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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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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.
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.
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.
An Analysis of The Effectiveness of Word Attack Strategy in Boosting Students’ Reading Comprehension in Indonesian Secondary School Sarmila, Sarmila; Rahmaeni, Rahmaeni; Hasan, Hasan
EduPsyCouns: Journal of Education, Psychology and Counseling Vol 7 No 1 (2025): EduPsyCouns: Journal of Education, Psychology and Counseling
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edupsycouns.v7i1.9084

Abstract

The research was aimed at determining how was application of word attack strategy impacts on students' reading comprehension skills in class VIII SMP Negeri 2 Enrekang. The background of this research was based on the preliminary observation which showed that many students had difficulty in understanding English reading texts. This was due to limited vocabulary and less effective learning approaches to help students read better. This research applied quasi-experimental method with pretest-posttest control group design. The populations of the research were all VIII grade students of SMP Negeri 2 Enrekang. The sampling was taken by simple random sampling technique. Based on the pretest results, the mean value was 47 for the experimental group and 40 for the control group. After giving treatment in the form of applying the Word Attack strategy, the mean value of the experimental group increased to 80, while the control group increased to 53. To test the hypothesis, the data were analyzed using an independent sample t-test. The result showed significance value of 0.000, which indicated that the Word Attack strategy had a significant effects on the students’ reading ability of grade VIII at SMP Negeri 2 Enrekang. It is therefore, it could be determined that the Word Attack strategy was effective in enhancing students' reading ability.
Co-Authors Hasan Hasan Ita Sarmita Samad, Ita Sarmita Kuhuwael, Freddy Nurwafiqah Amirah Budi Sarmila, Sarmila Sutji Pratiwi Rahardjo Triastuti, Triastuti