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Misnawati
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Watampone, Bone, Sulsel, Indonesia
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INDONESIA
Journal of Teaching and Education for Scholars
Published by Cendekiawan Indonesia Timur
ISSN : -     EISSN : 28301064     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Journal of Teaching and Education for Scholars (JOTES) is a biannual, peer-reviewed, open-access journal published by Yayasan Cendekiawan Indonesia Timur, located in Watampone, Indonesia. JOTES is issued twice a year, in May and November. JOTES focuses on publishing high-quality manuscripts related to education and teaching. The scope of the journal includes, but is not limited to: Educational studies and practices. Teaching and learning processes. Teaching approaches, methods, or strategies. Teaching experiences and reflections. Classroom action research. Other topics across all disciplines, provided they are relevant to education and teaching. JOTES accepts manuscripts in the following forms: Research Articles: Original research based on fieldwork or studies related to education and teaching. Non-Research Articles: Papers including review articles, literature reviews, conceptual ideas, systematic reviews, or discussions on relevant topics not based on field research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
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Unlocking Learner Potential Through Well-being: A Conceptual Framework for Integrating Positive Psychology to Foster Deep English Language Learning Nur, Sahril; Sakkir, Geminastiti; Nurfadhilah, Auliyanti Sahril
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.v2i2.244

Abstract

Second language (L2) learning is often undermined by significant psychological barriers like anxiety and fragile motivation, trapping students in surface-level memorization. This conceptual paper proposes a fundamental paradigm shift from a deficit-remediation model to one centered on fostering learner well-being. Drawing on a systematic literature review, we introduce 'Positive Language Pedagogy,' a framework integrating the five pillars of positive psychology's PERMA model (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment). We argue that this systematic integration proactively dismantles affective filters, cultivates intrinsic motivation, and builds psychological resources essential for deep learning. The result is a pathway toward not only linguistic competence but also the development of resilient, autonomous, and confident language learners.
Students’ Learning Styles and Their Speaking Proficiency: Evidence from MAN 1 Makassar L, Sulfitriani; Korompot, Chairil Anwar; Sakkir, Geminastiti
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.v2i2.245

Abstract

This study investigates how different learning styles—visual, auditory, and kinesthetic—influence students’ English-speaking performance. Speaking is widely recognized as the most challenging language skill, and students’ preferred modes of learning are believed to shape how effectively they develop oral proficiency. Using a descriptive quantitative design, data were collected from eleventh-grade students at MAN 1 Makassar through a learning style questionnaire adapted from the VAK model and a speaking performance test assessed using Heaton’s criteria of accuracy, fluency, and comprehensibility. The results reveal clear performance differences across learning style categories. Auditory learners achieved the highest mean score, classified as Very Good, demonstrating strong fluency and clear comprehensibility with only minor pronunciation or grammatical issues. Visual learners obtained a Good classification; they performed well overall but showed noticeable limitations in grammatical accuracy. Kinesthetic learners received a Fairly Good classification, exhibiting moderate ability and particular challenges in fluency, as their speech tended to be fragmented and required more processing time. These findings indicate that students' learning styles are meaningfully associated with their speaking performance, with auditory learners showing the greatest advantage—likely due to their preference for processing spoken input and verbal explanations. Meanwhile, kinesthetic learners may require more interactive, movement-based activities to support their oral production. The study underscores the importance of incorporating varied instructional strategies that align with different learning preferences. Teachers are encouraged to design multimodal speaking activities to ensure equitable support for all learner types and to maximize students’ opportunities for successful oral communication.

Page 3 of 3 | Total Record : 22

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