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All Journal Inspiring: English Education Journal Tamaddun The Eastasouth Journal of Learning and Educations Journal of Language Learning and Assessment
Ramdani, Amaliah
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Student Perceptions of Teaching Strategies in Business English Courses: Insights from EFL Contexts Dahlan, Suratman; Ramdani, Amaliah; Noni, Nurdin
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9359

Abstract

The aims of this research were exploring the teaching strategies used by lecturers in Business English courses in Universitas Khairun, Ternate within the EFL context. The researchers used classroom observation and semi structure interview to collect the data. There were two lecturers and two classes of students who participated in this study. The findings of this research reveal that the case method and project-based learning (PBL) were the most commonly used strategies, while cooperative learning, small group work, and direct teaching were also occasionally applied. Although these strategies were effective in enhancing students' understanding of business concepts, they did not significantly contribute to the improvement of students' English language proficiency.
The English Instructor’s Perception of Private Tutoring for Secondary School Students in Indonesia Musa, Nur Ainun; Wulandari, Sami'an; Ramdani, Amaliah; Reskyani, Reskyani; Noni, Nurdin
Tamaddun Life Vol 23 No 2 (2024): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i2.731

Abstract

Many families utilize English private tutoring to help their children with their homework or improve their skills; in doing so, they are taking part in an additional "shadow education" system on top of regular schooling. This research utilized qualitative methods to explore the perspectives of English instructors on private tutoring for secondary school students. Two English instructors were interviewed to obtain their views on private tutoring. The interview technique involved creating an interview guide and using structured online interviews. The data was categorized into core themes or categories, with both participants enthusiastically expressing their perspectives on the causes and impacts of English private tutoring. The result showed that private tutoring is perceived as beneficial for students struggling with English lessons, as it allows them extra time outside school hours and enhances their understanding. Instructors must provide personalized knowledge and engage students in innovative sessions. Parents play a crucial role in guiding students' activities. Private tutoring can boost students' intention to learn English and increase their learning behavior. Instructors tailor their approach to meet the needs of private students
The TPACK Framework in English Language Education Practice: A Bibliometric Analysis Humaera, Isna; Salija, Kisman; Amin, Fatimah Hidayahni; Sakkir, Geminastiti; Nasrullah, Nasrullah; Ramdani, Amaliah
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v3i01.487

Abstract

The Technological Pedagogical and Content Knowledge (TPACK) framework has emerged as a central framework for technology integration in English language education. This study conducts a bibliometric analysis of the research literature on TPACK in English language education (ELT) to examine publication trends, citation patterns, thematic clusters, and collaboration networks. The findings demonstrate steady interest in research, with intense acceleration during the digital shift precipitated by the COVID-19 pandemic. Some of the developing themes identified are teacher education, e-learning integration, and subject-area-specific applications. The research identifies both the benefits and challenges of TPACK implementation, demanding large-scale instructor training and organizational support. Longitudinal studies and the use of new technologies such as artificial intelligence and virtual reality in TPACK-based teaching approaches should be the subject of future studies.
Research Gap on Oral Corrective Feedback in Second Language Acquisition Theory - Affective Filter Analysis: A Conceptual Framework Ramdani, Amaliah; Musa, Nur Ainun; Nurchalis, Nur Fadillah; Dahlan, Suratman
Journal of Language Learning and Assessment Volume 2, Number 1, June 2024
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v2i1.110

Abstract

Purpose Oral corrective feedback, despite its historical precedence, continues to captivate researchers' interest, driving ongoing discourse within the scholarly community. The existing body of research on this subject displays a degree of controversy, with divergent perspectives regarding its efficacy. While proponents endorse its utilization, opposing voices question its impact. This study seeks to identify research gaps within the last decade to provide a comprehensive understanding of the current state of oral corrective feedback literature.  Methodology Employing content analysis, data are extracted from pertinent documents, shedding light on the existing landscape.  Results/Findings This study suggests that while oral corrective feedback is widely used and debated in language learning, there is insufficient research addressing its potential drawbacks. It calls for further studies to fill this gap and ensure that oral corrective feedback practices effectively benefit language learners. Implications This study emphasizes the importance of future research in refining practices and ensuring positive outcomes in language education. 
Co-Authors Adisaturrahimi, Andi Amin, Fatimah Hidayahni Dahlan, Suratman Geminastiti Sakkir Isna Humaera, Isna Jufrianto, M. Kisman Salija, Kisman Musa, Nur Ainun Mustaqimah Mustaqimah Nasrullah Nasrullah Noni, Nurdin Nurchalis, Nur Fadillah Reskyani, Reskyani Wulandari, Sami'an Wulandari, Sami’an