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All Journal SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Khairil Hadi
Universitas Cipta Mandiri, Aceh, Indonesia
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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ORAL TRADITION AS A LEARNING RESOURCE FOR STRENGTHENING STUDENTS' LANGUAGE AND CULTURAL LITERACY IN SCHOOLS Khairil Hadi; Dazrullisa Dazrullisa; Ali Salim Ali Razaq
Sensei International Journal of Education and Linguistic Vol. 5 No. 2 (2025): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v5i2.228

Abstract

Indonesia has many oral traditions such as folktales, proverbs, and traditional songs, but in schools these are rarely used because the teachers usually only use the textbook. Actually oral tradition can be used as a learning resource for language and also for culture. This study discusses oral tradition as a learning resource for language and cultural literacy. The study used a mixed-method design with an experimental class and a control class. The data were collected through a test, observation, interview, and journal. The result shows that the experimental class is better than the control class and the students are more interested and also know more about their own culture. Therefore, teachers are suggested to use oral tradition in language learning.
AN ANALYSIS OF SPEECH ACTS IN CLASSROOM INTERACTION BETWEEN TEACHERS AND STUDENTS: A STRUCTURED PRAGMATIC REVIEW AND PEDAGOGICAL SYNTHESIS Rita Oktavia; Khairil Hadi; Nattapong Srisuk
Sensei International Journal of Education and Linguistic Vol. 6 No. 1 (2026): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v6i1.245

Abstract

In the classroom the teacher and the students always talk, and every utterance actually has a function, for example to ask, to command, to praise, or to explain. This is called speech act. This article analyzes speech acts in classroom interaction between teachers and students. The method used is literature review from journals about pragmatics and classroom discourse. The result shows that the teacher usually uses directive, representative, and expressive speech acts, while the students mostly only answer the question of the teacher. If the teacher gives more chance, the students can also ask and give opinion. Therefore the teacher must be aware of the speech acts that are used because it influences the participation of the students in the classroom.
Co-Authors Ali Salim Ali Razaq Dazrullisa Dazrullisa Nattapong Srisuk Rita Oktavia