25 research outputs found
Input-Output Interplay in Indonesian EFL Classrooms: A Conversational Analytical Study
No full textAlthough classroom interaction has received a great deal of focus during the last 40 years, its investigation from a conversation analytic stance using video recordings and stimulated recall interviews is rather limited, especially at the primary schools level. This paper presents the findings of a study on actual classroom practices in primary schools in West Sumatra, Indonesia, specifically, the language used by teachers and its impact on the language used by students in EFL classrooms. Taking as a basic premise that exposure to the foreign language is conducive to language learning, transcript of classroom discourse were analysed. This will contribute to research on classroom interaction by elucidating various aspects of turn-taking and sequence organization of talk at school, and by specifying the exact constraints under which participants –teachers and students – operate. The classroom data presented reveal teachers ’ variation and frequency range in oral input and students ’ output. There was a modest use of L1 and a greater impact of the language used by teacher on students language output. The results suggest that students ’ language output was influenced by teachers ’ language choice. While not indicative of a cause–effect relationship, teachers might wish to consider encouraging quality of her target language use as well as quantity
READING INSTRUCTION IN UNDER GRADUATE ENGLISH PROGRAM
No full textSiswa bertanya dalam interaksi kelas merupakan bagian dari kerangka pengajaran bahasa yang komunikatif, akan tetapi banyak siswa sekolah menengah yang segan dan takut untuk bertanya dalam interaksi di dalam kelas. Oleh sebab itu penelitian ini bertujuan untuk melihat pertanyaan-pertanyaan yang digunakan siswa d dalam kelas.Populasi penelitian ini adalah selueuh siswa SMA di kota Padang. Hasil analisis data memperlihatkan bahwa persentase pertanyaan yang digunakan siswa dalam suasana formal di dalam kelas sangat rendah sementara dalam suasana informal lebih tinggi dari suasana formal. Oleh sebab itu, guru harus menciptakan suasana yang dapat membuat siswa untuk berinteraksi di dalam kelas
Research gap strategies in article introductions of different rank applied linguistics journals
No full textResearch gap (RG) becomes an important rhetorical work in research article introductions in all fields, especially in a competitive research publication atmosphere. A research article (RA) submitted to a reputable journal may be rejected because the writers fail to show the niche in reviewing previous relevant studies to justify their research project. This research aims to find how writers in Applied Linguistics (AL) published in international journals of different quality in terms of their quartile value address the novelty in their journal article introductions. Forty articles were selected from eight different reputable international journals in AL of different tiers for the corpus of this study. The content analysis method under the umbrella of the qualitative approach was applied in the data collection and analysis. Six RG strategies, as suggested by Arianto et al. (2021), were used as a model for analysis and then the linguistic features used by the writers in realizing the RGs. The results show that among the six different RG strategies, the most frequently used by international writers are Strategy 2 (inadequate research) and Strategy 4 (contradictive/conflicting evidence). Among the four groups of RAs, those published in Quartile 1 journals used the most frequent strategies. The frequent linguistic features used by international writers are adversative conjunctions and adjective-modifying nouns to signal their RG strategies. To improve the quality of an article introduction, writers, especially novice writers, should use multiple strategies with the appropriate linguistic features
Stimulated recall: unpacking pedagogical practice of code-switching in Indonesia
No full textThis study explored the nature of language input provided in primary EFL classrooms in Padang, Indonesia and that an enhanced understanding of the pedagogical and affective functions of code-switching which may contribute significantly to English language pedagogy in EFL contexts in non-English speaking countries. It also proved that Stimulated recall to be a valuable technique for analysis and for the promotion of self-reflexivity.<br
EVALUATING TEACHER’S COMPETENCE IN DEVELOPING READING COMPREHENSION QUESTIONS BASED ON BARRETT’S TAXONOMY
No full textThis study investigates the competence of English teachers in developing reading comprehension questions based on Barrett's Taxonomy in Senior High Schools in Padang. Given the importance of effective questioning in stimulating critical thinking and comprehension, this research aims to assess the levels and types of questions formulated by teachers. Using cluster random sampling, 12 English teachers from 6 schools were selected. The study employed a test instrument to evaluate teachers' abilities to create questions across Barrett's five levels: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. Results indicate that most questions were at the Literal Comprehension level, with fewer questions addressing higher-order thinking skills (Evaluation and Appreciation). These findings highlight a need for professional development to enhance teachers' skills in crafting balanced and challenging questions
EFL Learners’ Communication Strategy on Speaking Performance of Interpersonal Conversation in Classroom Discussion Presentation
No full textDevelopment of WENNY: An E-Module Integrating Digital Literacy to Enhance Academic Writing Skills in Higher Education under Outcome-Based Education Framework
No full textIntroduction: despite its critical role in academic success, academic writing remains underdeveloped among Indonesian university students, largely due to traditional pedagogies and lack of digital integration. This study aimed to develop and validate WENNY—an e-module integrating digital literacy to enhance academic writing skills within an Outcome-Based Education (OBE) framework.
Method: a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate) was employed. Needs analysis, expert validation (material, media, language), and student usability testing were conducted with 120 participants from three Indonesian universities. Data were analyzed using descriptive statistics and thematic analysis.
Results: WENNY achieved “very valid” scores from experts (material: 92 %, media: 90 %, language: 88 %) and “very practical” from students (89 %). Key features include interactive writing tasks, automated grammar feedback, citation management tutorials, and OBE-aligned competency checklists. Students reported improved confidence in structuring academic texts and using digital tools.
Conclusions: WENNY effectively bridges the gap between digital literacy and academic writing, offering a scalable, OBE-compliant solution for higher education. Future studies should test its efficacy in longitudinal and cross-cultural contexts
