scholarly journals The Interactional Features of Billingual Teacher Talk in the Classroom of Arabic as a Foreign Language

2021 ◽  
Vol 6 (2) ◽  
pp. 363-375
Author(s):  
Ahmad Basyori ◽  
Imam Asrori ◽  
Sutaman Sutaman ◽  
Bakri Mohamed Bkheet Ahmed
Keyword(s):  
Foreign Language ◽  
Code Switching ◽  
Teacher Talk ◽  
Study Program ◽  
Different Types ◽  
Interaction Element ◽  
Primary Type ◽  
Bilingual Learning ◽  
Interactional Features

Communication is essential in studying Arabic as a foreign language to make the lesson interactive. This research aimed to identify and assess three aspects. First, the Teacher Talk (TT) interaction feature appeared in the Arabic Education Study Program, Faculty of Tarbiyah and Teacher Training, Raden Intan State Islamic University of Lampung. Second, each lecturer's primary type of TT interaction element. Third, the utilization of code-switching as a component of bilingual learning interactions. This research was a case study of three Arabic lecturers (T1, T2, and T3) who used Google Meets to conduct online learning. Each lecturer was videotaped three times and then examined using Miles and Huberman's qualitative approach. The findings of the L2 investigation demonstrate that 1) T1 produced twelve different types of interaction features. Furthermore, T2 produced eleven different types of interaction features. Finally, T3 produced twelve different types of interaction features. 2) The most dominant TT interaction features in the classrooms by T1 was Scaffolding (18.2 percent), T2 was Display Questions (24.6 percent), and T3 was Confirmation Check (23.1 percent). 3) In the context of bilingual classes, this study also found that L2 lecturers used other interaction features to facilitate interaction, namely code-switching from Arabic (L2) to Indonesian (L1) and vice versa. The total occurrence of code-switching by T1 was 9.1 percent (the least), code-switching by T2 was 27.3 percent, and code-switching by T3 was 63.6 percent (the most dominant). Code-switching can be an excellent alternate approach or interaction tool for facilitating communication in the classroom when learning Arabic; nevertheless, it must be used appropriately and proportionally.

scholarly journals CODE MIXING AND CODE SWITCHING IN THE EFL CLASSROOM INTERACTION

2021 ◽  
Author(s):  
Andi Asrifan
Keyword(s):  
Research Result ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Code Switching ◽  
Teacher Talk ◽  
Learning Achievement ◽  
Code Mixing ◽  
Interactional Features ◽  
Formal Features

This research aims at finding out code mixing and code switching in the classroom interaction in terms of the teacher talk and the student talk at SMP Negeri 2 Parepare. In detail, this research aims to identify (1) the teacher talk particularly the type token ratio, the mean length of utterance as formal features, question, feedback and correction as interactional features, (2) the students talk particularly response to question and ask question as well as the students’ preference towards the use of code mixing and code switching the students in learning achievement. The research employed mix method research design. The subjects consisted of the teacher and the students. There is 1 teacher and 81 students which are divided into three classes. Each class consists of 27 students. The research data were collected by non-participant observation which was analyzed by using formal features, interactional features, descriptive and inferential statistics through SPSS 21.0. The research result indicated that (1) the type token ratio in code mixing and code switching Indonesian/English in classroom interaction varied. It reveals that the vocabulary used by the teacher varied, (2) the speech of the teacher when addressing the students in the classroom by mixing and switching the language contained longer utterance, (3) the teacher used convergent and divergent questions in mix and switch the language when addressing students in the classroom interaction, (4) the teacher provided interactional corrective feedback and correction in mixing and switching the language when addressing students in the classroom interaction, (5) there are three reasons why the teacher mix and switch the code in the classroom interaction namely to give clear explanation to the students, to make the students easy to understand, and make the teacher and the students close to each other, (6) There are two types of students in response to the question namely the role of students to the teacher (S-T) and the role of students to students (S-S) in code mixing and code switching in the classroom interaction, (7) there are two types of the students question in code mixing and switching of Indonesian/English when asking the teacher namely procedural questions and convergent questions, (8) the students’ preference towards the use of code mixing and code switching in the students learning achievement consist of two main points in this research namely, first the use of code mixing and switching convince positive attitude and second positive role to the students preference towards the use of code mixing and switching the students in learning achievement.

scholarly journals IMPLEMENTASI INQUIRY-BASED LEARNING DI MASA PANDEMI (Studi Kasus di ABA St. Pignatelli Surakarta)

2021 ◽  
Vol 33 (02) ◽  
pp. 123-149
Author(s):  
Muhammad Sirod ◽  
Poniman
Keyword(s):  
Foreign Language ◽  
Positive Response ◽  
Smart Phones ◽  
Study Program ◽  
Inquiry Based Learning ◽  
Online System ◽  
Minimum Requirements ◽  
The Subject

This research aims to understand the extent of the students’ participation to join the lectures during the Covid-19 pandemic, that requires the lectures to be conducted through online system. In such a condition Inquary-based learning is selected as an appropriate method of learning, in which the students’ independence is needed. The researchers conducted a case study on the application of inquiry-based learning, especially in the subject of Structure-Grammar, at the English Study Program, Academy of Foreign Language St. Pignatelli Surakarta In the implementation of this method the students are expected to be autonomous learners who must be aware of themselves that they need particular knowledge and consequently, with their own accord they will find any sources from both reference-books and scientific webs. The role of the lecturer is to guide them in such a way that they master the minimum requirements. The research results show that the students of Semester II give 66.66% of positive response, and those of Semester IV 73.55%. There are more than 25 % of students who do not give positive participation to the lectures due to  several obstacles, namely the lack of smart phones, adequate computers or internet access. Although the results are not so satisfying, they can be used as a reference for autonomous learning.

scholarly journals Learning from home during pandemic: A blended learning for reading to write activity in EFL setting

2021 ◽  
Vol 6 (1) ◽  
pp. 9-17
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawan ◽  
Ana Ahsana El-Sulukkiyah
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Study Program ◽  
Online Application ◽  
Essay Writing ◽  
Case Study Design ◽  
Education Study ◽  
Reading Activity ◽  
Academic Year

The pandemic of  COVID 19 has forced teachers all around the world to be adaptable to the situation. Within the foreign language (FL) context, the teaching of language skills provides challenges for teachers in terms of how to deliver the materials as effectively and as efficiently as possible. The study aims to describe the steps of reading to write activity for essay writing in FL settings and what the students feel about it. The design of the study is a case study design. The subjects of the study were the fourth-semester students of English Education Study Program, Faculty of Pedagogy and Psychology in Universitas PGRI Wiranegara, Pasuruan, East Java, Indonesia in the academic year 2019-2020. The result of the study shows that there are three main steps of teaching scenarios. They are the pre-activity, whilst activity, and post-activity, with some specifications depending on the skills. The reading section employes the silent reading activity, skimming, and scanning technique through telegram application.   The writing section implements the process approach, namely planning, drafting, and revising, and publishing. The technologies used were Telegram,   Whatsup, Google Meet, YouTube, Grammarly, and Plagiarism checker online application.  

scholarly journals An EFL Teacher’s Code Switching in a Young Learners’ Class

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Lisa Khaerunnisa
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
Code Switching ◽  
Task Instruction ◽  
Single Case Study ◽  
Process Data ◽  
Young Learners ◽  
Different Types ◽  
Positive Functions

This paper presents the results of a single case study of an EFL teacher’s code switching which involved three languages including English, Indonesian, and Javanese in a young learners’ class. More specifically, this qualitative study aimed to analyze the teacher’s types of code switching and functions of her code switching in the teaching and learning process. Data from classroom observations, teacher’s interview, students’ interview, and students’ questionnaire showed that all of the teacher’s code switching were conversational and based on the structure of her switching; she did inter-sentential, intra-sentential, and tag switching. Further, those different types of code switching served four positive functions for the EYL teaching. Those included strategy to deliver clear material explanations, strategy to deliver clear task instruction, strategy to give encouragement, and strategy for disciplining the students.

scholarly journals Classroom Interaction Analysis in the EFL Speaking Class: A Study at English Department of IAIN Imam Bonjol Padang

2018 ◽  
Vol 5 (1) ◽  
pp. 25-32
Author(s):  
Elismawati Elismawati
Keyword(s):  
Foreign Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Document Analysis ◽  
Teacher Talk ◽  
English Department ◽  
English Teacher ◽  
Class A ◽  
Student Talk

The success of teaching depends to a large extent on the way teachers talk and interactions that occur between teachersand students. The happening of interaction is affected directly by ways of teacher talk. This study entitles “Classroom InteractionAnalysis in the EFL Speaking Class” aimed at analyzing the categories of teacher talk, student talk and classroom interaction typesused during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research werean English teacher and 35 students at the second semester at English Department of IAIN Imam Bonjol Padang. The data weregained through naturalistic observation and document analysis. The data were analyzed by using Foreign Language Interaction(FLINT) system. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT systemand classroom interaction types.

scholarly journals TEACHING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY FROM POLAND

2020 ◽  
Vol 4 (4) ◽  
pp. 167-182
Author(s):  
JAROSLAW R. ROMANIUK ◽  
KRISTIN MILLER ◽  
MARY KAY PIESKI ◽  
TERESA G. WOJCIK ◽  
KATHLEEN J. FARKAS
Keyword(s):  
United States ◽  
Foreign Language ◽  
Summer Camp ◽  
Cultural Exchange ◽  
The United States ◽  
Teaching English ◽  
Immersion Program ◽  
Different Types ◽  
History Of

This article presents a detailed history of the development of a particular immersion program to teach English to young Polish students. The program draws support from two organizations, the Kościuszko Foundation and the Polish Scouting Organization. Kościuszko Foundation is dedicated to strengthening the ties between the United States and Poland as well as to increase knowledge of Poland’s history and culture in the United States. The cooperation of these two organizations developed an experience of immersion in language and cultural exchange. Both the teachers and the students in this program benefited from the opportunity to engage in a number of different types of language activities and cultural events through a summer camp experience. This program is, of course, unique, but the elements of context, culture and immersion could be used in other programs to develop English skills and knowledge in the context American culture.

scholarly journals THE PLACE OF CODE-SWITCHING AS A MEDIUM OF INSTRUCTION IN LANGUAGE CLASSROOM IN GHANA: A CASE STUDY

FRANCISOLA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
Theophile Kwame ATONON
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
School Setting ◽  
Careful Consideration ◽  
Code Switching ◽  
French Language ◽  
Switching Phenomenon ◽  
Language Classroom ◽  
First Time

RÉSUMÉ. Dans le cas des langues en contact, l’emploi d’alternance codique par des enseignants et des apprenants devient un objet de discussion dans des institutions scolaires. L’objectif de ce travail est d’examiner le phénomène d’alternance codique en classe de français langue étrangère pour évaluer son influence sur l’enseignement/apprentissage du français langue étrangère dans le contexte ghanéen. Les données sont recueillis à travers l’observation des cours de français et les résultats sont analysés et représentés graphiquement.  Les résultats ont montrés que l’alternance de code en classe de français langue étrangère promeut la communication et facilite l’interaction  entre les enseignants et les apprenants. L’attention est prêtée au cas où le français est introduit pour la première fois en classe afin de faire ressortir des problèmes que font face les apprenants. L’alternance codique est donc important pour l’enseignement/ apprentissage du français langue étrangère et doit être inclus dans des programmes d’études de français au Ghana. Mots-clés : alternance de code, interaction, langue étrangère, phénomène sociolinguistique,  situation bilingue. ABSTRACT. In regard to languages coming into contact, the use of code-switching on the part of language facilitators and the learners has become an issue of discussion especially in the school setting. This paper sets out to examine critically the code switching phenomenon to ascertain its effects and necessity on the teaching and learning of French as a foreign language in Ghana. Data was collected through classroom observation while lectures were going on and the result was analyzed and represented in table form. The findings show that language switching in a classroom helps and supports the learning environment and makes it conducive for those involved. A careful consideration of code switching is done mostly at the level where the French language is introduced for the first time. The outcome of this paper suggests that code switching is important to the teaching and learning of French language and it must be adopted in our curriculum of studies. Keywords: bilingual situation, code switching, foreign language, interaction, sociolinguistic phenomenon

scholarly journals Study on The Effectiveness of Bilingual Learning in PBBI Program in Sekolah Tinggi Ilmu Pelayaran in 2019

2021 ◽  
Vol 1 (4) ◽  
pp. 232-239
Author(s):  
Tristanti
Keyword(s):  
Mixed Methods ◽  
Foreign Language ◽  
Field Observations ◽  
Study Program ◽  
Bilingual Programs ◽  
Maritime Education ◽  
Foreign Companies ◽  
Bilingual Teaching ◽  
Need Support ◽  
Bilingual Learning

Maritime Education Institutions need support and encouragement for the development of bilingual programs for cadets or seafarers in general in the future. So far, English, which is a foreign language in Indonesia, is still considered as a barrier to seafarers' communication on ships, especially on ships owned by foreign companies. The research design used in this study included mixed methods: quantitative surveys conducted on final semester of Nautical cadets, field observations and interviews with lecturers and the cadets. This study aims to explore the perceptions of the cadets and the lecturers about learning in English in relation to the bilingual teaching in the classroom. Some of the courses in the Nautical Study Program have been taught in English and Indonesian or bilingual. Some lecturers have an ability to teach bilingual and able to develop good methods of delivery so that the target of understanding the substance of learning materials can be met.

Sign in / Sign up

Export Citation Format

Share Document