Teacher Talk in Teaching English for Young Learners

Sukmawati, Nur Najibah

doi:10.23917/varidika.v30i1.6545

Cited by 6 publications

(8 citation statements)

References 10 publications

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“…Those characteristics are active through physical and practical activities, simple to understand when the five senses and sensory systems are engaged, more uncomplicated to learning through concrete objects than abstract concepts, and require an enjoyable atmosphere. Additionally, Sukmawati also noted that some characteristics of children are (1) they enjoy playing and learning things while playing; (2) they only discuss the "here" and "now" and aren't yet able to discuss conditional context; (3) they enjoy learning meaning by connecting it to what they observe; and (4) they have short attention spans or quickly get bored with monotonous or continuous activities to undertake (Sukmawati, 2018). In light of this, it may be claimed that children's traits are compatible with the joyful learning concept, which links learning to happiness.…”

Section: Introductionmentioning

confidence: 99%

Students' Responses of Joyful Learning Class in Islamic Elementary School: Flashcard Games and Visual Worksheet

Donasari,

Rofiah,

Qurroti

2023

SJPE

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The four characteristics of young learners, which can be embodied in learning that is active, fun, concrete, and uses sensory experiences, should be considered to optimize vocabulary learning. Therefore, this qualitative research aims to investigate students' responses to the joyful vocabulary class by implementing flashcard games and visual worksheets. The instruments used were a Likert scale questionnaire, interviews, observation, and documentation, with 20 students in the second grade of SD Sunan Ampel Kediri acting as respondents selected using purposive sampling. The results showed positive student responses to the Joyful Vocabulary Learning Class. This approach not only encourages active participation, motivation, and fun in learning vocabulary but also enables students to remember vocabulary easily and understand its meaning due to the combination of concretizing the abstract with the sense of sight by visualizing through pictures of animals and creating an active and fun class in the form of games. In conclusion, the use of flashcard games and visual worksheets to promote a joyful vocabulary class can be used to teach English to young learners.

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Section: Introductionmentioning

confidence: 99%

Students' Responses of Joyful Learning Class in Islamic Elementary School: Flashcard Games and Visual Worksheet

Donasari,

Rofiah,

Qurroti

2023

SJPE

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“…It denotes the process of exchanging information, opinions, ideas, recommendations, and experiences. It emphasizes the importance of communication between instructors and students in the classroom (Sukmawati, 2018). It is critical in encouraging pupils to attain their English learning objectives.…”

Section: Introductionmentioning

confidence: 99%

Comparing Lexical Density in Teacher Talks: Elementary School and Higher Education Level

2023

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Teacher talk must be specific, clear, concise, and comprehensible for students as the target interlocutors. This study aimed to characterize lexical density in teacher talks of elementary school teachers and university lecturers during teaching. A qualitative descriptive technique was used involving lexico-grammar analysis from an SFL perspective. The subjects of this study were three elementary school teachers (6th-grade teachers) and three university lecturers (English lecturers) who were voluntarily recorded during their teaching time; once for each. Hence, the object of this study is the transcriptions of teacher talks from these six research subjects which were then analyzed using documentation techniques of data analysis namely selection, categorization, classification, identification, and verification. The results show that the lexical density used in elementary school teacher talk is 42.65% (low) and that one employed at the university level is 36.76% (low). Unexpectedly, the rate for elementary school is somewhat higher than that for the university level. This case appears to have an intervening aspect because the elementary school is an international school. It is learned that an educational institution—regardless of its level—with a distinct learning target would certainly influence the lexical density employed in the teachers’ spoken discourse during classes.

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“…Young learners need scaffolding and guidance because they are not ready to be independent (Sukmawati, 2018). Ideal implementation of instructional practices are suggested by some experts as follows: (1) mixing first language and English to converse with other children (Elliot, 2004); (2) the use of simple questions (Santosa, 2014); ((3) making use of familiar songs, rhymes, and poems (Wilcox in Fauziati, 2010); (4) using first language with peers who speak the same first language to clarify instructions; (5) responding to basic question words like who, what, where, and when; (6) knowing and following directionality in text (York in Coulmas, 2005); (7) communicating observations after teacher modeling (e.g., Our tower is 10 blocks high).…”

Section: Introductionmentioning

confidence: 99%

“…However, some of the people with inadequate facilities and support such as technology and internet connection have the assumption and views that online learning is burdensome (Nasution, et al 2020). The difficulty of online learning is particularly experienced by elementary students because they naturally still need direct guidance from teachers and parents (Sukmawati, 2018). Most of them are dependent learners and therefore have different ideas of using the platforms in learning.…”

Section: Introductionmentioning

confidence: 99%

The Young Learners’ Perception Towards English Instructional Practices Using Virtual Platforms

Taman

Nasution

Hastomo

et al. 2021

J. appl. linguist. lit.

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The popularity of virtual-learning platforms as an alternative for instructional practices during the pandemic is rocketing yet students’ perceptions to the implementation are not optimally gauged especially to young learners. This study explores the students’ perception towards learning English using two popular virtual platforms during Covid-19 pandemic. This is a case study involving 30 students in their third-year study at a private primary-school primary school in Tangerang City, Banten. Interviewing and observing all students respectively were conducted to obtain the data needed. Using descriptive analysis, it was found that the students showed negative perceptions towards the online-based learning process. Not only the media but also the whole learning process was negatively impacted. This is a voice that highlights the issue of recent education is facing. Further studies are therefore suggested to delve into effective and feasible solutions to eradicate the negative perception because the best time to return to classroom-situated instructions remains arguable for no-exact time

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Teacher Talk in Teaching English for Young Learners

Cited by 6 publications

References 10 publications

Students' Responses of Joyful Learning Class in Islamic Elementary School: Flashcard Games and Visual Worksheet

Students' Responses of Joyful Learning Class in Islamic Elementary School: Flashcard Games and Visual Worksheet

Comparing Lexical Density in Teacher Talks: Elementary School and Higher Education Level

The Young Learners’ Perception Towards English Instructional Practices Using Virtual Platforms

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