Tracing Native Teacher Talk and Classroom Interaction in Efl Context

kirahla, Jihan aisah; Tyas, Peptia Asrining

doi:10.18860/jeasp.v3i1.9073

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…Even though teachers need to use students' first language, it should be minimized during EFL classroom (Zakaria, 2013). Additionally, Kirahla and Tyas (2020) pointed out the importance of teacher talk as input for EFL students. The researchers, Kirahla and Tyas (2020), claimed that teachers should use simple diction in classroom interaction because what they say must be understandable and absorbable for students.…”

Section: The Students' Attitudes Towards the Use Of The First Languagementioning

confidence: 99%

“…Additionally, Kirahla and Tyas (2020) pointed out the importance of teacher talk as input for EFL students. The researchers, Kirahla and Tyas (2020), claimed that teachers should use simple diction in classroom interaction because what they say must be understandable and absorbable for students. Therefore, it can be a solution to minimize the use of Indonesian language in the EFL classroom.…”

Section: The Students' Attitudes Towards the Use Of The First Languagementioning

confidence: 99%

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Indonesian EFL students’ voice on the first language usage in classroom

Nazilah

Tyas

Umiyati³

2021

EnJourMe

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The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian langauge during the EFL lesson. DOI: 10.26905/enjourme.v6i2.6701

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Section: The Students' Attitudes Towards the Use Of The First Languagementioning

confidence: 99%

Section: The Students' Attitudes Towards the Use Of The First Languagementioning

confidence: 99%

Indonesian EFL students’ voice on the first language usage in classroom

Nazilah

Tyas

Umiyati³

2021

EnJourMe

Self Cite

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“…The different of teacher talk with the other talk is that it is simpler than the regular speech. Chaudron in Afifahet, al said that teacher talk is slower, pauses are more frequent and longer, pronunciation tends to be exaggerated and simplified, vocabulary use is more basic, degree of subordination is slower, more declaratives and statements are used than questions, and Teachers may self-repeat more frequently In short, teacher talk is simpler than the regular speech; it has the purpose to make the students to feel easier to understand the teacher talk (Fitriyani & Andriyanti, 2020;Khirahla & Tyas, 2020).…”

Section: Introductionmentioning

confidence: 99%

Analizing The English Teacher Talk In Efl Classroom Interaction

Siregar

Lismay

2023

Educativo: Jurnal Pendidikan

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The study used qualitative research design. The purpose of this study was to identify and explore information about teachers' conversation in classroom interaction at SMAN 1 Banuhampu. The key informant of this research is the 11th grade English teacher at SMAN 1 Banuhampu. Furthermore, the supporting informants are the 11th grade students of SMAN 1 Banuhampu. To collect data, observation and interview were used. Based on the findings, the research questions are answered. First, what are the formal features of teachers' speech? The formal features of teachers' speech in class 11 of SMAN 1 Banuhampu are that teachers have slow speaking speed, long pauses, frequent pauses, exaggerated pronunciation, simplified pronunciation, basic vocabulary, slow level of subordination, declarative statements that are often repeated, and often independent. Furthermore, the functional features of teacher speaking in class 11 of SMAN 1 Banuhampu are that the teacher speaks the most in class I, the teacher uses teacher speech in asking questions, and the teacher also uses teacher speech in giving feedback.

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“…Acknowledging the importance of the use and effect of English textbooks as instructional materials for kindergarten students, it is necessary to develop an English textbook for Kindergarten students. It is stated that as EFL teachers, it is important to provide a good display of all the contents in the textbooks by creating fun and engaging activities for their students so that the delivery process may go effectively (Khirahla & Tyas, 2020). In this regard, TK Negeri Pembina 1 Malang has not used appropriate English textbooks based on the syllabus.…”

Section: Introductionmentioning

confidence: 99%

Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective?

Khittahira

Tyas²

2022

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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English is one of the foreign languages taught in Indonesia. It has separated curriculum from other subjects which are taught in primary, secondary, and high schools by using English textbooks. However, English textbooks are limited to be developed in Kindergarten area. Therefore, this research conducted and aimed to develop adequate English textbooks based on Kindergarten syllabus which are annual and semester programs by the school. The researcher took the group A and B learners of Kindergarten students at TK Negeri Pembina 1 Malang year 2021/2022. The researcher involved 70 students as the participants. Research and Development (R&D) was conducted in this research with the ADDIE model. The instruments of the research were observation and interviews both teacher and students. The data analysis was obtained from the expert validation checklist also the transcription of the result from the interview with both teachers and students. Findings indicate that “Reverb English” textbooks are feasible and effective during the English teaching-learning process in the classroom for kindergarten students. It can help them to learn faster by visualizing the pictures and words in the book.

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Tracing Native Teacher Talk and Classroom Interaction in Efl Context

Cited by 4 publications

References 7 publications

Indonesian EFL students’ voice on the first language usage in classroom

Indonesian EFL students’ voice on the first language usage in classroom

Analizing The English Teacher Talk In Efl Classroom Interaction

Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective?

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