Pedagogic Interaction in an Online EFL Class at a Junior High School in Depok

Abstract

The research was conducted to investigate how the teacher built pedagogic interactions with the students in an online EFL class in Depok, including how the teacher used speech structures, language shifts, and how the students perceived the interactions. The shift to online learning in the pandemic era had affected the quality of learning. Due to the complexity of online learning, interpersonal interactions between teachers and students were frequently overlooked in an online class. Applying exploratory sequential mixed methods, the research was meant to provide findings that could be used to improve the quality of online learning. It began with a qualitative research phase, and then the results of the qualitative phase were used to build into the quantitative phase. Classroom observations, stimulated recalls, and a questionnaire were used to collect the data. The results indicate that the EFL teacher builds his/her interactions by prioritizing pedagogical functions and targeting the students' cognitive domains. The dominant learning cycle is the focus phase with a pedagogical role as an information provider. Intramove is identified as the most frequently occurring code-switching type used for pedagogical, managerial, and technical functions. Translanguaging is also identified which gives rise to productive bilingualism. Overall, the pedagogic interactions that are established by the EFL teacher are well perceived by the students, and they give some suggestions for the quality improvement of EFL online learning so that future classes will be more interactive. More research on the aspects of class interactions during online learning should be carried out to help teachers improve the quality of their online teaching.

Utilizing Grammarly in an Academic Writing Process: Higher-Education Students’ Perceived Views

“…In addition, this study's findings regarding the usefulness of Grammarly in checking various grammatical-related issues are in accord with recent studies of, for example, Miranty and Widiati (2021) and Hakiki (2021). This current study found that the students favored Grammarly for its constructive feedback pertaining to stylistic issues; hence, it is consistent with data obtained in earlier investigations Dewi (2022) and Lailika (2019). The students in this study and those in previous research (Hakiki, 2021;Pratama, 2021) felt that Grammarly boosted their confidence and motivation in writing academic work.…”

“…The study found that representing the indicator of perception -a perceived object, Grammarly was deemed to offer hands-on uses. The finding of this study that Grammarly is deemed to be handy for students to deal with wide-ranging grammatical issues in their academic writing is in line with those of Hakiki (2021) and Dewi (2022). The students in this study and those in the studies of Dewi (2022) and Miranty and Widiati (2021) agree with Grammarly's reliable constructive feedback provisions.…”

“…The finding of this study that Grammarly is deemed to be handy for students to deal with wide-ranging grammatical issues in their academic writing is in line with those of Hakiki (2021) and Dewi (2022). The students in this study and those in the studies of Dewi (2022) and Miranty and Widiati (2021) agree with Grammarly's reliable constructive feedback provisions. In terms of the practical usefulness of Grammarly to help students develop their writing skills, this study confirms the findings of previous studies, for example, by Armanda et al (2022) and Lailika (2019).…”

“…A considerable body of studies has examined the usefulness of Grammarly in any writing stage viewed from students' perceptions. Focusing on the editing writing stage, Dewi (2022) invited 75 students attending an English writing course at a university to respond to a questionnaire and an interview session. The students' responses concluded from the questionnaire and interviews showed that they deemed to have gained such advantages from Grammarly as detecting errors, suggesting potential corrections, and advising them alternative dictions.…”