Perceptions of Faculty and Students on The Effectiveness of using Tausug in English Language Teachin

Nuriza  P. Jalani,

Perceptions of Faculty and Students on The Effectiveness of using Tausug in English Language Teachin

Discipline: Education

Abstract:

This paper aims to explore the perceptions of faculty and students regarding the effectiveness of incorporating Tausug in English Language Teaching (ELT). To achieve this, a mixed-methods approach was employed, utilizing both qualitative and quantitative methods, and adopting a descriptive survey design. The study involved eighty (80) college students who were randomly selected to participate, along with five (5) English teachers who willingly agreed to be part of the research. The results of the study reveal that the use of Tausug as an instructional tool holds significant value in English Language Teaching. Both the teachers and students acknowledged the importance of integrating Tausug into their classroom activities, as it contributes to the attainment of their learning objectives. By incorporating Tausug, teachers can enhance their instructional practices, making their teaching more effective and engaging for students. Moreover, students benefit from the use of Tausug, as it helps them grasp English concepts more easily while also fostering a deeper appreciation and understanding of their own culture. The implications of this study are of particular relevance to pedagogical planners and those involved in curriculum development. It underscores the significance of incorporating local languages such as Tausug into ELT curricula, as this can promote not only effective language learning but also cultural preservation. By recognizing and utilizing the native languages of students, educators can create a more inclusive and student-centered learning environment. In conclusion, this study sheds light on the positive perceptions surrounding the use of Tausug in English Language Teaching. It emphasizes the importance of integrating local languages into instructional practices, highlighting their significance in achieving desired learning outcomes. These findings have significant implications for educators, pedagogical planners, and academic institutions striving to enhance English Language Teaching methodologies in an inclusive and culturally sensitive manner.

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