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All Journal JELL (Journal of English Language and Literature) STIBA-IEC Jakarta English Language Education Reviews
Zharfa, Ratri Izzati
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Education Languange, Linguistic, Communication & Media

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Classroom Management and Students’ English Skills Dzahabiyyah, Launia; Zharfa, Ratri Izzati; Mulyono, Safira Indah Putri; Pramesti, Magdalena Ayu Sri
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 9 No 02 (2024): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v9i02.225

Abstract

The aim of this study was to examine how teachers implement classroom management in private tutoring classes for elementary school students and determine if these classes contribute to students' English skills. The research was conducted at a private English course in Semarang on April 24th 2024. Research method used is a qualitative method with case studies. Research techniques used are observation and structured interviews. The findings of the study have been presented in three categories of classroom management, that are: Teaching Standards, Rules, and Procedures, Classroom Climate, and Timing and Scheduling. Based on the results, teachers’ Classroom Management contributes to the students’ English skills.
How English Texts Work for Deaf Learners: A View from Systemic Functional Linguistics’ Transitivity System Zharfa, Ratri Izzati; Anjaniputra, Agung Ginanjar
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.13090

Abstract

This study examines how experiential meaning is realized in an Indonesian government-published English textbook for eleventh-grade deaf students in Special Senior High Schools (SMALB). While this meaning concerns who is doing what in certain circumstances, it can also investigate what happenings are involved, given that aural happenings pose significant linguistic and pedagogical difficulties among deaf students in accessing learning materials. However, little is known about the instructional content in such a textbook. Using the transitivity system from Systemic Functional Linguistics (SFL) to capture the language realizations and insights of the social model of disability in coping with structural barriers, this study examined clauses as the unit of analysis, comprising 176 short commands and 87 brief dialogues. The findings highlight the need to accommodate the nature of deaf students, as both text types lack adequate linguistic diversity and multimodal support, thereby limiting accessibility and engagement. These findings reflect structural barriers in the textbook design. This study recommends revising the command structure, diversifying participant roles and circumstantial elements, and integrating visual strategies such as sign language models, gestures, and contextual images. This study highlights that transitivity analysis can be harnessed to inform appropriate doings and experiences related to learning, contributing to inclusive English language instruction and equitable learning experiences for deaf students.
Co-Authors Agung Ginanjar Anjaniputra Dzahabiyyah, Launia Mulyono, Safira Indah Putri Pramesti, Magdalena Ayu Sri