scholarly journals Type and Strategy of Code Switching Used by English Teachers in The Process of Teaching and Learning English

2021 ◽  
Vol 4 (2) ◽  
pp. 34-40
Author(s):  
Julian Chandra ◽  
Siska Oktawidya Wati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Sampling Technique ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
The Other ◽  
Purposive Sampling ◽  
Academic Year ◽  
English Subject

The purpose of this research were: (1) to describe type  of using code switching and (2) to describe the strategy behind the use code switching  made by English teachers in English language teaching and learning at SMAN 1 Padang Sago. This research used descriptive qualitative design. The  population were all English teachers in the school who taught English subject for 10th, 11th and 12 th graders in the 2019 academic year . The purposive sampling technique was employed in the research  in which the total sampling  were all 5 English  teachers. Instrumens to collect the data were observation chceklist and interview. In the observation checklist, all teachers’ utterancess were categorized according to the types and strategies of the code switching belong to. To determine the frequency of the type and strategy of the code switching emerging in observation checklist, the numberof the type and strategy that emerged were count manulay. Then, the percentage formula   was used. Then, the interview was used to validate the result gained from the observation checklist. Finally, among 110 utterances , it was found there was 4%, of  tag switching used by the tecaher,  inter-sentential switching was 36%, and intra-sentential switching was  60%,. On the other hand,  among 10  strategies of code switching proposed by Hoffman (1991), it was found that  the teacher preferred to use only 4 strategies only of which are for  scosiisted of expressing solidarity 48%, interjection7%, repetition 28%, and clarification19%).

scholarly journals Type and Strategy of Code Switching Used by English Teachers in The Process of Teaching and Learning English

2021 ◽  
Vol 4 (2) ◽  
pp. 34-40
Author(s):  
Julian Chandra ◽  
Siska Oktawidya Wati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Sampling Technique ◽  
English Teachers ◽  
Code Switching ◽  
The Other ◽  
Qualitative Design ◽  
Purposive Sampling ◽  
Academic Year ◽  
English Subject

This research is analyzes about the struggle of Malala’s in He Named Me Malala film. The The purpose of this research were: (1) to describe type  of using code switching and (2) to describe the strategy behind the use code switching  made by English teachers in English language eaching and learning at SMAN 1 Padang Sago. This research used descriptive qualitative design. The  population were all English teachers in the school who taught English subject for 10th, 11th and 12 th graders in the 2019 academic year . The purposive sampling technique was employed in the research  in which the total sampling  were all 5 English  teachers. Instrumens to collect the data were observation chceklist and interview. In the observation checklist, all teachers’ utterancess were categorized according to the types and strategies of the code switching belong to. To determine the frequency of the type and strategy of the code switching emerging in observation checklist, the numberof the type and strategy that emerged were count manulay. Then, the percentage formula   was used. Then, the interview was used to validate the result gained from the observation checklist. Finally, among 110 utterances , it was found there was 4%, of  tag switching used by the tecaher,  inter-sentential switching was 36%, and intra-sentential switching was  60%,. On the other hand,  among 10  strategies of code switching proposed by Hoffman (1991), it was found that  the teacher preferred to use only 4 strategies only of which are for  scosiisted of expressing solidarity 48%, interjection7%, repetition 28%, and clarification19%).

scholarly journals Teachers’ Code Mixing and Code Switching: Insights on Language Barriers in EFL Classroom

AL-TA LIM ◽  
2020 ◽  
Vol 27 (1) ◽  
pp. 80-91
Author(s):  
Rafqi Awlia Siddiq ◽  
Martin Kustati ◽  
Luli Sari Yustina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Classroom Practices ◽  
English Teachers ◽  
Code Switching ◽  
English Language Teaching ◽  
Code Mixing ◽  
Language Classroom ◽  
Teachers And Students ◽  
Depth Interviews

This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

Six Technological Innovations That Changed English Language Teaching

2019 ◽  
Vol 8 (1) ◽  
pp. 30-38
Author(s):  
Bekešová Jana ◽  
Romanová Iveta
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Point Of View ◽  
English Language Teaching ◽  
Technological Innovations ◽  
Opposite Point ◽  
The Difference ◽  
Learning English

Abstract The paper focuses on six technological innovations which have influenced English language teaching and learning. Their potential is analysed and the way suggested how they could be creatively used. In the research part, authors introduce the most popular ones among English teachers and present those they would like to apply within the lessons. Being able to analyse the opposite point of view as well, small number of English students were asked which of these technological tools their English teachers use the most and on the other hand, would like to experience when learning English. In addition, we compare the difference in their choice when teaching and learning English at primary and secondary school.

Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals TEACHERS� ATTITUDES AND PROBLEMS OF USING ICT IN TEACHING EFL

2019 ◽  
Vol 8 (1) ◽  
pp. 147
Author(s):  
Arif Aminullah ◽  
Bambang Apriady Loeneto ◽  
Machdalena Vianty
Keyword(s):  
High Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
English Teachers ◽  
Likert Scale ◽  
Descriptive Statistics ◽  
Purposive Sampling ◽  
Teachers Attitudes ◽  
Learning English

The implementation of ICT is very important in education. By using ICT, the process of teaching and learning is more effective and efficient. The objectives of this research were (1) to find out the attitudes of English teachers of public senior high schools in Palembang towards the use of ICT in the process of teaching and learning English, and (2) to find out the problems that commonly faced by English teachers towards the use of ICT in the process of teaching and learning English. This research was conducted at 16 public senior high schools in Palembang. There were 19 respondents who were selected by using �purposive sampling� technique. The data were collected by using questionnaire, interview, observation and documentation. The obtained data were analyzed in descriptive statistics. The statement checklist which used Likert scale was presented in the form of percentage while the results of answering descriptive questions was reported descriptively. The results showed that the attitudes of the teachers towards the use of ICT in the process of teaching and learning English were positive. However, some of them still faced many problems such as lack of ICT equipments, lack of competency, and also unsupported regulation from institution. Therefore, the facilities and infrastructures in each school and also the teachers� ability and knowledge about the use of ICT need to be increased.

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