Pedagogical Insights into Classroom Instruction Practices of English Language Teacher Training (ELTT) Teachers in South Kalimantan

Authors

  • Nani Hizriani Universitas Islam Negeri Antasari Banjarmasin, Indonesia
  • Hidayah Nor Universitas Islam Negeri Antasari Banjarmasin, Indonesia
  • Khairatunnisa Khairatunnisa STAI Rakha Amuntai, Indonesia

DOI:

https://doi.org/10.33394/jo-elt.v12i1.15387

Keywords:

Classroom Instructions, ELTT, Learning Support, Pedagogical Considerations

Abstract

Classroom instruction involves how teachers deliver lessons, engage students, and convey information and also involves pedagogical considerations to support students' learning. This study investigates the instructional practices employed by English Language Teacher Training (ELTT) teachers in South Kalimantan. Through a mixed-method sequential explanatory design encompassing depth semi structured interview and non-participant classroom observation, the study explores 19 ELTT Madrasah teachers in South Kalimantan. The findings shed light on the teachers' ways in giving instruction such as the preparation before the instructions, teachers write the instruction for developing lesson plan, arrange the classroom and grouping the students, getting students' attention and communicating lesson goals, the time for instruction, language choices, classroom activities, modelling the activities, using extra-linguistics devices, checking students' understanding and monitoring students' activities. ELTT Program also shape the instructional practices of teachers in terms of their preparation, the use of more English as a medium of instruction, their engagement with technology, their confidence and creativity, and more students’ participation. This study contributes valuable insights to the realm of language education, offering implications for teacher development and improved student outcomes in South Kalimantan.

References

Abutova, S. O. (2022). Rules for Communicating with Preschool Children who Stutter. American Journal Of Social Sciences And Humanity Research, 02(12), 48–55. https://doi.org/10.37547/ajsshr/Volume02Issue12-08

Ali, Z., Ali, A. Z. M., Harbi, S., Hassan, S. A. J., Nor, A. N. M., & Sahar, N. S. (2022). Help Me to Find A Job: An Analysis of Students’ Delivery Strategies In Video Resume. Asian Journal of University Education, 18(2), 489–498. https://doi.org/10.24191/ajue.v18i2.18002

Aminatun, D., & Oktaviani, L. (2019). Memrise: Promoting Students’ Autonomous Learning Skill through Language Learning Application. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 214. https://doi.org/10.31002/metathesis.v3i2.1982

Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor, and the tenured faculty. International Journal of E-Learning, 7(1), 5–22. https://www.aace.org/pubs/ijel/

Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76

Aydin, Z., & Yildiz, S. (2014). Using wikis to promote collaborative efl writing. Language Learning and Technology, 18(1), 160–180. Retrieved from http://llt.msu.edu/issues/february2014/aydinyildiz.pdf

Carmichael, M., Reid, A.-K., Karpicke, J. D., & Bradley, J. V. (2018). www.sagepublishing.com The Current State of Play. A SAGE White Paper |. https://us.sagepub.com/sites/default/files/hevideolearning.pdf

Celo, O., Braakmann, D., & Benetka, G. (2008). Quantitative and qualitative research: Beyond the debate. Integrative Psychological and Behavioral Science, 42(3), 266–290. https://doi.org/10.1007/s12124-008-9078-3

Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educational Technology Research and Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018-9633-7

Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823

Cooper, J. L., & Robinson, P. (2000). Getting started: Informal small-group strategies in large classes. New Directions for Teaching and Learning, 2000(81), 17–24. https://doi.org/10.1002/tl.8102

Curby, T. W., Rimm-Kaufman, S. E., & Abry, T. (2013). Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction? Journal of School Psychology, 51(5), 557–569. https://doi.org/10.1016/j.jsp.2013.06.001

Dignath, C., & Veenman, M. V. J. (2021). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09534-0

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

El Kemma, A. (2019). Giving effective instructions in EFL classrooms. International Journal for Innovation Education and Research, 7(1), 74–92. https://doi.org/10.31686/ijier.vol7.iss1.1286

Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Unde...: EBSCOhost. Tech Trends: Linking Research and Practice to Improve Learning, 57(6), 14–27. http://ehis.ebscohost.com.ezproxy.strose.edu/ehost/pdfviewer/pdfviewer?vid=6&sid=4324c770-0fa1-45f9-8305-58c23246b361%40sessionmgr4004&hid=4111 DOI 10.1007/s11528-013-0698-1

Fitria, T. N. (2019). an Analysis of Directive Speech Act Found in “Koi Mil Gaya†Movie. Journal of Pragmatics Research, 1(2), 89–99. https://doi.org/10.18326/jopr.v1i2.89-99

Fitriati, S. W., Fatmala, D., & Anjaniputra, A. G. (2020). Teachers’ classroom instruction reinforcement strategies in english language class. Journal of Education and Learning (EduLearn), 14(4), 599–608. https://doi.org/10.11591/edulearn.v14i4.16414

Goldenberg, C. (2013). Unlocking the research on English Language Learners. American Educator, 4–12. https://www.aft.org/sites/default/files/Goldenberg.pdf

Grohman, M. G., & Szmidt, K. J. (2012). Teaching for Creativity: How to Shape Creative Attitudes in Teachers and in Students. In Teaching creatively and teaching creativity. https://doi.org/doi:10.1007/978-1-4614-5185-3_2

Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518–533. https://doi.org/10.1093/deafed/ens026

Harper, C., & Jong, E. (2004). Misconceptions About Teaching English-language Learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162. https://doi.org/10.1598/jaal.48.2.6

Huang, Y., & Soman, D. (2013). Gamification of education. Report Series: Behavioural Economics in Action, 29(4), 37. https://mybrainware.com/wp-content/uploads/2017/11/Gamification-in-Education-Huang.pdf

Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329–1338. https://doi.org/10.1007/s10803-009-0751-2

Ibrahim, M. H. A. R. (2016). Classroom Management The Effectiveness of Teacher’s Roles. Education and Linguistics Research, 2(1), 69. https://doi.org/10.5296/elr.v2i1.9053

Isman, A. (2010). Instructional design in education: New model. Turkish Online Journal of Educational Technology, 10(1), 136–142. http://files.eric.ed.gov/fulltext/EJ926562.pdf

Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260

Kaya, H. (2015). Blending technology with constructivism: Implications for an ELT classroom. Teaching English with Technology, 15(1), 3–13. https://tewtjournal.org/

Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, XII(11). http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

Kruse, J., Wilcox, J., & Easter, J. (2022). Learning to Learn: Drawing Students’ Attention to Ideas about Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(2), 110–116. https://doi.org/10.1080/00098655.2022.2033670

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Invertingtheclassroom_agate⃠waytocreatinganinclusivelearningenvironment.pdf. The Journal of Economic Education, 31(1), 30–43. http://www.jstor.org/stable/1183338

Lindsay, A., & Petrick, R. P. A. (2019). Supporting Explanations Within an Instruction Giving Framework. https://openreview.net/pdf?id=de64AcACToU

Lo, N. P. K., & to, B. K. H. (2023). The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2163790

Lucas, T., & Freedson-gonzalez, M. (2014). R-Teach English Language Learners. 361–373.

Mahmood, S. (2021). Instructional Strategies for Online Teaching in COVID-19 Pandemic. Human Behavior and Emerging Technologies, 3(1), 199–203. https://doi.org/10.1002/hbe2.218

Maksymchuk, B., Gurevych, R., Matviichuk, T., Surovov, O., Stepanchenko, N., Opushko, N., Sitovskyi, A., Kosynskyi, E., Bogdanyuk, A., Vakoliuk, A., Solovyov, V., & Maksymchuk, I. (2020). Training Future Teachers to Organize School Sport. Revista Romaneasca Pentru Educatie Multidimensionala, 12(4), 310–327. https://doi.org/10.18662/rrem/12.4/347

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807

McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2), 202–222. https://doi.org/10.1177/1558689815607096

Moorhouse, B. L. (2023). Teachers’ digital technology use after a period of online teaching. ELT Journal, 1–13. https://doi.org/10.1093/elt/ccac050

Morales, R. M. E. (2015). Faculty of Education English Pedagogy Finding strategies to use nonverbal language and improve listening skills in a 2 nd grade at Colegio San Alberto Hurtado . December, 1–49. http://repositorio.uahurtado.cl/handle/11242/8009

Nazli, K., & Yahya, U. (2023). View of The Role of Computer-Assisted Language Learning (CALL) in Language Teachers’ Professional Development.pdf. Pakistan Languages and Humanities Review, 7(1), 01–11. https://doi.org/10.47205/plhr.2023(7-I)01

Nguyen, H. T. (2007). Rapport building in language instruction: A microanalysis of the multiple resources in teacher talk. Language and Education, 21(4), 284–303. https://doi.org/10.2167/le658.0

Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons. https://books.google.co.id/books?id=KWGVxtnNjYAC&hl=id&source=gbs_book_similarbookshttps://stars.library.ucf.edu/etextbooks/111/

Nisa, S. H. (2014). Classroom Interaction Analysis In Indonesian EFL Speaking Class. Journal of English Education, 2(2), 124–132. https://doi.org/10.25134/erjee.v2i2

Nur, S., Nurfadhilah, A. S., Dewi, E. M. P., & Jamilah. (2023). English as medium of instruction (MOI) in classroom activities: Teachers’ perceptions from eastern Indonesia. JOALL (Journal of Applied Linguistics and Literature), 8(1), 59–74. https://doi.org/10.33369/joall.v8i1.22792

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y

Palomino, C. G., Nunes, C. S., Silveira, R. A., González, S. R., & Nakayama, M. K. (2017). Adaptive agent-based environment model to enable the teacher to create an adaptive class. Advances in Intelligent Systems and Computing, 617, 20–27. https://doi.org/10.1007/978-3-319-60819-8_3

Partin, T. C. M., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2009). Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior. Preventing School Failure: Alternative Education for Children and Youth, 54(3), 172–178. https://doi.org/10.1080/10459880903493179

Radeva, P. A., & Yoan, L. (2013). the Use of Instruction Checking Questions in the Efl Classroom. 41(1998), 1141–1146. https://www.ceeol.com/search/article-detail?id=899286

Rajprasit, K., & Hemchua, S. (2016). The English language & communication in the international workplace : An examination of Thai computer engineering professionals The English Language & Communication in the International Workplace : An Examination of Thai Computer Engineering Professionals. August. https://web.archive.org/web/20180506064019id_/http://www.myjurnal.my/filebank/published_article/38247/9.pdf

Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for Differentiating Classroom Instruction. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 31–47. https://doi.org/10.3200/psfl.52.2.31-47

Rosenshine, B. (2012). Principles of Instruction: Research-based stratagies that all teachers should know. American Educator, 12–19. https://comcert.pl/assets/74eef751e2c2589fa2b20ca7b15834fb.pdf

Saban, A., & Çoklar, A. N. (2013). Pre-service teachers’ opinions about the micro-teaching method in teaching Practise classes. Turkish Online Journal of Educational Technology, 12(2), 234–240. https://tojet.net/articles/v12i2/12221.pdf

Sowell, J. (2017). Good instruction-giving in the second-language classroom. English Teaching Forum, 55(3), 10–19. https://files.eric.ed.gov/fulltext/EJ1156495.pdf

Subedi, D. (2016). Explanatory Sequential Mixed Method Design as the Third Research Community of Knowledge Claim. American Journal of Educational Research, Vol. 4, 2016, Pages 570-577, 4(7), 570–577. https://doi.org/10.12691/education-4-7-10

Suwastini, N. K. A., Rinawati, N. K. A., Jayantini, I. G. A. S. R., & Dantes, G. R. (2021). Differentiated Instruction for Efl Classroom. TELL-US Journal, 7(1), 14–41. https://doi.org/10.22202/tus.2021.v7i1.4719

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145. https://doi.org/10.1177/016235320302700203

van de Pol, J., Mercer, N., & Volman, M. (2019). Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction. Journal of the Learning Sciences, 28(2), 206–239. https://doi.org/10.1080/10508406.2018.1522258

Wahyudi, S., Joyoatmojo, S., & Sawiji, H. (2017). Learning Model of Attention, Relevance, Confidence, Satisfaction (ARCS) Supported by Video Tutorial to Improve the Students’ Learning Motivation in Vocational High School. 158(Ictte), 603–611. https://doi.org/10.2991/ictte-17.2017.72

Yang, X., Zhou, X., & Hu, J. (2022). Students’ preferences for seating arrangements and their engagement in cooperative learning activities in college English blended learning classrooms in higher education. Higher Education Research and Development, 41(4), 1356–1371. https://doi.org/10.1080/07294360.2021.1901667

Zahid, M., & Khanam, A. (2019). Effect of Reflective Teaching Practices on the Performance of Prospective Teachers. Turkish Online Journal of Educational Technology - TOJET, 18(1), 32–43. https://tojet.net/articles/v18i1/1814.pdf

Downloads

Published

2025-06-26

How to Cite

Hizriani, N., Nor, H., & Khairatunnisa, K. (2025). Pedagogical Insights into Classroom Instruction Practices of English Language Teacher Training (ELTT) Teachers in South Kalimantan. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 12(1), 142–163. https://doi.org/10.33394/jo-elt.v12i1.15387

Issue

Vol. 12 No. 1 (2025)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities “tacitly or explicitly“ of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:

Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.