigate the styles of communication used by teachers in the classroom. This research focused on exploring the communication styles used by male and female teachers in EFL classroom, the similarities and the differences between male and female teachers’ communication styles, and the aspects influencing their communication styles. This research was based on a study conducted at State University of Makassar, particularly in English Education Department, in September 2018. This study involved two male teachers and two female teachers of English Education Department. To collect data, the researcher recorded teaching process carried out by the four teachers in the classroom. Each teacher was recorded in two meetings, so eight recordings from the four teachers were obtained, transcribed, and analyzed by using discourse analysis approach. The communication styles used by teachers were analyzed based on the theory of communication style by Mikoluk (2013) and Lanz (2015). The findings showed that there were four communication styles used by male and female teachers in EFL classroom. They were assertive, aggressive, passive, and passive-aggressive styles. Male teachers were more dominant than the female teachers in the use of assertive, aggressive, and passive style, whereas female teachers were more dominant than the male teachers for passive-aggressive style. In addition, there were 3 aspects that influenced the teachers’ communication style. They were classroom atmosphere, teaching time, and subject taught. Findings of this study were advantageous to expand insights about communication style used by teachers in EFL classroom, including how it affected the teaching process and what aspects influence the communication style. Those insights then became consideration for EFL teachers to improve their teaching performance.
Exploring Student Perspectives on EFL Teachers’ Instructional Approaches and Classroom Management Strategies in Indonesian Secondary Schools Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 5 No 2 (2023): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.6607

Abstract

The primary objective of this research was to investigate students' perceptions of EFL teachers' teaching methods and classroom management within the context of classroom interaction. Employing a descriptive quantitative approach, the study was conducted among students enrolled in SMP Darul Arqam Muhammadiyah Cece during the academic year 2022-2023, encompassing three classes. The sample selection utilized a purposive random sampling technique, with a focus on third-grade students, ultimately comprising a sample size of 20 students. Data collection involved a combination of observation and questionnaire administration. Upon applying the Likert scale to analyze students' perceptions of teachers' teaching methods and classroom management in English classes, the resultant data exhibited a mean score of 67.3%. This score signified a high level of agreement among students, indicating their positive reception of the employed teaching methods and classroom management strategies in the EFL classroom interaction. The research findings underscore the critical significance of teaching methods and classroom management in the broader context of the teaching and learning process. The study emphasizes the substantial impact that these factors wield in fostering students' developmental progress within the realm of learning English as a foreign language. In conclusion, the research illuminates the pivotal role of teaching methods and classroom management in the EFL classroom interaction through the lens of students' perceptions. The observed high level of agreement among students underscores the significance of these factors in shaping an effective educational experience. This study accentuates the profound influence of adept teaching methods and adept classroom management on students' English language acquisition and underscores the integral role they play in the broader educational landscape.
The Application of Show and Tell (S&T) Methods in Teaching Vocabulary in Indonesian Junior Secondary School Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.7746

Abstract

The research aimed to find out the effectiveness of the show-and-tell method in boosting students’ vocabulary. The writer applied a quasi-experimental design with an experimental class and a controlled class. The populations of this research were the eight class students of SMP Negeri 7 Enrekang in the academic year 2023/2024 with a total number of 39 students. The sample of this research was VIII A (22 students) as experimental group and VIII B (17 students) as controlled group. It was taken by using a purposive sampling technique. This research applied the show-and-tell method in the experimental group and the problem-based learning method in the control group. The instruments of the research were pre-test and post-test which consisted of 25 numbers. The result of the data indicated that there was a significant difference between students’ post-test in the experimental class and the controlled class The mean score of the post-test (91.45) in the experimental class was higher than the mean score of the post-test (76.94) in the controlled class. From the result of data analysis, it could be determined that the hypothesis was accepted. It revealed that the use of the show-and-tell method was effective in boosting students’ vocabulary mastery among the eighth-grade students of SMP Negeri 7 Enrekang. It is therefore, English teachers suggested applying the show-and-tell method in teaching the English process since it can make the English learning process more enjoyable, fun, and effective.
An Analysis of Imperatives Used by the Teacher in EFL-Classroom Interaction in Indonesian Secondary School Rahmaeni, Rahmaeni; Budi, Nurwafiqah Amirah
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8413

Abstract

The way teachers communicate with students significantly affects the success of learning. Giving imperatives is one of the methods teachers use to communicate with students and enhance the effectiveness of the teaching and learning process. This research aimed to analyze the imperatives used by teachers in EFL classroom interactions in Indonesian secondary schools. The study employed a qualitative design. The subjects of the research were a representative English teacher and students from class XI IPS at SMAN 3 Enrekang, selected using a purposive sampling technique. Data were collected through classroom observations, video recordings, and interviews. The data were then analyzed using an interactive model of data analysis, which included data collection, data display, data condensation, and conclusion drawing/verification. The findings revealed that the teacher used different expressions when giving imperatives during the teaching and learning process, including positive, brief, and negative imperatives. The teacher employed imperatives to manage the classroom and instruct students. The use of imperatives was effective because students generally understood the teacher’s expectations, although the teacher sometimes needed to repeat certain imperatives to ensure student compliance. Students were able to grasp the imperatives easily because the teacher usually gave brief instructions. However, when the teacher used a different style of imperative, students sometimes became confused and struggled to respond immediately.
Validitas dan reliabilitas EORTC QLQ-H&N35 sebagai alat ukur kualitas hidup penderita kanker kepala leher Rahmaeni, Rahmaeni; Kuhuwael, Freddy; Rahardjo, Sutji Pratiwi
Oto Rhino Laryngologica Indonesiana Vol. 45 No. 2 (2015): Volume 45, No. 2 July - December 2015
Publisher : PERHATI-KL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32637/orli.v45i2.118

Abstract

Latar Belakang:  Saat ini belum ada alat yang valid dan reliabel untuk mengukur kualitas hidup penderita kanker kepala leher di Indonesia. Tujuan: Menilai validitas dan reliabilitas dari EORTCQLQ-H&N35 sebagai alat ukur kualitas hidup penderita kanker kepala leher di Makassar. Metode: Jenispenelitian ini adalah observasional analitik dengan pendekatan cross-sectional. Penelitian ini dilakukan pada bulan September–November  2013. Populasi penelitian adalah semua kasus kanker kepala leher  yang datang berobat ke Bagian Ilmu Kesehatan THT-KL, Rumah Sakit Dr. Wahidin Sudirohusodo Makassar.Sampel sebanyak 60 orang dipilih secara purposive, yakni penderita kanker kepala leher yang belummenjalani terapi, sementara terapi, dan telah selesai terapi. Pengukuran kualitas hidup menggunakanEuropean Organization for Research and Treatment of Cancer - Head and Neck Cancer Quality of LifeQuestionnaire (EORTC QLQ-H&N35) yang sebelumnya sudah dilakukan uji validitas dan reliabilitasterlebih dahulu melalui validasi transcultural menurut WHO (World Health Organzation). Hasil:   Padauji validitas didapatkan korelasi bermakna pada hampir semua skala gejala, sedangkan pada uji reliabilitashasil penilaian EORTC QLQ-H&N35 dengan adaptasi bahasa Indonesia ini mempunyai nilai reliabilitasyang sangat baik dengan nilai Cronbach-a >0,7. Kesimpulan: Instrumen EORTC QLQ-H&N35 denganadaptasi bahasa Indonesia adalah valid dan reliabel untuk mengukur kualitas hidup penderita kankerkepala leher di Bagian THT-KL RS Dr. Wahidin Sudirohusodo Makassar. Kata kunci: validitas, reliabilitas,  EORTC QLQ-H&N35 ABSTRACTBackground: The lack of measurement tools which is valid and reliable for evaluating the quality of life of patients with head neck cancer in Indonesia. Purpose: To assess the validity and reliability ofthe EORTC QLQ-H&N35 as a tool to measure the quality of life of patients with head and neck cancerin Makassar. Methods: This study was an observational analytic cross-sectional approach. This researchwas conducted during September - November 2013. The population was all head and neck cancer caseswho came for treatment to the ENT Department Dr. Wahidin Sudirohusodo hospital. Sample of 60 peoplewere selected purposively.  Assessment of quality of life used the European Organization for Research andTreatment of Cancer - Head and Neck Cancer Quality of Life Questionnaire (EORTC QLQ-H&N35) afterthe validity and reliability tests was conducted transcultural validation in Indonesian language adaptationaccording to the WHO. Results:  On the validity of the test, it showed significant correlation in almostall scales of symptoms, while on reliability test results of the EORTC QLQ–H&N35 assessment, it  was excellent   with values   of Cronbach-a >0,7. Conclusion: The Indonesian adaptation EORTC QLQ–H&N35was found as valid and reliable instrument for assessing the quality of life of patients with head and neckcancer in ENT Department, Dr. Wahidin Sudirohusodo Hospital in Makassar. Keywords : validity, reliability, EORTC QLQ-H7N35
The Application of Show and Tell (S&T) Methods in Teaching Vocabulary in Indonesian Junior Secondary School Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.7746

Abstract

The research aimed to find out the effectiveness of the show-and-tell method in boosting students’ vocabulary. The writer applied a quasi-experimental design with an experimental class and a controlled class. The populations of this research were the eight class students of SMP Negeri 7 Enrekang in the academic year 2023/2024 with a total number of 39 students. The sample of this research was VIII A (22 students) as experimental group and VIII B (17 students) as controlled group. It was taken by using a purposive sampling technique. This research applied the show-and-tell method in the experimental group and the problem-based learning method in the control group. The instruments of the research were pre-test and post-test which consisted of 25 numbers. The result of the data indicated that there was a significant difference between students’ post-test in the experimental class and the controlled class The mean score of the post-test (91.45) in the experimental class was higher than the mean score of the post-test (76.94) in the controlled class. From the result of data analysis, it could be determined that the hypothesis was accepted. It revealed that the use of the show-and-tell method was effective in boosting students’ vocabulary mastery among the eighth-grade students of SMP Negeri 7 Enrekang. It is therefore, English teachers suggested applying the show-and-tell method in teaching the English process since it can make the English learning process more enjoyable, fun, and effective.
An Analysis of Imperatives Used by the Teacher in EFL-Classroom Interaction in Indonesian Secondary School Rahmaeni, Rahmaeni; Budi, Nurwafiqah Amirah
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8413

Abstract

The way teachers communicate with students significantly affects the success of learning. Giving imperatives is one of the methods teachers use to communicate with students and enhance the effectiveness of the teaching and learning process. This research aimed to analyze the imperatives used by teachers in EFL classroom interactions in Indonesian secondary schools. The study employed a qualitative design. The subjects of the research were a representative English teacher and students from class XI IPS at SMAN 3 Enrekang, selected using a purposive sampling technique. Data were collected through classroom observations, video recordings, and interviews. The data were then analyzed using an interactive model of data analysis, which included data collection, data display, data condensation, and conclusion drawing/verification. The findings revealed that the teacher used different expressions when giving imperatives during the teaching and learning process, including positive, brief, and negative imperatives. The teacher employed imperatives to manage the classroom and instruct students. The use of imperatives was effective because students generally understood the teacher’s expectations, although the teacher sometimes needed to repeat certain imperatives to ensure student compliance. Students were able to grasp the imperatives easily because the teacher usually gave brief instructions. However, when the teacher used a different style of imperative, students sometimes became confused and struggled to respond immediately.
Factors Influencing Students’ Anxiety in Speaking English: A Case Study at SMA Muhammadiyah Kalosi Triastuti, Triastuti; Samad, Ita Sarmita; Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8582

Abstract

This study investigates the factors influencing students' anxiety in speaking English at SMA Muhammadiyah Kalosi, aiming to identify specific challenges and propose practical solutions to enhance speaking performance. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis of 33 high school students. The results reveal that self-perception, fear of ridicule, feelings of inability, lack of preparation, and fear of making mistakes significantly contribute to speaking anxiety. Observational data corroborate these findings, highlighting symptoms like rapid breathing and nervous laughter. Reducing anxiety includes thorough preparation, mental training, and authentic materials like English songs and films. The study emphasizes the importance of a supportive classroom environment and provides insights into effective anxiety management techniques. These findings have implications for English language teaching practices, suggesting that creating a safe space for making mistakes and incorporating engaging materials can enhance students' confidence and speaking skills. The study contributes to the broader discourse on language anxiety and offers a foundation for future research in diverse educational settings.
Factors Influencing Students’ Anxiety in Speaking English: A Case Study at SMA Muhammadiyah Kalosi Triastuti, Triastuti; Samad, Ita Sarmita; Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8582

Abstract

This study investigates the factors influencing students' anxiety in speaking English at SMA Muhammadiyah Kalosi, aiming to identify specific challenges and propose practical solutions to enhance speaking performance. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis of 33 high school students. The results reveal that self-perception, fear of ridicule, feelings of inability, lack of preparation, and fear of making mistakes significantly contribute to speaking anxiety. Observational data corroborate these findings, highlighting symptoms like rapid breathing and nervous laughter. Reducing anxiety includes thorough preparation, mental training, and authentic materials like English songs and films. The study emphasizes the importance of a supportive classroom environment and provides insights into effective anxiety management techniques. These findings have implications for English language teaching practices, suggesting that creating a safe space for making mistakes and incorporating engaging materials can enhance students' confidence and speaking skills. The study contributes to the broader discourse on language anxiety and offers a foundation for future research in diverse educational settings.
Enhancing Classroom Interaction through Teacher Questioning Strategies: An Analysis of Question Types and Student Engagement in EFL Learning Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 7 No 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i1.8823

Abstract

Teacher questioning plays a crucial role in shaping student engagement and learning outcomes in English as a Foreign Language (EFL) classrooms. However, previous research indicates that many EFL teachers predominantly use display questions, which limit students' opportunities for critical thinking and communicative competence. This study investigates the types of questions employed by teachers in an EFL classroom at SMAN 3 Enrekang and examines their impact on student participation. Using a qualitative descriptive approach, data were collected through classroom observations and video recordings, which were analyzed using Miles and Huberman’s interactive model. The findings reveal that display questions were the most frequently used, followed by yes/no, referential, and open-ended questions. While display questions effectively assess comprehension, they often elicit brief, factual responses rather than promoting in-depth discussion. In contrast, referential and open-ended questions, though less frequent, encourage longer, more meaningful student responses, fostering higher-order thinking. Challenges such as curriculum constraints, student language proficiency, and teacher questioning habits contribute to the limited use of diverse questioning strategies. These findings suggest that EFL teachers should adopt a more balanced approach to questioning, incorporating both lower-order and higher-order questions to enhance classroom interaction. The study highlights the need for teacher training programs to equip educators with effective questioning techniques and recommends further research on the long-term impact of questioning strategies on language acquisition. By refining classroom discourse, this study contributes to improving pedagogical practices and fostering active student participation in EFL learning environments.
Co-Authors Hasan Hasan Ita Sarmita Samad, Ita Sarmita Kuhuwael, Freddy Nurwafiqah Amirah Budi Sarmila, Sarmila Sutji Pratiwi Rahardjo Triastuti, Triastuti