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All Journal English Review: Journal of English Education TLEMC (Teaching and Learning English in Multicultural Contexts) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat English Teaching and Linguistics Journal (ETLiJ) Jurnal Wahana Pendidikan Journal of English Education Program (JEEP) English Education and Applied Linguistics Journal (EEAL Journal) Interdisciplinary International Journal of Conservation and Culture Scientific Development Journal Galuh International Journal of Community Service and Development
Thoyyibah, Luthfiyatun
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Speech acts in EFL classroom interaction in speaking class Thoyyibah, Luthfiyatun; Tarwana, Wawan; Melati, Mela
Side: Scientific Development Journal Vol. 1 No. 1 (2024): SIDE: Scientific Development Journal
Publisher : Arbain Publishing

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Abstract

This study aimed to identify preferred speech act found in EFL classroom interaction in speaking class based on Searle’s theory of speech act classifications and figure out types of speech acts mostly used in in EFL classroom interaction in speaking class. This study applied qualitative descriptive research design on a eleven grades at an Islamic Senior High Schools in Ciamis. The data were collected through observation and interview. Then the data were transcribed and analyzed. From the observation, directives speech act is mostly produced by the teacher than the others speech acts. This can be seen from the high percentage of assertive speech act has 26 utterances (22%), expressive speech act has 19 utterances (16%), directive speech act has 53 utterances (45%), and commissive speech act has 21 utterances (17%). Regarding directive function, the teacher explained through an interview that, directive of commanding, asking, and requesting are used by the teacher. The function of command is to get students focused on learning when the teacher commands them to pay attention. The teacher used a asking to test the understanding of the students. The teacher employs a lot of request sentences in the core activities to get students to participate in their learning. Its purpose is to assess how far the students' knowledge or understanding has progressed
Enhancing Learning Outcomes in Explanation Texts through the Make a Match Model Sutrisno, Trisno; Fecilita, Benfika Fiden; Thoyyibah, Luthfiyatun; Irawaty, Inna
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.25300

Abstract

This classroom action research (CAR) examines the effectiveness of the Make a Match cooperative learning model in improving students' learning outcomes and motivation in understanding explanation texts. The study employed an experimental design with two classes of 11th-grade students (N=64) at a senior high school in Ciamis Regency: an experimental class (XI-A5) using Make a Match and a control class (XI-S1) using conventional methods. Quantitative data revealed significant differences in outcomes between the two approaches. The experimental class achieved higher average scores on both the pretest (81.88 vs. 75.63) and posttest (86.88 vs. 78.44) compared to the control group. Beyond academic improvement, observational data showed the Make a Match approach increased student engagement through its interactive card-matching activities, which fostered peer collaboration and active participation. These findings demonstrate that Make a Match is more effective than traditional lecture methods for teaching explanation texts, as it simultaneously enhances comprehension and motivation. For classroom implementation, teachers should: (1) integrate game-based elements to increase engagement, (2) design matching tasks that align with key learning objectives, and (3) use collaborative activities to reinforce critical thinking. This approach is particularly valuable in EFL contexts where students struggle with text-based learning, offering a practical strategy to combine academic achievement with motivational support.
Co-Authors Agus Yuniawan Isyanto Andi Rustandi, Andi Aulanisa, Ersa Dedeh Rohayati, Dedeh Didih Faridah, Didih Fatimah, Ai Tusi Fecilita, Benfika Fiden Fitriani, Rani Ligar Herdiana, Ade Ida Bagus Nyoman Pascima Irawaty, Inna Irianti, Leni Melati, Mela Millah, Ana Samiatul Nurani, Desi Pebriani Permana, Sherly Rachmawati, Chintya Fitria Rahmawati, Taufikah Anisa RATNAWATI Ratnawati Ratnawati Salsabila, Widya Sidiq, Maulana Slamet Riyadi Supriatman, Rian Dwicahya Sutrisno, Trisno Tarwana, Wawan Tusriyah Yohana, Adila