Article Per Year (5 Year)
p-Index From 2019 - 2024
0.408
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All Journal Journal of English Language Teaching and Literature (JELITA)
Musa, Nur Ainun
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Arts Education Languange, Linguistic, Communication & Media

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Culturally Responsive Teaching In Thai Classroom Settings: A Perspective From Indonesian Educators Reskyani, Reskyani; Adisaturrahimi, Andi; Mustaqimah, Mustaqimah; Jufrianto, M.; Wulandari, Sami’an; Musa, Nur Ainun; Ramdani, Amaliah
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : STKIP Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.760

Abstract

A culturally responsive teaching approach is best applied in classes where students have different cultural backgrounds. This research aims to find out how culturally responsive teaching in Thai classroom settings: a perspective from Indonesian educators. Therefore, this research methodology used a qualitative research strategy with the interview method as the main data collection technique. This research used semi-structured interviews, accepting three Indonesian teachers who had experience teaching in Thailand. This research also aims to determine the implementation and dynamics of culturally sensitive practices in Thai classrooms with special reference to the process of cultural assimilation in learning institutions. So from the results of this research, the researchers found 5 categories, namely: a. Teaching Experience in Thailand and its distinct difference from other countries. b. Integration of Thai Cultural Aspects in Teaching. c. Challenges in Implementing Culturally Responsive Approach. d. Student Response to Culturally Responsive Teaching Approach. e. Suggestions or Recommendations for Other Teachers. The findings of this research are useful for educational practitioners and stakeholders as well as researchers who have a desire to teach thoughtfully in the context of Thai culture or other similar cultural environments.
Teachers’ Nonverbal Cues in EFL Classrooms: Analyzing the Impact of Movement on Student Engagement and Comprehension Wulandari, Sami'an; Ramdani, Amaliah; Reskyani, Reskyani; Musa, Nur Ainun
JELITA Vol 5 No 2 (2024): Journal of English Language Teaching and Literature (JELITA)
Publisher : STKIP Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v5i2.827

Abstract

The aim of this study examine the effects of teacher movements as a nonverbal communication strategy on student engagement and learning outcomes. The research, conducted at MIN 1 Sinjai, used a qualitative approach that included semi-structured interviews and structured observations to investigate how students perceive the efficacy of their teachers' nonverbal cues, especially in terms of teacher gestures in the classroom. Findings showed that teacher mobility significantly improved attention, participation, and overall classroom dynamics. According to this study, creating a more dynamic and engaging learning environment can be achieved by applying nonverbal communication techniques such as deliberate classroom gestures. Concerning improving teaching methods in the EFL classroom, this observation has useful implications and broadens our understanding of nonverbal communication in educational settings.
Co-Authors Adisaturrahimi, Andi Jufrianto, M. Mustaqimah Mustaqimah Ramdani, Amaliah Reskyani, Reskyani Wulandari, Sami'an Wulandari, Sami’an