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All Journal Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) TOFEDU: The Future of Education Journal LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Putra, Pebri Prandika
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategi Alih Tutur pada Gelar Wicara Mata Najwa Episode “Beres-Beres Kursi Menteri Kesehatan”: Kajian Analisis Percakapan Putra, Pebri Prandika
Jurnal Bahasa dan Sastra Vol 12, No 1 (2024)
Publisher : Faculty of Languages and Arts, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbs.v12i1.127939

Abstract

This research investigates the dynamics of turn-taking within a talk show context, specifically focusing on the "Beres-Beres Kursi Menkes" episode of Indonesia's Mata Najwa. Utilizing a qualitative content analysis methodology involving recording and note-taking, the study examines turn-taking behaviors based on Stenström's (1994) theoretical framework. The analysis reveals three primary strategies: Taking the Floor, Holding the Floor, and Yielding the Floor. The conversation unfolds through bidirectional interactions, characterized by initial greetings, instances of overlapping speech, intermittent interruptions, and a concluding prompt. The study underscores the significance of mastering the Taking the Floor strategy, which involves seizing speaking opportunities, initiating or responding to turns, and rectifying errors. Proficiency in this aspect facilitates meaningful dialogues and ensures a coherent exchange of ideas within the context of talk shows.
GENDER REPRESENTATION IN AN ENGLISH TEXTBOOK ENTITLED BAHASA INGGRIS: WHEN ENGLISH COMES IN HANDY FOR TENTH GRADE STUDENTS PUTRA, PEBRI PRANDIKA; ANGELIA, SILFIRA YUNI
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 2 (2021): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i2.4176

Abstract

Based on categories of Gender visibility and Gender roles theory, gender representation and gender roles have been classified in several Main Characters, Named as Non-active Characters, Non-named, Non-active Characters, Appearances in Illustration, Noun and Pronoun. Therefore,  this research was aimed to find out Gender representation and gender roles in the English textbook entitled Bahasa Inggris When English Comes in Handy for Tenth Grade Students Published by Grafindo Media Pratama. The method of this research is a qualitative study using content analysis. The results of this research show that Male was dominant in categories such as the number of named- non active, non-named-non active, appearance in illustrations and titled & named. Furthermore, female characters were dominant in main characters. Also, the gender roles including domestic gender roles and public gender roles were dominant done by Male. In conclusion, in accordance with Stockdale's theory, the differences between Male and Female gender are more than 5%, then the book can be said to contain gender bias.
Teachers Mustofa, M. Ibnu; Riswanto, Riswanto; Putra, Pebri Prandika
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6912

Abstract

Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.
The Implementation of Interactive Reading Approach in English Language Learning at SMP Negeri 30 Bengkulu Tengah Oktafiani, Aisyah; Hakim , Arif Rahman; Putra, Pebri Prandika
The Future of Education Journal Vol 5 No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1615

Abstract

This research explored the application of the Interactive Reading Approach (IRA) in the teaching of narrative texts to eighth-grade students at SMP Negeri 30 Bengkulu Tengah. The study was carried out in response to students’ low reading comprehension and the lack of active interaction during English lessons. It aimed to portray how IRA was implemented in the classroom, analyze patterns of interaction between teachers and students, and identify challenges encountered  throughout the learning process. Using a qualitative descriptive design, the data were collected  through classroom observations, semi-structured interviews with both teachers and students, and relevant documents, and were analyzed through coding, thematic analysis, and triangulation. The results indicated that IRA was conducted through a series of pre-reading, while-reading, and post-reading activities, which promoted students’ active involvement in interpreting narrative texts through discussion and guided support from the teacher. Although challenges such as limited vocabulary mastery, uneven student participation, and limited learning resources were encountered, the findings suggest that the Interactive Reading Approach contributed positively to classroom interaction and supported students’ reading comprehension.
Co-Authors Angelia, Silfira Yuni Hakim , Arif Rahman Mustofa, M. Ibnu Oktafiani, Aisyah riswanto riswanto