English Review: Journal of English Education
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CLASSROOM INTERACTION ANALYSIS IN INDONESIAN EFL SPEAKING CLASS
Full text linkAbstract: This study entitles “Classroom Interaction Analysis in the EFL Speaking Class†aimed at analyzing the categories of teacher talk, student talk and classroom interaction types used during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research were an English teacher and 25 students at the second semester of English Education Department of the University of Kuningan. The data were gained through naturalistic observation and document analysis. The data were analyzed by using FLINT (Foreign Language Interaction) system as developed by Moskowitz (1971) and types of classroom interaction of Malamah-Thomas’ (1987) frameworks. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT system and classroom interaction types. It is recommended for the teacher to apply more categories of ‘praises and encourages’ to build students’ confidence in speaking, ‘asks questions’ to promote their communicative skill and to encourage students to use English during speaking activities, particularly in group work activities.Keywords: Classroom interaction, FLINT analysis, EFL speaking class
REALIZATION OF DISAGREEMENT STRATEGIES BY INDONESIAN SPEAKERS
Full text linkAbstract: This study investigates the realization  of disagreement strategies employed by Indonesian speakers.  The strategies are then related to the interlocutor’s level of power. The data is collected using DCT Type B adapted from Azis (2000) and analysed using adapted disagreement strategies from Muntigl and Turnbull (1998) and Chen (2006). The results shows that Indonesian speakers tend to use different disagreement strategies to different level of power of the interlocutor. To the interlocutor with the higher power (the superior), the speakers tend to use counterclaims and no disagreement strategies. In addition, to the speakers with the same level of power, the contradiction strategy is preferred. In the meantime, to the interlocutor with the lower level of power, the speakers are likely to choose challenge. These various selections of disagreement strategies are also influenced by concept of FTAs of Brown and Levinson (1987).Keywords: disagreement, power, face, FTAsÂ
AN ANALYSIS OF TEACHER AS MEDIATOR IN EFL CLASS
Full text linkAbstract: This paper concerned about how criteria of mediator applied in role of the teacher in EFL class and what the most dominant criteria of mediator done by the teacher in EFL class. It was limited to analyze the role of teacher as mediator based on Feuerstein’s Mediated Learning Experience criteria (1980) in Xiongyong et al., (2012). The method was qualitative research by using techniques structured observation and questionnaire that the process of teaching and learning was recorded by video then it was transcribed to identify the existence of criteria of mediator in the class. It also used observation worksheet to show the existence of criteria of mediator during three times observation. Based on the findings of the research, the teacher applied all criteria of mediator well which shared intention was the most dominant criteria that was done by the teacher in the class with percentage 87%. It means that the teacher made instructions clearly during the learning so that the students could understand about the lesson and present their tasks well.Keywords: role of teacher, mediator, mediated learning experience, EFL class
Cohesive Devices In EFL Students’ Expository Writing
Full text linkThis study aims to investigate the use of cohesive devices in students’ expository writing. In particular, the study focuses on types of cohesive device used by the students and how cohesive devices contribute to their writing. This study employs qualitative research through a case study design. Public senior high school in Kuningan is chosen as the site for this study. Nine students of twelfth grade are involved in the study as the respondents. Documents of nine students’ expository writings are the data of this study. The data are analyzed by using the concept of cohesive devices proposed by Halliday and Hasan (1976) which covers reference, substitution, ellipsis, conjunction, and lexical cohesion. Analyses show that the respondents only use four cohesive devices in their writing i.e. reference, substitution, conjunction, and lexical cohesion. These devices also contribute to the process of keeping track of the participants, avoiding repetition and text redundancy, enhancing logical connection between parts of text, and engaging the readers to the core argument of the text. The study infers that it is still problematic although most of the students apply many cohesive devices in their writing. This is because students have not received sufficient training concerning how to use appropriate cohesive devices. Therefore, they should be guided to utilize appropriate cohesive devices in their writing.Keywords: cohesive devices, cohesion, EFL students, expository writing, case stud
MULTIMEDIA-BASED ACTIVITY IN YOUNG LEARNERS’ ENGLISH CLASS: IMPLEMENTATION AND OUTCOME
Full text linkAbstract: This research aims at investigating how multimedia facilitates young learners’ learning English. The study utilized a descriptive method. This comprised observing, collecting data, classifying data, and analyzing data. Observation to the multimedia is carried out to seek for steps of lessons and the steps are facilitating young learners leaning. The subjects in this study were series of multimedia programs. The results showed that the multimedia programs have presented to five young learners’ learning traits in designing the lessons. Those traits were transferred in terms of activities presented into stages, time allotment/duration, having specific topic, providing songs and funny cartoon characters and scenes, and materials recycling in the lessons. Thus, it can be concluded that the use of multimedia program is beneficial and recommended either in a classroom as a supplementary activity, at home for home learning or watch for fun.Keywords: multimedia, young learners, learning trait
CODE SWITCHING ANALYSIS IN CLASSROOM INTERACTIONS IN HUSNUL KHOTIMAH ISLAMIC SENIOR HIGH SCHOOL
Full text linkAbstract: This study examines types, functions, teacher’s reasons and students’ responses of code switching in classroom interactions in school context at Husnul Khotimah Islamic Senior High School. This study focuses on analyzing English teacher’s utterances at eleventh grade and their students’ utterances by using Poplack and Gumperz theory. The method of this study is descriptive qualitative. The data of the study is in the form of written recording utterances during teaching and learning process in the classroom, interview and questionnaire. Based on the analysis of the data, this study concludes that the teacher used code switching in order to give particular purpose in delivering the teachers’ feelings during teaching and learning process. The language change often makes the teacher and the students feel better and more meaningful in conveying and obtaining their feelings. Concisely, code switching not only represents teachers’ competence but also shows particular purposes. Keywords: code switching, classroom, interactionsÂ