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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Briliant: Jurnal Riset dan Konseptual IJoLE: International Journal of Language Education Klasikal: Journal of Education, Language Teaching and Science
Adisaturrahimi, Andi
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Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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
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
Digitalization in the EFL Classroom: Teachers’ and Students’ Perspectives Muhammad Yauri, Andi; Tenri Ajeng, Andi; Darwis, Nirwana; Adisaturrahimi, Andi; Musfirah; Wahyu; Dian Hidayat, LD
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.30202

Abstract

Digitalization has become an integral component of English as a Foreign Language (EFL) instruction, particularly in secondary education contexts where technology increasingly mediates teaching and learning practices. This study investigates how digitalization is perceived and enacted in junior high school EFL classrooms from the perspectives of teachers and students. Employing a qualitative descriptive design, data were collected through structured interviews and systematic non-participant classroom observations involving two English teachers and two eighth-grade students from two public junior high schools in Watampone, South Sulawesi, Indonesia. Thematic analysis guided by the Miles, Huberman, and Saldña interactive model revealed four interrelated themes: (1) accessibility and diversification of learning resources, (2) student engagement, motivation, and learner autonomy, (3) instructional delivery and assessment efficiency, and (4) pedagogical, technical, and behavioral challenges. The findings demonstrate that digitalization meaningfully enhances instructional quality and learner engagement; however, its pedagogical value is contingent upon teacher mediation, intentional instructional design, and institutional support. Rather than functioning as an inherently transformative solution, digitalization emerges as a pedagogically mediated process whose efficacy is shaped by contextual, infrastructural, and competency-related factors. This study contributes context-sensitive qualitative insights into digital EFL practices at the secondary level in a regional Indonesian setting, highlighting the indispensable role of aligning technological integration with explicit pedagogical goals.
Co-Authors A Halim A, Nasrullah Aqzhariady Khartha Darwis, Nirwana Dian Hidayat, LD Jufrianto, M. Mohd Tahir, Asman Bin Muhammad Astrianto Setiadi, Muhammad Astrianto Muhammad Yauri, Andi Musa, Nur Ainun Musfirah Mustaqimah Mustaqimah Ramdani, Amaliah Reskyani, Reskyani Syarifuddin Dollah Tenri Ajeng, Andi Uswatun Hasanah Wahyu Wahyu Wulandari, Sami’an