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All Journal Klasikal: Journal of Education, Language Teaching and Science International Journal of Language, Education, and Literature (IJLEL)
Murni Mahmud
English Education Department, Graduate Program, Universitas Negeri Makassar, Makassar, 90222, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effects of Classroom Interaction on Students’ Participation in English Learning Process at Mas Syekh Yusuf Hartina Hamri; Murni Mahmud; Maemuna Rasyid
International Journal of Language, Education, and Literature Vol. 1 No. 2 (2024): October
Publisher : International Journal of Language, Education, and Literature

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Abstract

Classroom interaction is essential in the learning process. However, not all the students willingly participate in classroom interaction, and the students do not even understand the teacher's question or know the answer. Thus, teachers' creativity and various ways of interaction are needed to form effective classroom interaction. This researcher aims to determine the effects of classroom interaction on students' participation in the English learning process. The researcher employed a descriptive qualitative design, and the data was collected through classroom observation and interviews. The results of this research show that classroom interaction positively affects the students' participation, such as influencing the students to raise their hand to solve the task to show the students' comprehension and attractiveness of the material, helping the students seek other classmates' opinions due to the students' confidence on their own opinion or have no courage to ask the teacher, helping the students in asking the question when the teacher' question or statement is unclear, stimulating the students in explaining simply because the student's comprehension and condition, challenging the students to contribute in the learning process because not all the students have confidence in putting contribution voluntarily. Based on the findings of this research, it can be concluded that classroom interaction positively affects the students' participation; thus, it is critical to the successful learning process. In addition, through classroom interaction, the students can be helped in the learning process and in improving the students' skills and self-confidence.
HOW PROJECT-BASED LEARNING SHAPES STUDENTS’ AGENTIC ENGAGEMENT IN EFL CLASSROOM: A MIXED METHODS APPROACH Muh. Fakhrul Armas; Murni Mahmud; Maemuna Muhayyang; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): 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.v7i1.1276

Abstract

Student engagement is crucial for successful learning experiences, encompassing behavioral, cognitive, emotional, and agentic dimensions. In English as a Foreign Language (EFL) learning, engagement directly impacts motivation, language acquisition, and academic performance. Among these, agentic engagement—where students actively control their learning—emerges as a critical yet often overlooked area. This study explores the impact of project-based learning (PjBL) on agentic engagement in EFL classrooms at MAN 1 Soppeng, Indonesia. Using a mixed-methods approach, the research reveals that PjBL significantly enhances students' agentic engagement, particularly in group discussions, responsibility, and independent decision-making. However, challenges persist, such as students' reluctance to communicate directly with teachers. The study found a strong positive correlation (R-value of 0.600) between PjBL and agentic engagement, highlighting the need for strategies that promote proactive student involvement. Future research should explore innovative learning methods and consider factors like family influence and cultural differences to deepen understanding of agentic engagement. These findings contribute to optimizing PjBL for greater student initiative and ownership, enhancing EFL education quality in Indonesia and beyond.
STRATEGIES IN TEACHING READING COMPREHENSION: LISTEN-READ-DISCUSS AND CONTEXTUAL REDEFINITION IN INSTRUCTING READING UNDERSTANDING Lilih Insyirah; Murni Mahmud; Munir Munir; Muh Tahir
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): 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.v7i1.1295

Abstract

This study compared the effectiveness of the Contextual Redefinition Strategy (CRS) and the Listen-Read-Discuss (LRD) strategy in improving students’ reading comprehension of narrative texts. Conducted at SMKN 2 Selayar with X TKJ as experimental class 1 (CRS) and X TKR as experimental class 2 (LRD), the research employed quantitative analysis using paired and independent sample t-tests with SPSS 23. The results showed a significant difference in reading comprehension between the two groups, with CRS demonstrating greater effectiveness (Sig. = 0.000 < 0.05). CRS supported vocabulary acquisition and encouraged contextual prediction, leading to deeper understanding. In contrast, while LRD promoted active participation, it lacked explicit vocabulary instruction, which may have limited its impact. These findings align with prior studies, confirming that CRS is more effective in enhancing reading comprehension, particularly due to its focus on vocabulary development and contextual learning.
Co-Authors Hartina Hamri Lilih Insyirah Maemuna Muhayyang Maemuna Rasyid Muh Tahir Muh. Fakhrul Armas Munir Munir