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All Journal Klasikal: Journal of Education, Language Teaching and Science
Muh Tahir
English Education Department, Postgraduate Program, Universitas Negeri Makassar, Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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STUDENT’S PERCEPTIONS AND EXPERIENCES IN KINESTHETIC LEARNING: CHALLENGES AND BENEFITS Joko Abadi Simamora; Iskandar Iskandar; Sukardi Weda; 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.v7i1.1266

Abstract

This study explores students' perceptions and experiences in kinesthetic learning, particularly focusing on its challenges and benefits. Conducted at the Merchant Marine Polytechnic of Makassar between November 2024 and January 2025, the research employed a qualitative approach through observations and interviews. The study aimed to understand how kinesthetic learning activities (KLAs) influence student engagement, motivation, and speaking development. Data analysis which includes data condensation, data display, and conclusion drawing. Findings indicate that students generally perceive KLAs positively, appreciating their interactive and engaging nature. Students reported higher levels of motivation and retention when movement and hands-on activities were incorporated. Active participation was evident in discussions, role-plays, and tasks requiring physical interaction, fostering a more dynamic learning environment. The use of props and physical movement significantly contributed to enhancing students' learning experiences and practical application of knowledge, particularly in maritime-related contexts. Despite these advantages, several challenges emerged. Some students experienced physical fatigue after prolonged movement-based tasks, though this did not significantly affect their focus. Limited classroom space was another obstacle, restricting students' ability to fully engage in KLAs. Additionally, the lack of sufficient tools and props hindered the effectiveness of hands-on learning. Overall, the study confirms that KLAs enhance student engagement and learning effectiveness, particularly in improving speaking skills and motivation. However, to maximize their benefits, educational institutions must address challenges related to classroom space and resource availability. Future research could further investigate the long-term impact of KLAs on skill development in vocational education
INVESTIGATION OF TEACHERS’ BELIEFS ON TEACHING ENGLISH AT STATE ELEMENTARY SCHOOLS Rezki Rezki; Chairil Anwar Korompot; Sukardi Weda; 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.v7i1.1268

Abstract

This study aims to determine teachers' beliefs about teaching English at State Elementary Schools and the factors that shape teachers' beliefs about teaching English in State Elementary Schools. The type of research used in this study is qualitative descriptive research with the research subjects of English teachers in five State Elementary Schools in Polewali Mandar who teach English. The instruments used in this study were observations checklist, interviews, and documentation. The findings of the study indicate that teachers' beliefs about teaching English at State Elementary Schools that teach English in Polewali Mandar are predominantly using Body Movement Techniques to help these Elementary School children understand English vocabulary or commonly called the TPR (Total Physical Response) method. Teachers also have the belief that to teach English to Elementary School children is to use the PPP (Presentation, Practice, and Production) method, the next belief is that teachers carry out learning using the CLT (Communicative Language Teaching) method. The results of the study also show that there are two factors that shape teachers' beliefs about teaching English in five State Elementary Schools that teach English in Polewali Mandar. Both factors are in accordance with the theory of teacher cognition postulated by Borg (2006), two factors that are in accordance with this theory are the Schooling factor and the classroom factor. Researchers did not find any other factors that shape the teacher's beliefs. The beliefs of these teachers are easily adjusted to the classroom context for the current elementary school level and there are no limitations to applying these beliefs to their classroom teaching practices, or there is no difference between teaching practices and the teacher's beliefs
VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ PERCEPTION TOWARDS THE ROLE OF PLATFORM MERDEKA MENGAJAR (PMM) IN IMPROVING THEIR TEACHING PERFORMANCE Riny Anggraeni Ali; Nurdin Noni; 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.v7i1.1269

Abstract

The Platform Merdeka Mengajar (PMM) has been introduced as an effort to improve teachers’ performance by providing access to various teaching resources and professional development programs. However, how vocational high school English teachers perceive the role of PMM in enhancing their teaching practices remains underexplored. This study aimed to investigate Vocational High School English teachers’ perceptions of PMM and its role in improving their teaching performance. A descriptive qualitative research design was employed, and data were collected through an interview to some of Vocational High School English teachers selected using a stratified sampling technique based on employment status, namely PNS (Civil servants), PPPK (Government employees), and Honorer (Non-permanent teachers). Descriptive analysis was conducted to examine teachers' responses. The findings revealed that most teachers perceive PMM positively, particularly in terms of providing accessible teaching materials, many useful features, and facilitating the teachers to communicate with many teachers across Indonesia. However, some teachers have negative perception about the platform with some reasons. This study highlights the need for improved the platform to maximize its benefits for vocational high school teachers.
Co-Authors Chairil Anwar Korompot Iskandar Iskandar Joko Abadi Simamora Munir Munir Nurdin Noni Rezki Rezki Riny Anggraeni Ali Sukardi Weda