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All Journal Briliant: Jurnal Riset dan Konseptual IJoLE: International Journal of Language Education Al-Ta'lim Klasikal: Journal of Education, Language Teaching and Science FOSTER: Journal of English Language Teaching LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Adisaturrahimi, Andi
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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
INTEGRATING DIGITAL READABLE APPLICATIONS TO FOSTER STUDENTS' MOTIVATION IN ENGLISH READING Yauri, Andi Muhammad; Kasmiati, Kasmiati; Nur, Hasriati; Adisaturrahimi, Andi; Dj, Muhammad Zuhri
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December (In Press)
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.9079

Abstract

As a successful strategy for raising students' interest and engagement, the use of digital resources in language learning has grown in significance. The purpose of this study is to look into how incorporating Readable applications affects students' motivation to read in English. Thirty eleventh graders from Bone, Indonesia, public senior high school participated. Using a pre-experimental design and a quantitative methodology, the data was gathered via a motivation survey and statistically examined. A higher mean score and a statistically significant difference (p < 0.05) between pre- and post-test results demonstrated that students' enthusiasm to read English texts was greatly enhanced by using Readable applications. These results imply that digital reading platforms might provide a more engaging and dynamic learning environment that encourages students' independence and curiosity. The study advises teachers to include similar digital tools into their teaching practices and emphasizes the pedagogical implications of technology-enhanced learning in tackling motivating issues in EFL reading classrooms.
Efl Students’ Motivation on The Using of Code Mixing in The Classroom Interaction Adisaturrahimi, Andi; Mustaqimah, Mustaqimah; Reskyani, Reskyani; Mohd Tahir, Asman Bin
BRILIANT: Jurnal Riset dan Konseptual Vol 9 No 2 (2024): Volume 9 Nomor 2, Mei 2024
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v9i2.1946

Abstract

In bilingual communities, code mixing serves as a useful communication strategy between students and teachers. It is also an interesting topic to research when considering language as a medium for interaction and communication. In this study, the researcher focused on finding out whether the use of code mixing can enhance EFL students’ motivation in the classroom interaction or not. A descriptive qualitative method used for conducting this study. The researcher conducted this study at Institut Agama Islam Negeri (IAIN Bone). The participants were ten sixth semester of EFL students. The researcher used interview as the research instrument. The result showed that the use of code mixing can enhance students motivation. The positive impacts of using the code mixing were the material can easily be understood and the students’ vocabularies can increase by the time. The negative impact was it will make the students difficult to speak English fully.
HARMONIZING DIVERSITY: CULTURALLY RESPONSIVE TEACHING STRATEGY FOR ELEVATING SPEAKING PROFICIENCY Reskyani, Reskyani; A, Nasrullah; Mustaqimah, Mustaqimah; Adisaturrahimi, Andi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 1 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i1.1126

Abstract

This research aims to determine harmonizing diversity: culturally responsive teaching strategy for elevating speaking proficiency in speaking classes. This research used a qualitative descriptive method and in analyzing the data researchers used a thematic analysis to group them based on the strategies used by lecturers to improve students’ speaking. The data was found by researchers by conducting interviews with 3 different lecturers and implementing culturally responsive teaching in speaking classes. The results found by the researchers that there were 5 strategies and each strategy has several elements. There were 5 strategies, namely 1. Introduction and understanding of students’ cultural backgrounds, 2. Strategy for Integrating Multicultural Content, 3. Create a classroom environment that supports and respects diversity, 4. Activities or Projects to Encourage Students to Speak about Their Culture, 5. Assessment of Speaking Skills by Considering Cultural Diversity and several elements, namely 1. Initial Information Gathering and Personal Approach, 2. Use of Multicultural Materials and Direct Interaction, 3. Building an Inclusive Climate and Cultural Celebration, 4. Personal Cultural Expression and Interactive Method, 5. Inclusive Assessment and Constructive Feedback. With this strategy, it can be said that students’ speaking improves because the materials are based on their cultural background so it is easy for them to express what they want to say when speaking with their classmates, during group discussions, or talking together with their lecturers in class when the teaching and learning process is taking place.
TEACHERS’ PERCEPTION ON THE IMPACT OF ENGLISH ON INDONESIAN LANGUAGE AND CULTURE Khartha, Aqzhariady; Adisaturrahimi, Andi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 1 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i1.1135

Abstract

This article discusses a study on English teacher perceptions of English as a global language in Indonesia. The goals of this research are to determine whether non-native English teachers in Indonesia recognize the rising role of English in the global world, particularly in Indonesian schools, and to learn how those teachers assess the effects of English on Indonesian language and culture. Five English teachers from various secondary schools took part in this study. Data were collected through an open questionnaire. As a result, all of the participants' comments were consistent, stating that English was indisputably crucial in today's competitive world. They tend to have highly positive perceptions of English as a way of connecting with the international community and supporting Indonesian communicative functions. There is also an amazing unanimity that English can coexist beneficially in this country, even though many people argue that the language has a harmful impact on Indonesian
Co-Authors A Halim A, Nasrullah Akbal, Fitri Amaliah Aqzhariady Khartha Dj, MUHAMMAD ZUHRI Hawaena, Sitti Iswahyudi, Sabrina Retnasari Jufrianto, M. Kasmiati Kasmiati Marlia, Marlia Mohd Tahir, Asman Bin Muhammad Astrianto Setiadi, Muhammad Astrianto Musa, Nur Ainun Mustaqimah Mustaqimah NUR, HASRIATI Nurhaya Ramdani, Amaliah Reskyani, Reskyani Syarifuddin Dollah Uswatun Hasanah Wulandari, Sami’an Yauri, Andi Muhammad