This study aims to explore the challenges of primary school teachers in teaching online English to young learners in the pandemic era and teachers’ views toward teaching online English. The teachers also provide the solutions to overcome the problems. This is a qualitative research that employs a case study as the approach. The data are obtained through questionnaires and semi-structured interviews with 20 English teachers of primary schools. The results show many challenges emerged from three sides: instructional activity, time management, and student assessment. Challenges of instructional activity cover students’ motivation, English levels of student proficiency, communication, cooperative learning, and teaching writing. Time management challenges include having a limited amount of time and providing feedback. Meanwhile, student assessments assess students’ attitudes and cognitive skills. This study suggests the administrators and authorities of education policymakers evaluate the guidelines to enhance the quality of online teaching, especially for elementary schools.
English teachers and students face difficulties grasping the meaning, leading to misunderstanding. This study aims to analyses the use of conversational implicature focusing on instructional communication in an English classroom. The research used qualitative methodology and descriptive analysis as the design. The instrument consisted of observations and documentation. The research data used video recording during an English classroom process. The participants of this study involved an English teacher and students in grade 5 at an Islamic private elementary school. This study used an interactive analysis model consisting of collection, reduction, conclusion and verification. This study indicated that English teachers and students used the four maxims of conversational implicature focusing on instructional communication, with 18 utterances. The maxim of quantity consisted of 3 utterances. The maxim of relation consisted of 5 utterances. The maxim of manner consisted of 4 utterances. The most dominant conversational implicature was the maxim of quality consisting of 6 utterances. It showed that the interaction between English teachers and students needs to provide factual and accurate information. Therefore, it becomes necessary for English teachers and students to understand the language's meaning in instructional communication by involving the conversational implicature or four maxims, particularly in elementary school.
This research aims to identify the process types of the transitivity system from the reading passages and conversational texts of the EFL textbook entitled Modul Pengayaan for seventh-grade junior high school students, which is composed based on the implementation of Kurikulum 2013. The present study employed a descriptive qualitative research design. The data of this study are obtained from reading texts and conversational texts (text dialogues). The collected data of the transitivity process presented in sentences and clauses were analyzed using Halliday's transitivity system. The results show that all the process types of transitivity system with 35 processes were found in the reading passages and conversational texts of the textbook, namely: material process with 5 data (14.28%), mental process with 12 data (34.28%), verbal process with 3 data (8.57%), relational process with 13 data (37.14%), behavioral process with 1 data (2.85%), and existential process also with 1 data (2.85%). All the types of transitivity processes have been presented adequately based on Halliday's theory, although the two types of transitivity process (behavioral and existential process) almost have come from ignorance. Therefore, this study suggests that the textbook designer and material developer produce diverse clauses and sentences by using the six process types of transitivity in English written texts, especially in the reading passages and conversational texts.
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