Teacher’s and Students’ Interaction in an EFL Classroom

Abstract

This study aimed to investigate how often the English teacher uses explicit and implicit meanings during the teaching-learning process in primary school, and its impact on the students’ understanding of the English material. This study was a conversation analysis study that involved one class of grade four in a primary school in a city in Indonesia. This study employed qualitative methods, and used observations to collect data, namely by recording the teaching-learning interaction. The data were analyzed by interpreting the recorded script. The study revealed that the teacher used explicit meaning in the entire teaching-learning process, and these explicit meanings made the students understand the English material easily.
 Keywords: explicit, implicit, children’s cognitive development, EFL classroom

Exploring Al-Ghazali’s concept of education: A study of speech acts through English language lens

“…When a student enters a classroom, they encounter new locutions, illocutions, and perlocutions, which can provide valuable insights into educational practices (Putra et al, 2022;Hidayat et al, 2022). Additionally, the heightened significance of all three dimensions of the speech act in educational settings can serve as effective tools for examining and analyzing educational practices (Armin & Salmiah, 2021). While illocutions refer to the various ways that information is conveyed, perlocutions relate to the outcomes that are achieved in the future, such as in the students' lives, communities, and societies.…”