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    Nahda Thesis

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    tugas nahda

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    3 views5 pages

    Nahda Thesis

    Uploaded by

    kang Wibu
    tugas nahda

    Copyright:

    © All Rights Reserved
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    Innovative Pedagogical Interactions in English Language

    Teaching: A Study of Teacher and Student Engagement with


    Non-Digital Learning Materials at SMPN 1 Atap Muara Tupuh
    THESIS PROPOSAL

    By
    Nahdatul Zannah
    220101030605

    ENGLISH EDUCATION DEPARTMENT


    TARBIYAH AND TEACHER TRAINING FACULTY
    ANTASARI STATE ISLAMIC UNIVERSITY
    BANJARMASIN
    2024
    a. Research Background
    In the contemporary landscape of English language teaching, there is a
    significant shift towards the integration of digital resources, which are
    widely acknowledged for their capacity to enhance student engagement
    and improve learning outcomes. As technology becomes increasingly
    embedded in educational practices, traditional non-digital learning
    materials risk being overshadowed despite their ongoing relevance,
    particularly in contexts where access to digital resources is limited or
    non-existent. Recognizing the value of non-digital resources is crucial
    in the evolving landscape of language education, especially in rural or
    underserved communities. Engaging with traditional materials can
    foster student motivation and facilitate the development of essential
    communication skills, both of which are vital for academic success and
    future career opportunities. In settings where technology is inaccessible,
    effectively utilizing these resources can bridge learning gaps and equip
    students with the necessary tools to thrive in their language acquisition
    journey.

    This study focuses specifically on SMPN 1 Atap Muara Tupuh, a school


    situated in a rural community facing challenges related to technological
    access. Through this localized exploration, we aim to uncover insights
    applicable to similar educational environments confronting
    technological barriers. While numerous studies have addressed the role
    of digital technologies in language education, a significant gap remains
    in research focusing on the innovative use of non-digital materials and
    their direct impact on interactions between teachers and students. This
    study aims to fill this gap by highlighting how non-digital resources can
    be effectively utilized to bolster engagement and enhance the learning
    process. By examining these interactions, we hope to provide valuable
    insights into practices that can lead to improved educational outcomes
    even in the absence of modern technology.

    The Qur'an underscores the importance of the pursuit of knowledge and


    the significance of education. As articulated in Surah Al-Baqarah (2:31),
    "And He taught Adam the names—all of them." This verse epitomizes
    the foundational role of teaching in fostering understanding and
    underscores the importance of effective methodologies in disseminating
    knowledge. The wisdom conveyed in these teachings reinforces the
    purpose of our research, which advocates for the integration of
    traditional educational resources that align with the principles of
    learning emphasized in the Qur'an. Ultimately, this research seeks to
    illuminate the essential role of non-digital materials in English language
    teaching, particularly at SMPN 1 Atap Muara Tupuh. By investigating
    the pedagogical strategies employed and the resulting engagement
    dynamics between teachers and students, we aim to contribute to the
    broader discourse on effective language instruction.
    In a world where digital resources often take precedence, it is imperative
    to recognize and embrace the enduring value of traditional materials, an
    approach that not only advocates for balanced educational practices but
    also honors the time-honored teachings of the Qur'an regarding the
    importance of knowledge and effective education. Ultimately, this study
    aspires to empower educators and enhance their capabilities to foster a
    rich, engaging, and effective learning environment, regardless of
    technological access.
    b. Definition of Key Terms
    Non-Digital Learning Materials: Refers to physical resources such as
    textbooks, worksheets, flashcards, and other tangible instructional tools that
    facilitate learning without the use of technology.
    Pedagogical Interactions:The ways in which teachers and students engage,
    communicate, and interact during the teaching and learning process,
    encompassing instructional strategies and classroom dynamics.
    Teacher Engagement:The degree to which teachers actively participate in
    teaching activities, motivate students, and adapt instructional materials to
    meet learners' needs.

    c. Research Questions
    1. How do teachers at SMPN 1 Atap Muara Tupuh utilize non-digital
    learning materials in their English language teaching?
    2. What are the perceptions of students regarding the effectiveness of non-
    digital materials in enhancing their learning experience?
    3. How do teacher-student interactions during lessons involving non-digital
    materials influence student engagement and learning outcomes?
    d. Research Objectives
    1. To explore the methods employed by teachers at SMPN 1 Atap Muara
    Tupuh in utilizing non-digital learning materials in their teaching practices.
    2. To assess students' perceptions of the effectiveness and impact of non-
    digital materials on their language learning experience.
    3. To analyze the nature of teacher-student interactions when non-digital
    materials are used and how these interactions contribute to student
    engagement..
    e. Research Significance
    This study contributes to the theoretical understanding of non-digital
    resources in modern English language teaching, providing a framework for
    recognizing the relevance and efficacy of traditional materials within
    contemporary pedagogical practices. Additionally, the research findings
    will inform educators and curriculum designers on the effective use of non-
    digital resources in language teaching. The insights derived from this study
    may aid in developing teaching strategies that leverage these materials to
    enhance engagement and improve learning outcomes, particularly in
    contexts where access to digital tools is limited.

    References:

    Bax, Susanne. Digital Language Learning and Teaching. 2nd ed., Routledge,
    2020.

    Cameron, Lynne. Teaching Languages to Young Learners. Cambridge University


    Press, 2001.

    Fitzpatrick, Tara, and Tina Young. “Teaching English Language Learners with
    Non-Digital Resources: Strategies for Improvement.” TESOL Journal, vol. 12, no.
    1, 2021, e634.

    Gorski, Paul C. “The Role of Non-Digital Materials in Enhancing Student


    Engagement.” Educational Technology Research and Development, vol. 70, no. 2,
    2022, pp. 367-388.

    Harmer, Jeremy. The Practice of English Language Teaching. 5th ed., Pearson
    Education, 2019.

    Lightbown, Patsy M., and Nina Spada. How Languages Are Learned. 4th ed.,
    Oxford University Press, 2013.

    Norton, Bonny, and Kelleen Toohey. “Identity, Language Learning, and Social
    Change: Realizing the Dream of Integration.” Language Teaching Research, vol.
    23, no. 4, 2019, pp. 491-494.

    Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in


    Language Teaching. 3rd ed., Cambridge University Press, 2020.

    Scrivener, Jim. Learning Teaching: The Essential Guide to English Language


    Teaching. 3rd ed., Macmillan Education, 2018.

    Tharp, Roland G., and Ronald Gallimore. Teaching Transformed: Achieving


    Excellence, Fairness, Inclusion, and Harmony in a Diverse Society. Westview
    Press, 2021.

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