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All Journal English Language, Linguistics, and Culture International Journal (ELSTIC-IJ)
Hustiana Hustiana
Universitas Negeri Makassar
Languange, Linguistic, Communication & Media

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EXPLORING THE MOTIVATIONAL TEACHING PRACTICES IN ENGLISH INTENSIVE PROGRAM AT AN INDONESIAN ISLAMIC UNIVERSITY Hustiana Hustiana
elstic : english language linguistics culture Vol 1 No 2 (2021): Volume 1, Number 2, August 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.866 KB) | DOI: 10.24252/elstic-ij.v1i2.22818

Abstract

The  aim of this research was to explore the application of motivational teaching practices used by instructors and their impact on the students’ motivation. The researcher applied case study that conducted in English Intensive Program of UIN Alauddin Makassar namely Pengembangan Intesifikasi Bahasa Asing (PIBA) in academic year 2017/2018. The data sources were 2 instructors and 72 first semester students that taken through purposive sampling. The first instructor taught Guidance and Counseling C Department students that consisted of 30 students and the second instructor taught Nursing A Department students that consisted of 32 students. In collecting data, the motivational teaching Practices by instructor was taken through interview and observation. While, the impact of the application of motivational teaching practices on the students’ motivation was taken through questionnaire. In brief, it could be concluded that there were two kinds instructors’ perception about motivational teaching practices, they were Strongly Motivating Instructor (SMI) and Weakly Motivating Instructor (WMI). Besides, there were two kinds of instructors’ motivation teaching practices implementation, they were Highly Implemented Motivational Teaching Practices (HIMTP) and Lowly Implemented Motivational Teaching Practices (LIMTP). Thus, the impact on the students’ motivation was also different. The Strongly motivating instructor who implemented motivational teaching practices highly had more self-confidence students in learning English. While, the weakly motivating instructor who implemented motivational teaching practices lowly had less self-confidence students in learning English. Even though it could not be denied that all of the students from both classes still had high anxiety and low intrinsic motivation. Therefore, it was suggested for the Instructor to applied personal approach to decrease the anxiety of the students and to increase their satisfying in learning English.
TEACHER TALK AND THE PATTERN OF ENGLISH CLASSROOM INTERACTION IN TEACHING ENGLISH Hustiana Hustiana; Akbar Akbar
elstic : english language linguistics culture Vol 1 No 3 (2021): Volume 1, Number 3, December 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (431.823 KB) | DOI: 10.24252/elstic-ij.v1i3.25379

Abstract

The aim of this research was to explore the teacher talk and the pattern of interaction that occur during in the teaching - learning process. The researcher applied qualitative study in English Zone, a Course Institute in Makassar. The data sources were a teacher who has got her BA degree in State University of Makassar two years ago. There are four teenager students who participated in the class. The technique of data collecting consists of doing observation by recording audio-lingual data of the process of teaching English. While, technique of data analysis consist of transcribing data from recorded classroom observation into written text, classifying the types of teacher talk that occurred in the class, identifying the patterns of interaction occur during in the teaching – learning process and concluding the finding from all of the collected data. In brief, it could be concluded that the teacher employed ten from eleven categories of teacher talks, there are: there are eleven types of teacher talks namely dealing with feelings, praising and encouraging, joking, using ideas of students, repeating students’ response verbatim, asking question, giving information, correcting without rejection, giving direction, and criticizing the students’ response. While there are four patterns of classroom interaction that were applied in the study are: Interactions among students or student – students interactions that happened during the small group discussion and during in the classroom discussions teachers – whole class interactions that happened during the class discussion and also this pattern happened when the teacher conveyed learning material and gives instructions to the students, Interactions among teacher – group discussion that happened during the small group discussion when the teacher clarifies the students’ difficulties with the task given. Therefore, it was suggested for the teacher to conducted group discuccion that did not occur in class interaction to improve the students motivation and willingness to work together.
Co-Authors Akbar Akbar