An Analysis the Used of Code Swtching by the Teacher in Teaching English as Foreign Language at SMA N 3 Singaraja

Sudarmawan, Kadek Leo

doi:10.23887/jpbi.v10i1.48425

Cited by 2 publications

(2 citation statements)

References 32 publications

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“…The same goes for explicit instruction of the collaboration skill, which is optimal when conducted for weeks (E. Lai et al, 2017). Moreover, a previous study has also claimed that it is common for teachers in Indonesia not to utilize the debate strategy due to the difficulty in its application (Utami, Putra, & Suprianti, 2018). More specifically, teachers often opt not to use it because they perceive themselves as lacking the knowledge of current issues, which is required to address complex topics usually used in debates and handle students' unpredictable reactions (Najavi, 2016, as cited in Utami et al, 2018).…”

Section: A How the 4c Skills Are Incorporated In The Lesson Plansmentioning

confidence: 99%

The Incorporation of 4C Skills in Senior High School English Teachers’ Lesson Plans

Radifan,

Dewanti

2020

stairs

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This study aims at describing how the 4C skills are incorporated in senior high school English teachers’ lesson plans and investigating the lesson plan components in which those skills are incorporated. The data for this qualitative study were collected through content analyses on ten lesson plans by three senior high school teachers in Jakarta. The study found that all lesson plans that were analyzed have incorporated all of the four 4C skills, which consist of creativity and innovation, critical thinking and problem solving, communication, and collaboration. Among all indicators of the 4C skills’ incorporation, some were found to be incorporated in all lesson plans regardless of their topics, while others were more dominantly incorporated in lesson plans that discuss certain topic categories. The findings of the study also showed that most 4C skills were incorporated in the same four categories of lesson plan components: learning steps, assessment, learning methods, and indicators of competence achievement. An exception to this is the collaboration skill, which was not incorporated in components involving indicators of competence achievement. These findings are expected to aid teachers in specifying 4C skill aspects to incorporate in their lesson plans and the components to incorporate those aspects into.

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Section: A How the 4c Skills Are Incorporated In The Lesson Plansmentioning

confidence: 99%

The Incorporation of 4C Skills in Senior High School English Teachers’ Lesson Plans

Radifan,

Dewanti

2020

stairs

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“…Many studies are related to using speech acts in the classroom. Several studies have focused on all types of speech acts performed by teachers (Andewi & Waziana, 2019;Armistany, 2019;Swandewi et al, 2017). Then, research is related to the use of one of the speech acts as a directive by looking at the distribution of its functions (Meidini et al, 2023;Nisa & Abduh, 2022;Rahmawati et al, 2021a).…”

Section: Introductionmentioning

confidence: 99%

Female EFL Preservice Teachers Speech Acts Used in Classroom Interaction

Pane

Arbain

2023

scr. j. j. linguist. engl. teach.

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Background: Using speech acts in the learning process by teachers and preservice teachers is inevitable. However, there are still many preservice EFL teachers who need help to use these speech acts effectively. This study aims to determine the use of directive speech acts and the reasoning by three Female EFL Preservice Teachers (FEPT). Methodology: This research was conducted on three female students participating in the Practical Field Experience II program at three Samarinda Vocational High Schools. To collect data, the researcher observed three FEPT people carrying out the teaching and learning process by recording videos. Then, to get reasons for using the speech acts, the researcher conducted interviews with them. Findings: This study found six types of speech acts: asking, requesting, advising, begging, commanding, and forbidding. The most used speech is asking. Then, the reason for using these speech acts is to make students more active and able to follow the lesson well in class. Conclusion: This study concluded the importance of mastering pragmatic competence by FEPT before teaching and learning. By mastering these competencies, FEPT could effectively carry out the teaching and learning process. Originality: This finding complements a large amount of previous literature on the use of directive speech acts by teachers and EFL preservice teachers. By examining the use of directive speech acts by female EFL preservice teachers, the researcher hopes to complement the lack of research on this topic.

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An Analysis the Used of Code Swtching by the Teacher in Teaching English as Foreign Language at SMA N 3 Singaraja

Cited by 2 publications

References 32 publications

The Incorporation of 4C Skills in Senior High School English Teachers’ Lesson Plans

The Incorporation of 4C Skills in Senior High School English Teachers’ Lesson Plans

Female EFL Preservice Teachers Speech Acts Used in Classroom Interaction

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