scholarly journals Patterns of Teaching-Learning Interaction in the EFL Classroom

TEKNOSASTIK ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 41
Author(s):  
Fatimah Mulya Sari
Keyword(s):  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Teacher Talk ◽  
Teacher Questioning ◽  
Classroom Activities ◽  
Individual Work ◽  
Teaching Learning ◽  
Patterns Of Interaction

The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students’ participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom.Key Words: EFL Classroom, patterns of interaction, teaching-learning process.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students Of SMPN 1 Ngebel

2017 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

<p>The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel in Schooling Years 2013/2014.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.</p>

scholarly journals MULTILINGUAL INTERACTION IN CLASSROOM CONTEXT

2020 ◽  
Vol 6 (2) ◽  
pp. 381
Author(s):  
Andi Muhammad Syafri Idris ◽  
Adliah Adliah ◽  
Syatria Alfina
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Relevant Research ◽  
Research Participants ◽  
Classroom Activities ◽  
Data Analysis Procedure ◽  
Teacher Students ◽  
Collection Data

This research aimed at exploring teacher and student ways of interacting in multilingual EFL classrooms. This research was a qualitative study using case study design. This research participants consisted of 1 EFL and 4 SMKN 5 Jeneponto students at Sulawesi Selatan. The data was obtained by observation and interview. The data was analyzed on the basis of data analysis procedure consisting of data collection, data display, data condensation, and conclusion: drawing / verification. The finding showed that there were three ways through multilingual interaction in the teaching and learning process, beginning the class, during learning process and closing the class.  The findings led to the conclusion that the multilingual interaction within the classroom had already made the teacher-students and student-students more interactive. Furthermore, the students were even good in communicating and influencing their attitude so they participated actively in classroom activities and felt comfort interacting with the class using multilingual interaction. The researcher also suggests that future researchers should conduct the relevant research by adding some new aspects to it. The aspects can be extended in terms of the method used, the number of research variables, research participants, etc.

scholarly journals PERANAN PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN DALAM MENINGKATKAN KEBERANIAN MENGEMUKAKAN PENDAPAT SISWA

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Lina Marlina
Keyword(s):  
Learning Process ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Active Role ◽  
Vocational High School ◽  
Case Study Method ◽  
Strategic Role ◽  
Teaching Learning ◽  
The Impact

This research starts from the problems that appeared in Citizenship Education learning process which is recognized by lack of students’ activeness and low of courage level in expressing students’ opinions. The indication of lack the courage in expressing students’ opinions can be seen from the low of students’ activeness in learning process. Teachers have the most strategic role in learning process. The teachers Strategic role in learning process have the impact on students' competencies (knowledge, attitudes, skills). The competence of students’ will develop optimally depending on how teachers place them selves and students’ in teaching learning process. Based on the background above, the identification of this research formulation is how the teaching and learning of Citizenship Education can play an important role in improving the courage for the students’ to be able express opinions during the teaching-learning process easily. This research was conducted by the purpose to know how the Citizenship Education can play an important role in improving the courage to express students opinions in teaching-learning process. To achieve the objectives conducted qualitative research on the case study method of learning Citizenship Educationin at Vocational High School Pasundan I Serang City. Data collecting technique that used were observation, interview and documentation. From the result of analysis, it can be concluded that Citizenship Education in improving the courage express students opinions is able to change the situations of learning centere on teachers become students active role in achieving the learning objectives. Based on the findings of this research, it can be argued that the Citizenship Education in improving the courage to express students opinion have the potential to participate actively in the learning process and collaboration in a heterogeneous group.Keywords: learning, Citizenships Education, Courage, Expressing Opinions

scholarly journals Transfer of Teacher Training Skills in Classroom

2013 ◽  
Vol 2 ◽  
pp. 69-73 ◽  
Author(s):  
Tara Bahadur Thapa
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Situation ◽  
The Public ◽  
Classroom Activities ◽  
Teaching Learning ◽  
Day By Day

Teacher training helps to increase teaching and learning process in the classroom. Its impact in classroom situation brings a good result in all teaching learning process and children’s overall development. However, in spite of the intensive teacher training, the public school’s achievements seem poor day by day in the context of Nepal. Many factors play the role to transfer the training skills to the classroom successfully. The effect of training in teaching and learning denotes the betterment of overall situation of classroom activities. So this article highlights on the existing situation of teacher training and the transfer of its skills in the classroom. Academic Voices, Vol. 2, No. 1, 2012, Pages 69-73 DOI: http://dx.doi.org/10.3126/av.v2i1.8292

Interpersonal behaviour in one-to-one instrumental lessons: An observational analysis

2012 ◽  
Vol 29 (3) ◽  
pp. 387-407 ◽  
Author(s):  
Andrea Creech
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teacher Talk ◽  
Interpersonal Interaction ◽  
Teacher Questioning ◽  
Interpersonal Behaviour ◽  
One To One ◽  
Interpersonal Control ◽  
Patterns Of Interaction ◽  
Pupil Voice

This paper explores patterns of interpersonal behaviour amongst teachers and pupils during one-to-one instrumental lessons. It was hypothesised that these patterns might differ in systematic ways, according to an existing model of six interaction ‘types’ developed within a systems theory perspective and based on measures of interpersonal control and responsiveness. Eleven violin teachers and their pupils aged 10–16 were observed. Digital recordings of 23 one-to-one lessons were analysed using the overarching categories of teacher talk, teacher questioning, scaffolding, pupil talk and pupil playing. Behaviour style was found to correspond with the model of interpersonal interaction in instrumental teaching. Highly directive teachers were found to engage most often in scaffolding, while the most responsive teachers allowed space for the pupil voice to be heard and provided more feedback that was attributed to specific strategies or effort. These findings suggest that teachers and pupils may become entrenched in fixed patterns of interaction behaviour that potentially place constraints on teaching and learning outcomes. The implications for practice lie in teachers’ awareness and reflections on their own interaction behaviours. Being cognisant of fixed patterns of behaviour, teachers may choose to re-frame their style of interaction, thus effecting positive changes in teaching and learning.

scholarly journals PARTICIPATION OF COMMUNITY IN PUBLIC SECTOR SCHOOLS OF KHYBER PAKHTUNKHWA AND PUNJAB REGARDING TEACHING-LEARNING PROCESS: A CASE STUDY OF DIKHAN AND BHAKKAR DISTRICTS

2021 ◽  
Vol 9 (3) ◽  
pp. 1652-1665
Author(s):  
Abdul Hafeez ◽  
Malik Amer Atta ◽  
Khalid Saeed Akbar ◽  
Sobia Tabassum ◽  
Komal Mehreen
Keyword(s):  
Social Sciences ◽  
Public Sector ◽  
Learning Process ◽  
Teaching And Learning ◽  
Participation Rate ◽  
Strong Basis ◽  
Khyber Pakhtunkhwa ◽  
Significant Difference ◽  
Teaching Learning

Purpose of the study: This study was conducted to find the participation rate of the community in the affairs of public sector schools especially in the process of teaching and learning. Comparison of the views of stakeholders as well as their participation rate in two provinces of Pakistan. Methodology: The research was Descriptive and the quantitative method of research was used to find the results. Self-developed questionnaire as a research tool used after validation. Analysis of collected data done through using Statistical Package for Social Sciences (SPSS) version.21. Main findings: There is a strong participation rate of community found in the affairs of public sector schools especially in the teaching-learning process. All the groups of stakeholders’ i.e. Members of PTC/SMC (Chairman-Secretaries) and Non-members of PTC/SMC (Teachers-Parents) were in favor. No significant difference was found in the perception of groups of stakeholders. However, this participation rate is higher in Khyber Pakhtunkhwa than in Punjab. Application of the study: This study is applicable in the present scenario of Pakistan, which reflects the strength of participation of the community. This study will provide strong evidence of how important the community is and its intervention in children's education. This study will provide a strong basis for policymakers and implementers to design and implement such policies, which help strengthen the community's role in public sector schools. Novelty/Originality of this study: The results of the study reflect its novelty of research. This research targeted to find the rate of participation and comparison of this rate between two provinces. It will open various gates of research in this field. This research provides a strong basis for different researchers to make comparisons and discuss the reasons against the poor participation rate of community participation and discuss the benefits of a strong rate of participation.

scholarly journals Unburdening the Pedagogy of the Oppressed: A Case Study of ELT Classrooms at University Level in South Punjab

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 223-232
Author(s):  
Dr. Sarwat Jabeen ◽  
Abdul Rashid ◽  
Dr. Samia Naz
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Pedagogy Of The Oppressed ◽  
University Level ◽  
Teaching Learning ◽  
The University

Recently, the concept of Critical thinking got much significance in the teaching and learning process. Thinking creatively and critically in the English language beckons our representation in different domains of development as well. The present study is aimed to investigate the on-going teaching-learning process of English Language Teaching at University Level in South Punjab from the perspective of critical thinking. The theoretical insights have been taken from Freire’s Banking concept of education in his seminal work, Pedagogy of the Oppressed (2018). The findings of the study reveal that our ELT classrooms are lacking the creativity and critical thinking at large. Further in our classrooms, the Banking Model of teaching is being practiced where a student remains passive and the teacher is considered as the ultimate source of knowledge. It points out that our teaching and learning process is moving on some faulty lines which need revisions and amendments. It is suggested that the Problem Posing Model of teaching and learning may be adopted in our ELT Classrooms so that our graduates at the university level may think critically and independently.

scholarly journals Patterns of teacher-students interaction in eighth grade of junior high school

2019 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Rinenda Saka Panjuru
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Eighth Grade ◽  
Interaction Patterns ◽  
Teacher Students ◽  
Exchange Structure ◽  
Teaching Learning ◽  
Interactional Features ◽  
Patterns Of Interaction

The objectives of this research are to: (1) reveal the teacher-students’ interaction patterns applied between teacher and students during teaching and learning process in SMP Muhammadiyah Imogiri., and (2) describe the interactional features used by the teacher related to the pedagogic goals during teaching learning process SMP Muhammadiyah Imogiri. This research belongs to discourse analysis which aims at describing conversation and interaction of teacher-students during English teaching learning process in the eighth grade of SMP Muhammadiyah Imogiri. The data were collected through observation and were analyzed using the theory of IRF exchange structure and the SETT Framework. The result showed there were 30 patterns of interaction of 30 exchange structures used in seven types of transaction. The transactions greeting session, introduction, re-checking session, explaining session, instruction session, practicing session, note taking session. There were 12 types of interactional features used by the teacher with the total number of 135. It appears the display question interactional feature plays an important role in this case. Through display question, the teacher raises up the students’ desire to learn and participate in the teaching learning process. The teacher ‘24’ form-focused on feedback interactional features backs up the students when they did a mistake. That is a good unity to build the students competencies.

scholarly journals The Implementation of 2013 Curriculum in English Teaching Learning at MAN 1 Pekalongan

2017 ◽  
Vol 6 (2) ◽  
pp. 218-228
Author(s):  
Nita Noviawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Limited Time ◽  
English Teaching ◽  
Teaching Learning ◽  
Learning By Using

This research was conducted with the aim to know and describe the implementation of 2013 curriculum in English teaching-learning at MAN 1 Pekalongan. Things done in this study include the implementation of teaching and learning activities, including constraints and actions related to teaching and learning activities at  MAN 1 Pekalongan. The method used in this study is a case study on English teaching-learning by using  2013 curriculum at MAN 1 Pekalongan. The sample and place of research used in this study is an eleventh class, especially eleventh social 4class at MAN 1 Pekalongan.The source of data obtained by 1)Teaching-learning process by using  2013 curriculum; 2) The information involving the teacher and the students; 3)The documentation related to the implementation of 2013 curriculum. The results of this research can be concluded that many obstacles in the implementation of 2013 curriculum, such as the limited time on English teaching and learning activities, the facilities and infrastructure, and the assessment.

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