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Purandina, I Putu Yoga; Wedananta, Kadek Adyatna

doi:10.23887/jpp.v54i1

Cited by 18 publications

(17 citation statements)

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“…The results showed that in online classroom interaction, the lecturer performed four types of illocutionary acts namely directive, expressive, representative, and commissive. These findings are similar to those found by Sukinah and Efendi [11] except that in their study, the lecturers employed assertive, directive, expressive, and commissive. Furthermore, directive was the mostly used type during the interaction.…”

Section: Total 254supporting

confidence: 90%

An Analysis of Illocutionary Acts Produced by the Lecturer in Online Classroom Interaction

Sari¹,

Chandra²,

Arief³

2021

Advances in Social Science, Education and Humanities Research

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This study aimed to figure out the types of illocutionary acts produced by a lecturer in online classroom interaction and the functions of the illocutionary acts. This research applied a descriptive qualitative design by involving a lecturer of the English Language Department of Lambung Mangkurat University. The data was collected by using an observation sheet, interview guide, and recording which was analyzed following the steps namely data reduction and data display. The result showed that the lecturer produced four kinds of illocutionary acts in online classroom interaction. There were 275 utterances of illocutionary acts conveyed by the lecturer during the teaching and learning comprising of 165 directive data, 86 expressive data, 23 representative data, and 1 commissive data. Moreover, the findings showed that there were three kinds of illocutionary functions based on 250 data collected. They are 161 competitive data, 86 convivial data, and 3 collaborative data. The lecturer also used questions in the teaching and learning process to engage students in the discussion and assist the lecturer in assessing the students' knowledge on the lesson materials. This finding implies that further research is needed by expanding the focus of speech acts to obtain more comprehensive data about speech acts in online classroom interaction.

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Section: Total 254supporting

confidence: 90%

An Analysis of Illocutionary Acts Produced by the Lecturer in Online Classroom Interaction

Sari¹,

Chandra²,

Arief³

2021

Advances in Social Science, Education and Humanities Research

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“…This is also consistent with the results of studies related to participation in ICT-supported learning activities and student learning outcomes. To some extent, online learning with diverse application platforms also stimulates students' interest and engagement in learning (Hermanto & Srimulyani, 2021). Students' learning motivation is considered one of the important factors in helping them achieve their learning goals, including skills development (Taurina, 2015).…”

Section: Discussionmentioning

confidence: 99%

The Transversal Competencies of Vietnamese Primary Students and The Relationship With Online Learning Activities During The COVID-19 Pandemic

Luong¹,

Hanh²,

Almonte-Acosta³

et al. 2022

iejee

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In the context of globalization, ICT is increasingly applied in a wide range of educational activities, especially during the outbreak of the COVID-19 pandemic. In Vietnam, switching from face-to-face to online teaching has been one of the fulfilled objectives of continuing educational activities. This paper is among the first studies to evaluate primary school students' transversal competencies in this context. Through an online survey, 661 fifth-grade students self-assessed their transversal competencies, e.g. problem-solving skills, creative skills, ICT skills, and social and cross-cultural skills. ANOVA analysis revealed that the use of ICT skills and Social and cross-cultural skills among students in private schools is greater than that of students in public schools. In addition, the results of the Pearson correlation analysis pointed out that students' transversal competencies have a strong positive correlation with online learning activities. These findings not only contribute to supporting Vietnamese educational institutions and educational policymakers to adjust online teaching activities to enhance transversal competencies for primary school students but are also a valuable reference for countries with similar backgrounds.

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“…Carliner (2004) characterized online learning as a new learning delivery format that bridges the transfer of learning materials by using technical means such as computers and the Internet. According to Hermanto & Srimulyani (2021), online learning is any learning process that uses learning apps or social networks. An online classroom's teaching and learning environment differ dramatically from a traditional classroom (Pinar, 2021).…”

Section: Definition Of Online Learningmentioning

confidence: 99%

Non-English Majored Students’ Preferences of Online Learning during the Covid 19 Pandemic

Huong

2022

ijte

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The Covid 19 outbreak has had a significant impact on all aspects of life, including the economy, society, and security. This transformation cannot be avoided, especially in education. It made it difficult for employees and students to go to work and school. Many schools attempted to discover strategies to enable continuity of teaching and learning in such a case to secure the safety of students and instructors during the lockdown period. During the Covid 19 outbreak, practically every school in Vietnam and the Ho Chi Minh University of Food Industry changed their learning and teaching methods from the traditional face-to-face manner that learners were used to to a new knowledge approach - online learning or E-learning. From this perspective, technology can be viewed as the primary and most effective means of assisting teachers and learners. However, not all students will feel comfortable with this learning technique because it is new to them, and not all students will have good facilities and good wifi, to begin with. In such as situation, this study was conducted to determine how satisfied non-English-majored Hufi students are with online learning. Participants were HUFI students taking part in online courses during the Covid 19, and a link to an online google form questionnaire was sent to them. Results indicated that there were more disadvantages than advantages to online classes. The survey data can support filling a funding gap in designing a quality online lesson that will improve students' performance and happiness.

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Cited by 18 publications

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An Analysis of Illocutionary Acts Produced by the Lecturer in Online Classroom Interaction

An Analysis of Illocutionary Acts Produced by the Lecturer in Online Classroom Interaction

The Transversal Competencies of Vietnamese Primary Students and The Relationship With Online Learning Activities During The COVID-19 Pandemic

Non-English Majored Students’ Preferences of Online Learning during the Covid 19 Pandemic

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