Teachers’ Instructional and Management Talk in English Foreign Language Classroom

Zulfah, Zulfah; Rasyid, Muhammad Amin; Rahman, Muhammad Asfah; Rahman, Andi Qashas

doi:10.17507/jltr.0606.15

Cited by 8 publications

(17 citation statements)

References 9 publications

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“…The collected data from video recording were transcribed and then coded to categorize teacher talk types found and students' participation encouraged by the talk. Teacher talk types were coded using teacher talk in terms of instructional talk and management talk by Zulfah et al (2015), while students' participation types were categorized using criteria adopted from Turner and Patrick (2004) and Crosthwaite et al (2015). After the coding, the data were calculated to see the most types of teacher talk found and how students' participation types were encouraged by the teacher through the talks.…”

Section: Methodsmentioning

confidence: 99%

“…Teacher talk categories proposed in FIAC is consist of direct influence (accept feeling, praises or encourages, accept or uses students' ideas, and ask questions) and indirect influence (lecturing, giving direction, and criticizing or justifying authority). Zulfah, Rasyid, Rahman, & Rahman, (2015) study which focused on teachers' instructional and management talk, proposed 20 contexts of teacher talk found in the classroom. The instructional talk which is the language relates to transfer teaching material consists of giving an explanation, giving directions, giving correction, asking questions, and answering questions.…”

Section: Introductionmentioning

confidence: 99%

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Teacher Talk in Encouraging Students’ Participation in the EFL Classroom

Wirza¹,

Sholihah²

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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This research paper presents the investigation on the most teacher talk used in an EFL classroom, how it encourages students' participation and the students' perceptions of the teacher talk and their performance. In this research, the writer employed a descriptive qualitative design. The data were gathered from video-recording and interviews where the participants were an English teacher and 36 seven grade students in Bandung. The findings indicated the organization of teacher talk in terms of instructional talk and management talk in teaching English language classroom for young learner provide students many opportunities to participate actively in the classroom. It contributed to increasing students' participation by giving initiation which leads the students to give responses, and students indicated a positive perception and attitude toward the teacher talk and their performances. The most teacher talk used were giving correction, asking instructional questions, giving an explanation, giving instruction, asking management questions, encouraging students, and answering management questions. Students' participation that encouraged the most was participation in class discussion, answering questions when called on, volunteering to answer questions, offering ideas spontaneously, and discussion with partners. Active participation is useful for students in creating opportunities for new learning experiences for language learning.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher Talk in Encouraging Students’ Participation in the EFL Classroom

Wirza¹,

Sholihah²

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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“…(2016) where some schools in Indonesia mostly focused on the use of textbook and students' worksheets in English teaching in primary education where students were asked to answer all questions in the textbook or worksheets. Even more, Sutiah (2011) andZulfah, Rasyid, Rahman, &Rahman (2015) reported that teachers mainly used traditional teaching and management in English class.…”

Section: Introductionmentioning

confidence: 99%

“…Besides, students' mastery of English vocabulary in some primary schools in Indonesia is considered low (See (Sutiah, 2011); (Kasman, Kaseng, Hanafie, & Daeng, 2014); and (Zulfah et al, 2015). They reported that students failed in some vocabulary tests.…”

Section: Introductionmentioning

confidence: 99%

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Developing 10 Interesting Games as the Breakthrough of Monotonous Implementation of Flashcards to Vocabulary Learning and Assessments

Kusuma

Adnyani

Taharyanti

2017

scr. j. j. linguist. engl. teach.

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Vocabulary learning is the very first instructional processin learning a language. Vocabulary teaching has becomethe issues of English teaching in Indonesia for years and it raises the opportunities of research in this field. This study belongs toResearch & Development study which aims at (1) Describing the media used by teachers in vocabulary learning, (2) Implementing the activities during the implementation of the media, and (3) Developing the games which can support the use of the media in vocabulary learning. The subjects in this study were teachers and 100 students of Elementary Schools in Buleleng Sub-district. This study used mixed methods approach where all the data were collected through the implementation of observations, interview, and administering questionnaires. The data was analyzed quantitatively and qualitatively. The results show that (1) the main media used by most teachers was flashcards, (2) the previous activity conducted in the classroom was monotonous, and (3) 10 interesting games were developed as the alternatives to support the use of flashcards in English learning. Based on the aforementioned results, it can be concluded that the media used by teachers was flashcards in which the implementation was monotonous. Therefore, 10 interesting games were developed.

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Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University

Nurpahmi

Rahman

Salija

2018

JLTR

Self Cite

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Abstract-This paper investigates the implementation of bilingual based instruction in teaching English for Academic purposes at Islamic University. It was investigated by using case study with single case study at Indonesian Islamic University. The findings showed that the lecturer used English and Indonesian as a language interaction. The functions of Indonesian used by the lecturer were to translate, clarify, explain, lexical gap, address specification, and address affection. The lecturer sometimes alternated her language unconsciously. Lecturer's language functions not only as language instruction but also as language source. This bilingual based instruction facilitated more exposure to the students; therefore the students can imitate lecturer's language, then they can practice the language, finally, they can acquire the language.

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Teachers’ Instructional and Management Talk in English Foreign Language Classroom

Cited by 8 publications

References 9 publications

Teacher Talk in Encouraging Students’ Participation in the EFL Classroom

Teacher Talk in Encouraging Students’ Participation in the EFL Classroom

Developing 10 Interesting Games as the Breakthrough of Monotonous Implementation of Flashcards to Vocabulary Learning and Assessments

Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University

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