scholarly journals Requesting and Refusing Politeness Expression Teacher’s Instruction in Teaching Learning Process

2020 ◽  
Vol 3 (2) ◽  
pp. 32-43
Author(s):  
Bernieke Anggita Ristia Damanik
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Male Students ◽  
English Teacher ◽  
Good Communication ◽  
Learning And Teaching ◽  
Instructional Activities ◽  
Politeness Strategies ◽  
Teaching Learning ◽  
The Relationship

This research conducted to describe the request and refusal polite expression when teacher instruct students. The writer has chosen English teacher and the object is 1 teacher. The writer joins in the class and records the activities when teachers teach students. The data analyzed by using qualitative method. The types of politeness are based on the Brown and Levinson’s theory about politeness strategy that should people use when they instruct others. There are 24 male students and 30 female students who are follow this research. The research instrument to collect the data is through observation the conversation during learning and teaching process. All the utterances relate to politeness strategy produced by the students and teacher write down and 2 conversations are chose to be analyzed based on politeness strategies The result of this research shows that there are three types of instructional activities; motivating students (1 expression), informing students of objective (1 expression), helping students recall prerequisites (1 expression), presenting information and example (1 expression) and providing practice and feedback (7 expressions). Teacher used four types of them, Bald on Record (4 expressions), Positive Politeness (16 expressions), Negative Politeness (6 expressions), and off- record (2 expressions). There are 3 expressions are polite requests and no impolite refusal. From that result, the writer concludes that teacher often to use Positive Politeness by reasoning that it types of politeness strategy is to make the relationship between teacher and students more intimate during teaching learning process. This research can lead other researcher to conduct research on Politeness strategy. It also can lead the teachers and the students to make a good interaction by applying the politeness strategy in the classroom so that they can maintain a good communication one another

scholarly journals The relationship of prospective teachers' educational philosophy and life-long learning tendencies to their teaching-learning process competencies

2020 ◽  
Vol 10 (4) ◽  
pp. 1325-1367
Author(s):  
Hasan Hüseyin Şahan
Keyword(s):  
Lifelong Learning ◽  
Prospective Teachers ◽  
Learning Process ◽  
Educational Philosophy ◽  
Learning And Teaching ◽  
Correlational Design ◽  
Educational Philosophies ◽  
Teaching Learning ◽  
High Level ◽  
The Relationship

The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Scale", "Lifelong Learning Tendencies Scale" and "Teaching-Learning Process Competencies Scale". The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.

scholarly journals POLITENESS STRATEGIES USED BY AN ENGLISH TEACHER IN THE CLASSROOM AT MTS SWASTA AL-JIHAD MEDAN

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Jumita Sari ◽  
Rahmad Husein ◽  
Syamsul Bahri
Keyword(s):  
Learning Process ◽  
Video Recording ◽  
Sampling Technique ◽  
English Teacher ◽  
Close Relationship ◽  
Politeness Strategies ◽  
Class Viii ◽  
Using Data ◽  
Teaching Learning ◽  
Roles Of Teacher

This study aimed at investigating types of politeness strategies used by an English teacher in the classroom, and to describe the reasons politeness strategies realized by English teacher in the classroom. This study was conducted by applying descriptive qualitative research. The source of the data was an English teacher of class VIII in MTs Swasta Al-Jihad Medan. The researcher used random sampling technique. The instruments of this study were interview and video recording. The data were analyzed using data descriptive. The findings of the result were that: (1) There were three of politeness strategies, namely: Bald on Record (38.1%), Positive Politeness (33.33%), and Negative Politeness (28.57%) and Off Record (0%). (2) Bald on Record was realized because it made close relationship between teacher and students, Positive Politeness was realized because to give respect to the students during teaching learning process, Negative Politeness was realized to maintain closer friend among them, and Off Record never realized by English teacher during teaching learning process. Keywords: Politeness, Politeness Strategies, and Roles of Teacher.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

scholarly journals The brain as a fundamental axis in learning process

2019 ◽  
Vol 5 (4) ◽  
pp. 38-45
Author(s):  
Luis Raul Meza Mendoza ◽  
María Elena Moya Martinez ◽  
Angelica Maria Sabando Suarez
Keyword(s):  
Learning Process ◽  
The Body ◽  
Traditional Scheme ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain ◽  
Learning Schemes ◽  
New Strategies ◽  
The Way

Since the beginning of humanity, an attempt has been made to explain the way in which man acquires knowledge, the way in which he assimilates, processes and executes it in order to develop the teaching-learning process that people need throughout of his life, which forces to change the learning schemes using new study methodologies, such as neuroscience, which is a discipline that studies the functioning of the brain, the relationship of neurons to the formation of synapses creating immediate responses which transmits to the body voluntarily and involuntarily, in addition to controlling the central and peripheral nervous system with their respective functions. It is necessary to change the traditional scheme and implement new strategies that allow the teacher to venture into neuroscience, in order to individually understand the different learning processes that students do. As some authors of neuroscience say, the brain performs processes of acquisition, storage and evocation of information, which form new knowledge schemes that generate changes in the attitude of the human being, for this reason teachers are responsible for taking advantage of what It is known about the multiple functions of the brain and be clear about the various ways of acquiring knowledge.

scholarly journals CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT

Ta dib ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 9
Author(s):  
Sahyoni Sahyoni
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Qualitative Approach ◽  
English Teacher ◽  
Classroom Activity ◽  
Teaching Learning ◽  
Clarification Request

The main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback types that happened in classroom interaction. There are six types of corrective feedback occurred in the classroom interaction at SMA 1 Payakumbuh namely: recast, repetition, clarification request, explicit correction, elicitation, and paralinguistic correction. Recast, clarification request and elicitation are the most corrective feedback applied by teacher in the classroom interaction. 

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

scholarly journals The springs of didactogeny. The repulsive educational style

2021 ◽  
pp. 68-79
Author(s):  
Mihail Sleahtitchi ◽  
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Professional Competence ◽  
Teaching Profession ◽  
Harmonious Development ◽  
Teaching Learning ◽  
The Relationship ◽  
Suitable Environment ◽  
The Way

By the way it presents itself, the repulsive educational style brings indisputable prejudices to the teachinglearning process, strongly affecting the entire construction of this process, especially the segment that covers the relationship between the teacher and the students. Having the ability to impose itself differently – as something reminiscent of an authoritarian or nomothetic behavioral, distant or impulsive, ultra-reactive or strict, oscillating or detached – the educational style in question is characterized by the fact that it contradicts the rights and duties incumbent on the position of a teacher. In his presence, the school environment collapses, ceasing to present a „suitable environment in which essential connections can be created for the multilateral and harmonious development of the student” or a „space in which the professional competence of the teacher is complementary to the developmental particularities of the student”. Moreover, through the conflicting energies he releases, he distorts the meaning of the teaching profession, obviously contributing to the establishment of didactogeny. Or, as it has been mentioned more than once, in various specialty sources, if the educational style does not resonate with the rights and duties of the pedagogical profession, the didactogeny is predetermined, simply, to become a reality, a state in fact, which must be associated with the big mistakes in the area of the teaching–learning process or, in other words, with the big deviations from what the professional deontology of the teacher means.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals HOW VIDEO DUBBING CAN IMPROVE STUDENTS’ SPEAKING PRONUNCIATION

2019 ◽  
Vol 5 (1) ◽  
pp. 41
Author(s):  
Firdaus Ditya Pamungkas
Keyword(s):  
Learning Process ◽  
Female Students ◽  
Male Students ◽  
Vocational High School ◽  
Tenth Grade ◽  
Research Findings ◽  
Speaking Skill ◽  
The Subject ◽  
Teaching Learning ◽  
The Impact

This research aims to find out the impact of video dubbing on improving students’ speaking pronunciation. This research was applied for the tenth grade and eleventh grade of Vocational High School in Madiun city, province of East Java, Indonesia. The subject of the research consisted of 20 students, 14 female students and 6 male students. In collecting the data, researcher used observation to observe the implementation of video dubbing during teaching learning process and used test to find the improvement of students’ speaking pronunciation during the implementation of video dubbing. The research was conducted in two cycles, where each cycle consisted of 4 meetings. The research findings showed that the implementation of video dubbing could improve students’ speaking pronunciation. It can be concluded that the implementation of video dubbing in learning process has beneficial effect on students’ speaking skill, especially in pronunciation.

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