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All Journal IJoLE: International Journal of Language Education Al-Ta'lim FOSTER: Journal of English Language Teaching
Adisaturrahimi, Andi
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Teacher’s Communication Strategies for Enhancing Students’ Speaking Motivation: Verbal and Non-Verbal Adisaturrahimi, Andi; Iswahyudi, Sabrina Retnasari; Akbal, Fitri Amaliah; Marlia, Marlia; Setiadi, Muhammad Astrianto
AT-TA'LIM Vol 32, No 1 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i1.963

Abstract

This study investigated the impact of teacher’s verbal and non-verbal communication strategies on students’ motivation to speak in English. Specifically, it explored the types of verbal and non-verbal communication strategies employed by the teacher and examined how these strategies influence students’ speaking motivation in the EFL context.  A qualitative method was adopted, focusing on ninth-grade students at SMPN 1 Pallangga during the 2022–2023 academic year. Data were collected through classroom observations and semi-structured interviews. The results indicated that the teacher employed 13 distinct of verbal strategies and eight forms of non-verbal communication strategies. The findings suggested that both verbal and non-verbal communication strategies positively contribute to enhancing students' motivation to speak in English, highlighting the importance of teacher-student interaction in EFL classrooms.
The Role of Project-Based Learning in Fostering Students’ Writing Creativity: A Perception-Based Study Hawaena, Sitti; Nurhaya; Adisaturrahimi, Andi
FOSTER: Journal of English Language Teaching Vol. 6 No. 1 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i1.247

Abstract

The purpose of this study is to examine students' perceptions of the effectiveness of Project-Based Learning (PBL) in enhancing creative writing skills. Utilizing Robbins' framework of perception—acceptance, understanding, and evaluation—this research employs a qualitative methodology. The participants consisted of twenty students selected purposively from a larger literacy organization at STKIP ABMUL, Dampal Selatan. Data collection instruments included observational checklists and semi-structured interviews. The findings reveal that the PBL model significantly contributes to the improvement of students' writing abilities, particularly in fostering creativity, imagination, and critical thinking. The participants expressed increased motivation and interest in writing, particularly in crafting short stories. As an outcome of their engagement with PBL, a student-initiated literacy organization was formed, serving as a collaborative space to nurture creative expression through written work.
Unveiling Students’ Perceptions on Metacognitive Dimensions in Reading Comprehension at an Islamic University Adisaturrahimi, Andi; Dollah, Syarifuddin; Halim, Abdul; Hasanah, Uswatun; Setiadi, Muhammad Astrianto
International Journal of Language Education Vol. 8, No., 4, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i4.74758

Abstract

This study explored the perceptions of 18 students from IAIN Bone through a series of structured interviews. Using the qualitative method, the results indicated that most students had a positive perception of metacognitive dimensions, particularly appreciating how these strategies enhance comprehension, promote active participation, and foster classroom interaction. Three main themes were found: emotional engagement with the learning process, affective engagement and emotional support, and experiential learning process. However, some students expressed challenges, including feelings of nervousness and anxiety related to the frequent questioning and active engagement required. Despite these challenges, most students strongly desired to continue using metacognitive dimensions in future classes. These findings suggested that while metacognitive dimensions are generally well-received, their implementation required sensitivity to students' varying levels of comfort with active participation. This study enhanced the comprehension of student perceptions and provided insights for lecturers aiming to incorporate metacognitive approaches into reading comprehension classes
Co-Authors A Halim Akbal, Fitri Amaliah Hawaena, Sitti Iswahyudi, Sabrina Retnasari Jufrianto, M. Marlia, Marlia Muhammad Astrianto Setiadi, Muhammad Astrianto Musa, Nur Ainun Mustaqimah Mustaqimah Nurhaya Ramdani, Amaliah Reskyani, Reskyani Syarifuddin Dollah Uswatun Hasanah Wulandari, Sami’an