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All Journal Journal Of English Language and Education LLT Journal: A Journal on Language and Language Teaching Journal of English Language Teaching and Linguistics Journal of English Language and Education
Indriyani, Christina Eli
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF THE NEGOTIATION OF MEANING AND FORM IN NATURAL EFL CLASSROOMS: A CASE STUDY AMONG PRE-SERVICE TEACHERS Kusuma, Paulina Chandrasari; Indriyani, Christina Eli; Xenia, Tia
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.4799

Abstract

The present competence of language learners influences the process, particularly in modifying the input to ensure the exact level of comprehensibility they can manage. It involves the negotiation of meaning (NfM) and form (NfF). Teachers need to pay attention to how frequently both processes occur in classroom interaction and whether the teachers use this situation to enhance students’ language acquisition. Thus, this study aims to seek information concerning the negotiation of meaning and form in the natural classroom setting involving student teachers in a practicum program. To reach the objective of this study, two research questions will address: (1) Do negotiation of meaning and form take place in student-teacher-student interaction in a natural EFL classroom setting? (2) How do the student-teachers use negotiation of meaning and form strategies in the EFL classroom? Mixed method research will be employed by analyzing the utterances and conducting interviews. The analysis of the study reveals that firstly, NfM and NfF are two common occurrences in the student-teacher interaction in the natural EFL classroom under study; secondly, the strategies used by both NfM and NfF covered the negotiation processes with various moves and Long’s (1996) types of signals embracing confirmation check, clarification request, and comprehension check in certain circumstances. Eventually, this study brings profound implications in two areas, namely the design of a teacher training curriculum and the teaching pedagogy.
Negotiation of Meaning and Form Processes in Student-Teacher Communication Indriyani, Christina Eli; Xenia, Tia; Kusuma, Paulina Chandrasari
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.1174

Abstract

The process of negotiating meaning and form can contribute to successful communication and become an attempt of the interlocutors to overcome comprehension difficulties when the communication is interrupted. The present research explores the interactional nature of teacher-student communication during English classrooms. Analyzing the process of negotiation relatively serves as a major basis in this study; however, the extended process needs to be seen as the negotiation reaches mutual understanding. This study, therefore, aims to identify whether the negotiation of meaning and form reach the resolution and mutual interchangeability, and investigate the structures. The data were 20 teaching practicum videos of 10 student-teachers. Mixed method research was employed in this study. The quantitative and qualitative analysis were used to find out the number of negotiations that reached resolution and the structure of negotiation process respectively. The results showed 70% of interactional work between teacher and students in the negotiation processes, for both meaning and form, achieves mutual interchangeability with variety of negotiation route. Variations of its structure are made as strategies of successful communication for teacher candidates to acquire. Eventually, this study provides theoretical and practical benefits for the student-teachers, the lecturers, and the English Education Department.
Problems and Solutions of the Hybrid Learning: English Teachers’ Perspective Affiantoro, Kristophorus Lumen; Indriyani, Christina Eli
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1799

Abstract

Hybrid learning is increasingly being used as an alternative learning method for adult learners. However, hybrid learning still presents several problems for teachers. This study aims to identify the problems encountered by teachers in hybrid learning settings and the solutions that teachers apply to overcome those problems. A case study was employed using a qualitative method by interviewing two teachers who experience teaching business communication class in one of the media companies in Jakarta. The business communication class is conducted in hybrid mode, in which students synchronously join the class both offline and online. The results show that teachers encountered problems comprising six aspects: planning, engagement, interaction/communication, technology, assessment, and language skill teaching. Both teachers can provide solutions, but problems related to student disengagement still could not be resolved. In response to the problems, the teachers are expected to implement collaborative learning and build emotional resilience. Furthermore, it is recommended for the companies to provide adequate training for teachers and structured planning to support the specific demands of hybrid learning teaching.
Hoteliers’ Needs Analysis in a Five-Star Hotel: ESP Course Design Considerations Xenia, Tia; Indriyani, Christina Eli
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1563

Abstract

With the increasing demand for English proficiency in hospitality, ESP training becomes important to bridge the gap between communicative needs and current employee performance. Then, needs analysis serves as a foundation of ESP course design as the first phase to conduct a thorough identification of the learners’ needs to use the target language. This study investigated the English language needs in a five-star hotel in Jakarta involving 53 hoteliers from housekeeping, concierge, security, food and beverage, and engineering departments. The data were collected through questionnaires consisting of personal information, necessities, wants, lacks, and learning needs. The findings revealed that speaking and listening skills were the utmost used English skills in a five-star hotel in Jakarta. Consequently, the ESP course content should reflect the real workplace conditions. The hoteliers preferred interactive and communicative learning activities such as group discussion, watching videos, and games which foster experience sharing and problem-solving.
Teacher talks: an analysis of direct and indirect influences for young learners in EFL class Indriyani, Christina Eli; Trioktawiani, Fransiska Regita
(JELE) Journal Of English Language and Education Vol 5 No 2 (2019)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v5i2.1030

Abstract

This study investigated the types of teacher talks in classroom interactions; those are direct and indirect influences as proposed by Flanders (1970). Besides, the analysis of the teachers’ difficulties during their talks was found out since the subjects in this study were teacher candidates. They had been taught about teacher talk during their micro teaching and teaching practicum classes. Therefore, the proposed research questions were: 1) What are the direct and indirect influences of teacher talks for young learners that appeared in EFL class? 2) What are teacher’s difficulties during teacher talks? To answer the research questions, qualitative research was employed in this study by using observation sheet and questionnaire. The participants were five pre-service teachers from English Education Department of a private university in Jakarta. The teachers had joined teaching practicum in school so that they had had experiences in teaching primary school students. Based on the result, indirect influence of teacher talk were more frequently used (59%). Teachers indirectly influences the students by asking questions. Meanwhile, the direct influence gained 41% of the whole teacher talks with giving direction as the highest frequency (30%). Furthermore, vocabulary and grammar became the main factors of difficulty in teacher talk. Teachers sometimes got confused on how to deliver the certain expressions or give instructions, which made them less confident, especially when they felt nervous. This study was hopefully beneficial for the English department and universities to provide better learning process, other teachers’ candidates that still improve their speaking skills to be more aware of their talks during teaching, and future researchers to broaden the field of study.
Co-Authors Affiantoro, Kristophorus Lumen Kusuma, Paulina Chandrasari Tia Xenia, Tia Trioktawiani, Fransiska Regita