scholarly journals Native English Teacher’s Politeness Realizations in EFL Classroom Interaction

2020 ◽  
Vol 3 (1) ◽  
pp. 31-40
Author(s):  
Wisma Wijayanti ◽  
Agus Wijayanto ◽  
Sri Marmanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Interaction ◽  
English Teacher ◽  
Politeness Theory ◽  
Classroom Context ◽  
Politeness Strategies ◽  
Efl Students ◽  
Task Oriented ◽  
Effective Teaching And Learning

The realizations of politeness need to be implemented in the process of teaching and learning in the class, especially in English language classroom context. Applying appropriate politeness strategy in talking to the students is very important to create effective teaching and learning process. This study examines politeness strategies used by the native English teacher. It aims to identify the use of politeness strategies realized by the native English teacher in classroom interaction. This research was qualitative research method. The participant of the research was one native English teacher who taught EFL students in a university in Indonesia. The data were obtained through the class observation. Those data then were analyzed by using politeness theory proposed by Brown and Levinson (1987). The result revealed that all politeness strategies suggested by Brown and Levinson (1987) were applied by the teacher in delivering his speech to the students, such as bald on record, positive politeness, negative politeness, and off record. Negative politeness became the most dominant politeness strategy performed by the native English teacher while the least one was off record. These four strategies were mostly employed by the teacher in order to remind the students, give them commands (task-oriented), praise the students, request the students to do something, make the class more interesting, and motivate the students.

scholarly journals Language Learner Autonomy: The Beliefs of English Language Students

2020 ◽  
Vol 6 (2) ◽  
pp. 133-142
Author(s):  
Istanti Hermagustiana ◽  
Dian Anggriyani
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
Classroom Context ◽  
Efl Students ◽  
Language Students

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467

scholarly journals EFL Students’ Speaking Activities: The Significance of Games in Classroom Context

2019 ◽  
Vol 1 (01) ◽  
pp. 70-81
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
English Teacher ◽  
Classroom Context ◽  
Teacher Needs ◽  
Efl Students ◽  
Speaking Skill ◽  
To Come

ABSTRACT The learning process of language teaching seems to be very demanding and complicated, especially for speaking skill. Speaking, alongside with writing, is considered to be productive skill in which it requires students to produce the language in spoken form. The students need to be able to speak the language by considering some aspects of speaking such as fluency and accuracy. In other words, not only the student has to speak correctly, but also it has to be as smooth as possible. Such particular case becomes one of the reasons why it is difficult to master the skill itself. in another case, it has become much more difficult for the students to grasp the speaking material. Moreover, designing a speaking environment for language teaching in classroom context is no difference. Due to the fact that the scope of speaking skill is complex, the students are reluctant to say something or use the language. That is why the English teacher needs to come up with specific plans to teach English as second or foreign language. One of ways to overcome the problem is by implementing game. The nature of game will help the English teacher to develop such amusing and enjoyable atmosphere in the teaching and learning process.

scholarly journals The use of politeness strategies in the classroom context by English university students

2019 ◽  
Vol 8 (3) ◽  
pp. 597
Author(s):  
Murni Mahmud
Keyword(s):  
English Language ◽  
English Literature ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Individual Student ◽  
Classroom Context ◽  
Vernacular Language ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
English Students

Politeness still becomes a major concern in English language teaching. It is considered as one way to maintain effective classroom interaction. Therefore, as one of the important actors in the class, teachers, and students need to practice politeness as a way to create effective classroom interaction. This study aims to explore the politeness strategies of English students at one of the universities in Makassar. The researcher applied a descriptive qualitative research method to explore the politeness phenomena in EFL classroom interaction. The participants of this research were two classes of English literature program consisting of 50 students. The primary sources of data were the individual student presentations which had been recorded. There were fifty transcriptions of the recording which lasted for five to seven minutes for each presentation. The transcriptions were analyzed and discussed based on the theory of politeness of Brown and Levinson (1987). The findings from this study revealed that English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms, apologizing, and fillers. There were also some terms derived from students’ vernacular language which were used as a softening mechanism for their presentation. These expressions were categorized as positive and negative politeness. The findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

scholarly journals ESP Needs Analysis at the Moroccan University: Renewable Energy Engineering Students at EST Fes as a Case Study

2019 ◽  
Vol 4 (1) ◽  
pp. 101
Author(s):  
Hanae AIT HATTANI
Keyword(s):  
Renewable Energy ◽  
Teaching And Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Education ◽  
Needs Analysis ◽  
Technological Advances ◽  
Task Oriented ◽  
Energy Engineering

<p>With English becoming the world’s lingua franca and the proliferating scientific and technological advances, English language education has been gradually shifting from its classical applications such as EFL (English as a foreign language) or ESL (English as a second language) toward new paradigms like English for specific purposes (ESP). The most important and problematic question in ESP teaching and learning is whether the course is effective or not. ESP is student-task oriented, thus, measuring its effectiveness is strongly related to measuring learners’ attitudes, needs, expectations, satisfaction, and achievement. For this purpose, this study attempted to investigate ESP needs analysis of Moroccan university students, case study of renewable energy engineering students at the Higher School of Technology (ESTF).  The research was conducted using quantitative surveys d. The data was gathered from 30 undergraduate renewable energy engineering students. The study findings confirmed that the participant students have highly favorable attitudes towards English language for both their personal and professional careers. However, the survey results indicated that these students have some difficulties with English language productive skills, namely speaking and writing, in addition to some other sub-skills. Therefore, this research suggests a reform at the level of ESP teaching and learning curricular, focusing on the incorporation of innovative approached and methods that aims at enhancing students’ language acquisition and competency.</p>

scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

scholarly journals The Effect of Blended Learning in Enhancing Female Students’ Satisfaction in the Saudi Context

2017 ◽  
Vol 10 (6) ◽  
pp. 190 ◽  
Author(s):  
Sarah Al LHassan ◽  
Nadia Shukri
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Female Students ◽  
Proficiency Level ◽  
Level Of Satisfaction ◽  
The Future ◽  
Efl Students ◽  
Students Satisfaction

The present study intended to investigate the effect of utilizing Learning Management System (LMS), Blackboard® on enhancing English as a Foreign Language (EFL) female students’ satisfaction in the Saudi context. It is found that the effectiveness of utilizing the supplementary materials on Blackboard® is leading up to EFL students’ satisfaction. Since, Blended Learning (BL) model could stimulate a classroom setting with activities that are carried out under flexible and engaging manner. The sample consisted of ninety-eight students from proficiency level -104. The data of the study was collected using a questionnaire to identify students’ level of satisfaction. The results revealed that students’ satisfaction was apparent as their positive responses outweighed their negative responses mainly in terms of richness of learning resources, opportunity to interact in foreign language, appropriateness and variety of content, and ease of using Blackboard®. Based on the results, the study recommends considering the positive assets and challenges to plan the future of both teaching and learning English language effectively. The study suggested several areas to be investigated in the future such as examining the motivational behavior of both the teachers and the students and finding out the factors that will affect the environment of BL in EFL.

scholarly journals “CONSTANT, ZIG-ZAG LINEAR, OR MULTIPLE?”: THEMATIC PROGRESSION PATTERNS ON EFL STUDENTS’ RECOUNT TEXTS

2020 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Merina Devira ◽  
Makhroji Makhroji ◽  
Allif Syahputra Bania ◽  
Novia Sari
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
English Language ◽  
English Language Teaching ◽  
Dominant Type ◽  
Linear Pattern ◽  
English Writing ◽  
Thematic Progression ◽  
Efl Students ◽  
Progression Patterns

The main problem faced by EFL students in writing English texts includes the difficulties to produce a cohesive and coherent text that it seems necessary to show how the tools of Theme and Rheme can be used to help construct the students' good English writing. This study aimed to find out the types of thematic progression patterns in each clause of the recount texts written by students and the dominant pattern of thematic progression revealed from the texts. The research design of this study is a qualitative method which employed the study instrument of the students' recount texts at class IX of SMAN 2 Langsa, Aceh. A content analysis approach by using a Theme and Rheme framework generated from a theory of Systemic Functional Linguistics (SFL) was used to analyze the thematic progression patterns on the students' recount texts, which included several steps: reading the student's texts, identifying the theme and rheme of every clause of the student's text, describing the thematic progression patterns of student's text and drawing the thematic progression pattern on student's text. The findings of the analysis indicated that there are three (3) thematic progression patterns found on the students' recount texts: the Theme Constant, the Theme Zig Zag Linear pattern and Theme Multiple patterns. The dominant type of thematic progression patterns constructed by the students into their recount texts was revealed mostly on 123 constant or reiteration patterns (76.8%), followed by zig-zag patterns of 35 times (21.8%)  and 9 times (1.25%) of multiple patterns. The results of this study will be facilitative as the tools for English language teaching and learning classrooms particularly for writing English texts. 

scholarly journals Students’ and Teacher’s Belief About Their Classroom Interactions Toward Teaching and Learning English

2018 ◽  
Vol 6 (3) ◽  
pp. 285
Author(s):  
Martira Fifrilya Ningtyas ◽  
Dewi Rochsantiningsih ◽  
Handoko Pudjobroto
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Lesson Plan ◽  
Classroom Interaction ◽  
English Teacher ◽  
Cooperative Teaching ◽  
Positive Belief ◽  
Research Findings ◽  
Learning English

<p>Belief is an underlying case in human’s decision and attitude, including in the classroom interaction context. Its existence in classroom interaction is revealed in this article by identifying and describing the students’ and teacher’s belief about their classroom interaction toward teaching and learning English. The study was carried out using qualitative case study in Surakarta, at eighth grades student and their English teacher. The data were collected through questionnaire, interview, classroom observation, and teacher’s lesson plan which then reduced to find the smallest valuable unit, categorized based on similarity, and compared to find the relation between the categories thus hypothesis is constructed as the answer. The research findings show that: (1) students believe they have good classroom interaction; (2) the teacher believes that interaction is the students’ need facilitating media; then (3) the belief has affected the students’ paradigm, that now they like English, and has affected the teacher’s decision making on her social interaction and her way of teaching. Having positive belief is beneficial to support cooperative teaching and learning process.</p>

scholarly journals Positive Politeness Strategies in EFL Classroom Interaction

2019 ◽  
Author(s):  
Rita Erlinda
Keyword(s):  
Teaching And Learning ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Institutional Setting ◽  
Age Difference ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Politeness Strategies ◽  
Teacher Students ◽  
Pragmatic Knowledge

Learning a foreign language involves not only knowing how to speak and write well but also how to behave linguistically. Therefore, the teacher-students interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in the EFL classroom from a pragmatic perspective. It focuses on linguistic politeness; that is, the ways of the teacher expresses politeness verbally through teachers’ use of language. This study explores positive politeness strategies used by the teacher in three 90-minutes English lessons in a senior high school. The data were video-recorded from three different classroom settings where English is the object and the medium of teaching and learning process. The analysis was based on Brown and Levinson’s politeness strategies. The results show that there are six strategies that emerged in the teacher-student interaction, namely: strategy 2: exaggerate interest, approval, sympathy with hearer; strategy 4: use in-group identity marker; strategy 5: seek agreement; strategy 10: offers, promise; strategy 12: including both speaker and hearer in an activity and strategy 13: giving and asking a reason. The age difference, institutional setting, power and the linguistic ability of the students have contributed to the different choices of positive politeness strategies.

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