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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Glens: Global English Insights Journal Research and Innovation in Applied Linguistics Innovations in Language Education and Literature Journal of Teaching and Education for Scholars
RASMIN, La Ode
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Golden Book of Business Presentation Skills: Quick and Easy Tips to Make Powerful Presentations RASMIN, La Ode; SAMSUDIN, Samsudin
Research and Innovation in Applied Linguistics Vol. 1 No. 1 (2023): [February]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial-ej.v1i1.3753

Abstract

This book is not for generic business presentation tips. However, it provides several tried-and-tested presentation elements. It will help the presenter to enlighten, influence, and excite the audience. Each chapter is segmented into “Know” and “How” sections to help you grasp the idea and use it in your business presentation. This book will help you maximize your presentations to a group, relevant stakeholders, or a digital/online presentation. For example, learning to promote yourself professionally, amaze your audience, start, end, and transition your presentation. It also includes ideas on designing a presentation outline, practicing, and presenting. This book presents eight golden steps for delivering business presentations: 1) understanding the target audience’s viewpoints, 2) mastering the topic of the presentation, 3) outlining the presentation (e.g., topics, structure, rules), 4) summarizing the presentation, 5) handling the questions effectively and straightforwardly, 6) concluding the comments and responses effectively, and 7) using both verbal and non-verbal communications effectively during the presentation., and 8) the way forward, beyond this book. A business presentation must be well-prepared and consider ways to impress the audience (Sweeney, 2003). Moreover, a presenter must have an idea to map their mind to organize their talks during the presentation (Buzan & Abbott, 2006).
Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications Rasmin, La Ode; Samsudin, Samsudin
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.593

Abstract

Integrating local languages in English as a Foreign Language (EFL) teaching has become a significant area of inquiry within Indonesia's multicultural educational landscape. This literature review explores the role and impact of local languages in supporting English language acquisition among Indonesian students. By examining fundamental studies and theoretical perspectives, this review addresses the challenges and benefits of incorporating local languages in EFL classrooms, including the potential for enhancing students' cultural identity, cognitive development, and linguistic skills. Findings from various studies highlight the pedagogical value of translanguaging and other multilingual approaches that leverage Local languages as a bridge for understanding English. However, the review also underscores obstacles such as lack of teacher training, limited resources, and institutional constraints. This study emphasizes the need for a more inclusive EFL curriculum that respects linguistic diversity and promotes sustainable language practices in Indonesia. Recommendations for future research are provided, focusing on effective strategies for balancing local and global language competencies within EFL pedagogy.
From Vocabulary Building to Cultural Literacy: Implementing Contextual Teaching and Learning in Resource-Limited EFL Classrooms Samsudin, Samsudin; Sukarismanti, Sukarismanti; Rasmin, La Ode
Innovations in Language Education and Literature Vol 2 No 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5025

Abstract

This study aims to explore the implementation of the Contextual Teaching and Learning (CTL) approach in teaching English in resource-constrained classrooms, with a focus on vocabulary development and cultural literacy. Using a multiple case study design with a qualitative approach, data was collected through semi-structured interviews with three lecturers at two educational institutions in West Nusa Tenggara, Indonesia. The findings show that the use of materials based on local wisdom, such as folklore and community history, significantly improves vocabulary acquisition, reading comprehension, and student motivation. In addition, CTL based on local contexts strengthens students' connections with teaching materials, enriches cultural literacy, and builds enthusiasm for learning. Despite resource limitations such as lack of access to technology and English language references, lecturers showed creativity in developing contextual teaching materials. This study contributes to filling the literature gap on local context-based language learning in a confined environment, as well as recommending the need for further research that expands population coverage and examines the long-term impact of the use of local materials in EFL teaching.
Teachers’ Perceptions and Experiences with Translanguaging Implementation in Rural EFL Classrooms: A Case Study from Indonesia Rasmin, La Ode; Dollah, Syarifuddin; Abduh, Amirullah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 7 No. 2 (2024): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v7i2.2491

Abstract

This study explores teachers' perceptions and experiences implementing translanguaging strategies in rural English as a Foreign Language (EFL) classrooms in south Buton, Indonesia. This research is a case study where the limit of this research is to focus on teacher perceptions and experiences in implementing translanguaging in English language learning in three secondary schools in rural areas in South Buton, Indonesia. The subjects of this research were three English teachers at three different schools in South Buton. This subject is expected to provide an overview of teachers' perceptions and experiences in implementing translanguaging in some rural schools in an Indonesian context. Data was collected through in-depth interviews and class observation with three experienced EFL teachers at three rural junior high schools in South Buton. The findings reveal that teachers perceive translanguaging as effectively enhancing students' learning comprehension, and the use of translanguaging can create inclusive and culturally responsive learning in EFL classrooms. The study highlights predominantly positive attitudes towards translanguaging, with teachers perceiving it as an effective tool for facilitating learning in linguistically diverse classrooms. Teachers report positive experiences, citing improved student understanding, increased engagement, and preservation of linguistic and cultural identities. The teachers' experience actively incorporated translanguaging strategies, using code-switching between English, Indonesian, and the local Cia-Cia language to enhance student comprehension. While acknowledging challenges such as balancing multiple languages and potential impacts on English proficiency development, teachers remain confident in translanguaging's effectiveness. This research is expected to contribute to the growing literature on translanguaging in EFL contexts and offer insights for educators in linguistically diverse settings.
The Role of Religious Moderation in ELT: A Systematic Literature Review on Language, Identity, and Intercultural Understanding Rasmin, La Ode; Pelu, Hanafi
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.242

Abstract

This literature review evaluates the impact of religious moderation on English Language Teaching (ELT) in terms of its effects on language acquisition, identity change, and intercultural relations. Despite the growing attention to religious moderation in education, there remains a glaring gap in the literature regarding its application in ELT contexts. The analysis was conducted on published peer-reviewed articles, book chapters, and conference papers from major Scopus, Web of Science, ERIC, and Google Scholar databases within the past ten years. The review employed thematic analysis to identify patterns and trends in the moderation of religion in teaching English as a foreign language. The research results demonstrate three notable features. Firstly, religious moderation in pedagogy in ELT enhances religious student engagement through intercultural communicative competence pedagogy. Secondly, students attending ELT classes with a moderate religious atmosphere show greater positive outcomes in identity change, including increased motivation to learn English. These results highlight how religious moderation can foster tolerant, inclusive, and culturally sensitive ELT practices that promote social harmony worldwide. The review, however, admits many limitations, such as its regional scope and the paucity of empirical investigations. The educational effects of religious moderation in ELT should be assessed through classroom-based and longitudinal studies in the future, especially in a variety of institutional and cultural contexts.
Co-Authors Abduh, Amirullah Pelu, Hanafi Samsudin Samsudin Sukarismanti Syarifuddin Dollah