scholarly journals Communication Strategies Used by the Primary Teachers in EFL Classroom

2018 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Ayu Oktaviani ◽  
Dwi Misgiyati
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Strategies ◽  
Video Recording ◽  
Primary Teachers ◽  
English Teachers ◽  
The Other ◽  
Field Note

The objective of the research was to find out communication strategies used by the Primary teachers in EFL classroom. The sample of the research was 3 teachers in grade 2, 5 and 6 at Palm Kids Elementary School of Lubuklinggau. The samples were taken through Purposive sampling. The researcher used descriptive qualitative research and the data were collected by using observation, interview, and documentation(field note and video recording). The result revealed that communiction strategies used by the English teachers’ were code switching, intra-lingual, IL based strategies, non-linguistics, cooperative, and formal reduction. In the other English teachers’ responded towards are the communication strategies helped the students understood the meaning, made the students easier to understood the material, helped students to understand what English said, helped to explain the material more detail in teaching and learning process and made the students have to master English well. Keyword: Primary Teachers, Communication Strategies, Primary School

scholarly journals A Study of the Instructional Media Used by the English Teachers in Teaching English

2020 ◽  
Vol 4 (3) ◽  
pp. 506
Author(s):  
Ni Putu Rika Ristika ◽  
Ni Made Ratminingsih ◽  
N. P. A Pratiwi
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
English Teachers ◽  
The Other ◽  
Learning Problems ◽  
Instructional Media ◽  
Teaching English ◽  
Audio Books ◽  
Real Objects

This study was a descriptive qualitative which intended to investigate the types of instructional media used and the implementation done by the English teachers. The instructional media used to become the best solution to overcome the learning problems faced by the teachers. The subjects of this study were 5 English teachers at SMPN 2 Melaya. The data were collected through observation during the teaching and learning process and interviews with the teachers. The data analyzed descriptively. From the overall findings, the English teachers used eight types of instructional media, such as; real objects or models, slides, pictures, video, web, audio, books, and the boards. The teachers had different ways to implement them, such as they used LCD Projector and speakers as the tools to show the material and the school environment as the realia. The lack of facilities became the main problem in implementing them. Moreover, the teachers tend to use the same instructional media for the other topic since they do not have enough time to prepare.

scholarly journals Code Switching and Code Mixing in English Language Learning Class

2021 ◽  
Vol 1 (3) ◽  
pp. 302-317
Author(s):  
Theresya Adhelya Pharamita ◽  
Mei Hardiah ◽  
Indah Damayanti
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Video Recording ◽  
English Teachers ◽  
Code Switching ◽  
English Language Learning ◽  
English Class ◽  
Code Mixing

This research concerned with the types of code switching and code mixing used by the teachers, teachers’ reasons in using code switching and code mixing, and students’ perception of code switching and code mixing used by the teacher in the class. This research was a descriptive qualitative research. The researcher used observation checklist, video recording, interview, and questionnaire as the instruments of this research. The data of this research was analyzed by classifying the types of code switching used theory of Poplack and the types code mixing used theory of Hoffman. The result of this research shows that the English teachers did all the types of code switching in English class. Namely; tag code switching, inter-sentential code switching, and intra-sentential code switching. Meanwhile, the researcher found that the teachers only used two from the three types of code mixing. Namely; intra-sentential code mixing and intra-lexical code mixing. The type that did not appear was involvement in a change of pronunciation. This study revealed that the teachers’ reason in using code switching and code mixing are; to help the students in learning English and to make the students more focus in learning process. For the students’ perception, most of the students agreed that the use of code switching and code mixing helps them understand the materials in English language learning class.  

scholarly journals Teachers’ reinforcement and students’ perception to the teachers in English classroom

2020 ◽  
Vol 9 (1) ◽  
pp. 96-106
Author(s):  
Maria Ana Mei Lestari
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Positive Reinforcement ◽  
Teaching And Learning ◽  
English Teachers ◽  
Delayed Reinforcement ◽  
Teaching Process ◽  
Verbal Reinforcement ◽  
English Classroom ◽  
Almost All

The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research.  The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.

scholarly journals An Analysis of Teacher’s Speech Acts in Teaching and Learning Process

TEKNOSASTIK ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 29
Author(s):  
Widi Andewi ◽  
Winia Waziana
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Data Reduction ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
The Other ◽  
English Teacher ◽  
Data Display ◽  
The Subject

This research focuses on classroom interaction during teaching and learning process that included investigation of types and functions of the speech acts produced by teacher. It was designed as a qualitative research. The subject of this research was an English teacher in SMAN 1 Kalirejo. The data were collected through recording. The data were analyzed through three cyclical steps: data reduction, data display, and conclusion drawing or verification. The results show that directives speech acts is mostly produced by the teacher than the other speech acts. This can be seen from the data that 33 utterances (21.2%) are representative speech acts, 6 utterances (3.8%) as expressive speech acts, 112 utterances (71.8%) as directives speech acts, and 5 utterances (3.2%) as commisive speech acts. The types and functions of directives speech acts proposed are need statement, bald imperative, embedded imperative, permission directive, and question directive.

scholarly journals The Implementation of Classroom Management Principles in Teaching English at Vocational High School 3 Padang

2021 ◽  
Vol 3 (1) ◽  
pp. 13-17
Author(s):  
Suparmi
Keyword(s):  
Qualitative Research ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
Significant Contribution ◽  
English Teachers ◽  
Vocational High School ◽  
Teaching English ◽  
Three Stages ◽  
Almost All

The aim of this research was to find out how the teachers implemented principles of classroom management in teaching and learning process at SMKN 3 Padang during teaching and learning process. This is a qualitative research. The data were the result of observation and interview. The participants of this research were three English teachers of SMKN 3 Padang who teach at grade X, XI and XII. The finding of this research indicates that English teachers at SMKN 3 Padang do not implement almost all of the principles of classroom managements during teaching and learning process. They implemented them in three stages of teaching; such as pre-activity, whilst-activity and post activity. Almost all of the principles of classroom management are implemented in whilst-activity. At pre and post-activity, the teacher only implemented three principles, such as warm and enthusiasm, emphasizing on the positive things and building self-discipline. Moreover, the data shows the teachers’ reasons in implementing classroom management. The reason is increasing students’ motivation and achievement. It can be concluded that the English teachers at SMKN 3 Padang should improve their focuses to the principles of classroom management in teaching English. Hopeful, this research can be a significant contribution for English teachers in teaching.

scholarly journals Teacher Talk: Student’s Perception and Expectation

2021 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Nur Mutmainna Halim
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Style ◽  
Video Recording ◽  
Teacher Talk ◽  
First Year ◽  
English Teacher ◽  
Giving Feedback

Teacher talk undoubtedly makes a certain factor whether the class will meet objectives of teaching and learning process or not. This research investigated (1) students’ perception towards teacher talk that happened during the teaching and learning process, and (2) students’ ideal expectations about their English teacher. This was a descriptive qualitative research. One English teacher and one class of first year senior high students were engaged in the research. The data of this research were collected from transcribed-classroom video recording and interview to some students. The results indicated that (1) students’ perception towards teaching style, such as teaching method, motivating, giving feedback were almost negative and (2) students’ ideal expectations that an English teacher should be more effective, efficient interactive and creative for creating more interesting classroom atmosphere.  Keywords: Teacher Talk, Perception, Expectation

scholarly journals Pembelajaran Sastra melalui Cerita Bergambar Cerita Rakyat sebagai Upaya Penanaman Etika Siswa SD

2021 ◽  
Vol 2 (02) ◽  
pp. 89-99
Author(s):  
Dwi Sulistyorini ◽  
Wahyudi Siswanto ◽  
Moch Abdul Rochman
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Elementary School Students ◽  
Learning Process ◽  
The Other ◽  
Ethical Values ◽  
School Students ◽  
Village Elders

In literature learning especially oral learning, many teachers do not explore local folklore yet. Usually they used folklore from the other region which is well known, but the messages of value and ethics are not explored yet.  Investment of ethical values to elementary school students is required.  Interesting media should be used to implant ethics in elementary school students to make the learning process enjoyable. The subjects of the research are elementary school students and teachers, society leaders, village elders caretaker, and people of Boyolangu and Sendang districts, Tulungagung. Qualitative research is applied in this research. The results show that in Boyolangu and Sendang districts there were found 25 folklores consisting of 13 stories containing ethical value. They are the story of “Mbok Rondho Pendhadhapan”, “Terjadinya Dusun Glodhogan”, “Asal Usul Kesenian Tiban”, “Mbah Semare”, “Harimau Gembong”, “Terjadinya atau Lahirnya Angling Darmo”, “Joko Bodho”, “Astono Gedhong”, “Kera Ngujang”,  “Roro Kembang Sore”, “Syeh Basarudin”, “Candi Omben Jago”, and “Punden Setono Badhong”. The stories have the ethical values, like friendliness, harmonius, cooperativeness, unity and integrity, strength, self-sacrificing.

scholarly journals AN ANALYSIS OF TEACHERS’ NON-VERBAL COMMUNICATION IN EFL CLASSROOM AT SMP NEGERI 3 BANJAR

PRASI ◽  
2017 ◽  
Vol 12 (01) ◽  
Author(s):  
I.P. Indrawan ◽  
P.K. Nitiasih ◽  
K.S. Piscayanti
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Body Movement ◽  
Video Recording ◽  
English Teachers ◽  
Verbal Communication ◽  
Questionnaire Administration ◽  
The Subject

This study was aimed at (1) analyzing kinds of non-verbal communications used by English teachers during the teaching and learning process, (2) revealing what kinds of teachers’ non-verbal communications affect students’ motivation during the learning process in the classroom, (3) discussing the contribution of non-verbal communications in English education. This study was a descriptive qualitative study conducted at SMPN 3 Banjar. The data were collected by video recording, questionnaire administration, and interviewing. There were 2 English teachers involved as the subject of this research, and 40 students of eighth grade in different classes were involved.  The results of the study indicate teachers’ non-verbal communication in SMPN 3 Banjar meets the seventh kinds of non-verbal communication proposed by Burgoon, Buller, and Woodall, (1994) as cited in Birjandi and Nushi (2014). It was also found that there are some kinds of non-verbal communication that affect students’ motivation, namely facial expression, body movement, gestures, proxemics (proximity), haptics (touch), eye contact, and paralanguage. Gestures and paralanguage are considered as non-verbal communication that gives contribution to English education.

IMPROVING STUDENTS’ LISTENING COMPREHENSION BY USING BOTTOM-UP TECHNIQUE

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Hari Razaki Akbar ◽  
Sofian Maral ◽  
Wardah Wardah
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Word Processing ◽  
Teaching And Learning ◽  
Test Field ◽  
Bottom Up ◽  
Listening Test ◽  
Field Note ◽  
Tenth Grade ◽  
Field Notes

The aim of this research was to improve students listening comprehension by using Bottom-Up technique. This research is a classroom action research which has done in three cycles. The subject for this research was the tenth grade students in class X TAV. The research was conducted by using Bottom-Up technique which consists of three main stages. There are word processing, phrase processing, and comprehension. The researcher observed students improvement in listening comprehension by collecting data through field notes, observation checklist and listening test. Field note and observation checklist were used to gather the students attitude in learning process. The data of listening was collected through listening test and it was assessed through scoring rubric. The result showed that students problems in understanding the contents of listening and vocabulary had been solved by using Bottom-Up technique. In the first cycle, the students mean score was 76.7. It increased in the second cycle to 82.1, and 83.7 in third cycle. As the conclusion, the technique was able to be used in improving students listening comprehension. The researcher recommends the teacher to use Bottom-Up technique as a technique in teaching and learning process, especially in the teaching listening with the similar setting and difficulty.

APPLICATION OF HYPNOTEACHING METHOD IN SPIRITUAL VALUES LEARNING

2019 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Athoillah Islamy ◽  
Nurul Istiani
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Primary Source ◽  
Learning Method ◽  
Spiritual Values ◽  
Library Research ◽  
Spiritual Learning

This study aims to explain the application of hypnoteaching method in spiritual values learning. This type of research is library research. This research is qualitative research. The primary source used in this study is the thought of Muhammad Noer in his book entitled Hypnoteaching For Success Learning. This research concludes that the hypnoteaching method is a learning method that combines teaching and learning with hypnosis. This method can be used as one of the methods in the process of learning spiritual values. In its application, the hypnoteaching method emphasizes the cognitive, affective and psychomotor aspects of students through positive suggestions. With these steps, it is expected to create a more effective and enjoyable spiritual learning process. Keywords: Method, Hypnoteaching, Learning, Spiritual

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