Portrait of Teacher Talk and Language Choices in EFL Classroom: Insights for Children’s Language Learning

Khusna, Khaula Amelia; Mustofa, Mutmainnah; Alka, Wensi; Ubaidillah, M. Faruq; Lee, Huan Yik; Putra, Suatmo Pantja

doi:10.33086/cej.v4i2.3501

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Children learn to resolve disputes amicably, cooperate with one another, respect others' ideas, and form wholesome connections (Aulia et al, 2022). This is crucial for developing a positive social attitude and getting along with people (Khusna et al, 2022). Character education can also assist kids in overcoming undesirable behaviors (Amaliati, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mitigating Strawberry Generation Risks Through Multiple Learning Strategies in Kindergarten

Apriyansyah,

Sukatmi,

Mustafa

2023

CEJ

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The efforts made by early childhood education teachers to address the risks associated with "Strawberry Generation" qualities are the subject of this study. The study aims to investigate the methods teachers use to counteract the detrimental impacts of these traits and encourage young children's development of good character. Data were gathered through interviews and observations using the qualitative research method. A sample of early childhood education teachers actively tackling the Strawberry Generation phenomena participated in the study. The study's conclusions point to several efficient tactics educators employ to counter the risks posed by Strawberry Generation features. These tactics include encouraging active student participation, using active learning techniques, acting as positive role models, storytelling and narratives, working with parents, and using active learning methodologies. With the help of these techniques, educators can help kids comprehend the drawbacks of Strawberry Generation features and encourage the development of good character traits as alternatives. The study emphasizes how crucial parent-teacher cooperation is in overcoming the difficulties brought on by Strawberry Generation features. The results highlight the importance of regular efforts, communication, and support from parents and teachers in assisting children in developing desirable character traits. This study adds to the corpus of knowledge by shedding light on early childhood educators' role in mitigating the risks associated with Strawberry Generation features. The findings have practical ramifications for educators, parents, and governments interested in early childhood education. Early childhood education teachers can be crucial in fostering children's excellent character characteristics and mitigating the harmful effects of the Strawberry Generation phenomena by using appropriate tactics.

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Section: Introductionmentioning

confidence: 99%

Mitigating Strawberry Generation Risks Through Multiple Learning Strategies in Kindergarten

Apriyansyah,

Sukatmi,

Mustafa

2023

CEJ

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“…In the studies of various teachers talk agreed that teachers have power in the class to guide their students. However, by using their talks, the teacher may influence students got something new or even to do something (Siregar et al, 2023;Nasmilah, 2023;Meneses et al, 2023;Aas, 2022;Wahyuni et al, 2022;Khusna et al, 2022;Dale et al, 2022;Altamirano et al, 2022;Laoli, 2022;Indriyani et al, 2022;Jayalath, 2021;Karuniasih et al, 2021;Rahayu & Syahrizal, 2020;Herviani, 2020;Buma & Nyamupangedengu, 2020;Yamin et al, 2020;Jin & Webb, 2020;Fitriati et al, 2020;Suciati, 2019;Chase et al, 2019;Iswara et al, Huriyah & Agustiani, 2018;Alijani & Barjesteh, 2018;Jing & Jing, 2018;Glover, 2018;Veen et al, 2017;Biesta et al, 2017;Basra & Thoyyibah, 2017;Stanley & Stevenson, 2017;Nurpahmi, 2017;Kurniawati & Fitriati, 2017;Cao, 2016;Maghfiroh & Nugroho, 2015;Pujiastuti, 2014;Rezaee & Farahian, 2012). On the other hand, the studies of various classroom interaction deal with teachers as a central for how teaching learning process looked like and running well (Harjanto et al, 2022;Cherng et al, 2022;Bukari et al, 2022;Widyasari & Dardjito, 2022;Ayunda et al 2021;…”

Section: Introductionmentioning

confidence: 99%

Evaluating The Quality of Teacher’s Talk in English Classroom Interaction at SMPIT Cahaya Bangsa Semarang

Prastowo,

Wuli Fritrianti,

Widhiyanto

2023

EEJ

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Teachers talk play an essential role in classroom interaction, the study evaluated the quality of the teacher’s talk in English language class using Flanders (FIAC) system (1989) in Teacher‟s talk interaction. It aimed to evaluate seven of teacher talk quality in English classroom interaction. The study used a descriptive qualitative research design since involves human behavior in natural setting. The data was collected used audio recording and observed two class meetings at eighth grade of SMPIT Cahaya Bangsa Semarang which took approximately 160 minutes. One of English teacher was the subject and 29 students was the object in this study. The result of the study showed that asked questions was the most frequently shown which is 63 times, with percentage 36,2%. Giving direction was the often shown which is 47 times, with percentage 27,01%. Praises and encourages was the quite often shown which is 29 times, with percentage 16,66%. Lecturing was the quite rare shown which is 14 times, with percentage 8,04%. Accept feeling was the rarely shown which is 8 times, with percentage 4,6%. Criticizing or justifying authority was the rarely shown which is 7 times, with percentage 4,02%. Accepts and uses idea of students was the rarest shown which is 6 times, with percentage 3,44%. The evaluated of teacher‟s talk interaction quality that teacher focus on two interactions are asked questions and giving direction.

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Evaluating the Impact of Teachers’ Personal and Professional Resources in Elementary Education on School-Based Human Resource Management: A Case Study in Indonesia

Ghufron,

Fitriyah,

Sodikin

et al. 2024

Sage Open

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Teachers are the key to the success of the learning process, so teacher perceptions are fundamental in supporting educational goals. This study aims to evaluate the impact of teachers’ personal and professional resources in elementary education on school-based human resource management. This research method is a cross-sectional study involving 474 elementary school teachers in Magetan Regency, East Java, Indonesia. The collected data was structured by PLS Structural Equation Modeling and analyzed by SmartPLS version 3.0 application. The study results found that all aspects of teachers’ personal resources (years of service, teachers’ online learning perception, and positive mental health) affect school-based management. Meanwhile, aspects of teacher certification status and literacy learning implementation affect school-based human resource management for teachers’ professional resources. Interestingly, the status of teachers, whether public or contracted, does not affect school-based management. This study benefits the government in formulating education policies, especially in implementing the teacher certification program and improving the competence of teachers and school principals. Further research is needed on strategies to improve the quality of school-based management especially in human resource.

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Portrait of Teacher Talk and Language Choices in EFL Classroom: Insights for Children’s Language Learning

Cited by 3 publications

References 23 publications

Mitigating Strawberry Generation Risks Through Multiple Learning Strategies in Kindergarten

Mitigating Strawberry Generation Risks Through Multiple Learning Strategies in Kindergarten

Evaluating The Quality of Teacher’s Talk in English Classroom Interaction at SMPIT Cahaya Bangsa Semarang

Evaluating the Impact of Teachers’ Personal and Professional Resources in Elementary Education on School-Based Human Resource Management: A Case Study in Indonesia

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