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All Journal Cakrawala Pendidikan Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Englisia Journal Research in English and Education Journal Studies in English Language and Education
Silviyanti, Tgk Maya
Universitas Syiah Kuala
Humanities Education Languange, Linguistic, Communication & Media

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Journal : Englisia Journal

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An analysis of teacher’s multilingual practices used in teaching EFL students Muthalib, Kismullah Abdul; Ummah, Sari Yatul; Silviyanti, Tgk Maya
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.24783

Abstract

The aim of this study was to analyze the multilingual practices and predominant languages used by an English teacher during classroom activities. It also sought to assess students' reactions to the teacher's language use and to determine the rationale for the teacher's choice of each language in the English language classroom. Six observations were conducted in the three selected classes to assess the use of Indonesian, English, Kluet, Jamee and Acehnese in classroom activities. A total of 48 student respondents from three classes completed the questionnaires, with the English teacher at Junior High School 1 Kluet Timur serving as the sample. The results showed that Indonesian was the most dominant language used in the classroom with a rate of 47.1%, followed by English, Kluet Jamee and Acehnese. The responses to the questionnaire showed that the students believed that using Indonesian and local languages in learning English could help them to understand the material presented by the teacher. In addition, the study showed that the teacher's reason for using Indonesian and local languages was to enhance students’ comprehension of English materials, which ensure effective learning.
Using songs to promote the affective domain in learning listening of EFL students Melisa, Melisa; Silviyanti, Tgk Maya; Syamaun, Arifin
Englisia: Journal of Language, Education, and Humanities Vol 9, No 2 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.11225

Abstract

This qualitative study principally aimed to discover how songs can be used to promote students' affective domain in listening class activities. One English teacher and twenty-five 8th-grade students of a public junior high school in Greater Aceh, Indonesia, were involved in this study. The data were collected through classroom observation. This present study followed Krathwohl, Bloom, and Masia’s (1973) five observation criteria of the affective domain framework. Subsequently, the teacher and four selected students were interviewed for additional data. The results demonstrated that songs have a positive impact on students' affective domain. Students become enthusiastic about learning listening skills. They listened well and remembered the title of the new song (receiving phenomenon); actively participated in the classroom activities (responding phenomenon); demonstrated their problem-solving ability by working together (valuing); and effective time management (organization). Despite their ability to cooperate in group activities, they had no self-reliance when working individually (internalizing values). However, the students agree that the classroom environment was more comfortable and enjoyable. The results of the study suggest that teachers should consider using songs to not only teaches the knowledge but also the culture associated with the song itself when it comes to teaching listening. Aside from the cognitive aspects, teachers should also maintain and track students' progress in the affective domain.
Using songs to promote the affective domain in learning listening of EFL students Melisa, Melisa; Silviyanti, Tgk Maya; Syamaun, Arifin
Englisia Journal Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.11225

Abstract

This qualitative study principally aimed to discover how songs can be used to promote students' affective domain in listening class activities. One English teacher and twenty-five 8th-grade students of a public junior high school in Greater Aceh, Indonesia, were involved in this study. The data were collected through classroom observation. This present study followed Krathwohl, Bloom, and Masia’s (1973) five observation criteria of the affective domain framework. Subsequently, the teacher and four selected students were interviewed for additional data. The results demonstrated that songs have a positive impact on students' affective domain. Students become enthusiastic about learning listening skills. They listened well and remembered the title of the new song (receiving phenomenon); actively participated in the classroom activities (responding phenomenon); demonstrated their problem-solving ability by working together (valuing); and effective time management (organization). Despite their ability to cooperate in group activities, they had no self-reliance when working individually (internalizing values). However, the students agree that the classroom environment was more comfortable and enjoyable. The results of the study suggest that teachers should consider using songs to not only teaches the knowledge but also the culture associated with the song itself when it comes to teaching listening. Aside from the cognitive aspects, teachers should also maintain and track students' progress in the affective domain.
An analysis of teacher’s multilingual practices used in teaching EFL students Muthalib, Kismullah Abdul; Ummah, Sari Yatul; Silviyanti, Tgk Maya
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.24783

Abstract

The aim of this study was to analyze the multilingual practices and predominant languages used by an English teacher during classroom activities. It also sought to assess students' reactions to the teacher's language use and to determine the rationale for the teacher's choice of each language in the English language classroom. Six observations were conducted in the three selected classes to assess the use of Indonesian, English, Kluet, Jamee and Acehnese in classroom activities. A total of 48 student respondents from three classes completed the questionnaires, with the English teacher at Junior High School 1 Kluet Timur serving as the sample. The results showed that Indonesian was the most dominant language used in the classroom with a rate of 47.1%, followed by English, Kluet Jamee and Acehnese. The responses to the questionnaire showed that the students believed that using Indonesian and local languages in learning English could help them to understand the material presented by the teacher. In addition, the study showed that the teacher's reason for using Indonesian and local languages was to enhance students’ comprehension of English materials, which ensure effective learning.
Co-Authors Amirul Mukminin Dara Junita Dian Fajrina Diana Achmad Endang Komariah Fathimath Shaheema Hawalaina, Rizki Hendra Heriansyah Hendra Heriansyah Iskandar Abdul Samad Maghfirah Ramadhani Melisa Melisa Muthalib, Kismullah Abdul Nurul Aina Nurul Inayah Ramadhani, Maghfirah Rizki Hawalaina Sofyan A. Gani Syamaun, Arifin Syamsul Bahri Syamsul Bahri Ummah, Sari Yatul Wahyuni Miftahhul Jannah Yunisrina Q. Yusuf