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All Journal Jurnal Pendidikan Bahasa Education and Linguistics Knowledge Journal (Edulink)
Pramono, Satrio Aji
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media

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A MICRO ANALYSIS STUDY OF PRAGMATIC CONTENT IN INDONESIAN ELT TEXTBOOKS Pramono, Satrio Aji; Kurniawan, Eri
Jurnal Pendidikan Bahasa Vol 9, No 1 (2020): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (296.733 KB) | DOI: 10.31571/bahasa.v9i1.1673

Abstract

This study aims to explore the frequency of pragmatic content occurrence represented as speech acts of thanking and apologizing in two Indonesian ELT textbooks: a prescribed textbook published by Ministry of National Education and a commercial textbook. Pragmatic content of two ELT Textbooks entitled When English Rings the Bell and English on Sky were analyzed using Martinez’s Framework on Speech act of thanking and apologizing. The result indicated that a number of speech acts of thanking and apologizing have sufficiently provided by both prescribed and commercial textbook. However, while there are various strategies which can be used to perform speech acts of thanking and apologizing, both textbooks failed to take into account the inclusion of those strategies. It is therefore advisable for language teachers to employ other authentic language sources to enhance learners’ pragmatic competence. 
Analysing Pedagogic Discourse through the Teachers' Use of Space in EFL Classrooms Satrio Aji Pramono
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 5 No 1 (2023): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v5i1.3438

Abstract

In language classrooms, the use of space has the same potential as language in shaping the pedagogical process. This study analyzes different types of classroom space and how they are used by two teachers to make different meanings. The analysis was carried out by focusing on the positioning of the teachers during lesson stages, namely Openings, Sequencing, and Closings based on the semantic categories of classroom space developed by Lim et al. (2012). The results explicated the use of four different types of space, namely authoritative space, personal space, supervisory space, and interactional space to create learning experience and how they are redefined by the teachers for specific reasons. The findings of this study are expected to provide insight as to how classroom space as one of the semiotic resources is crucial to the pedagogical process and therefore offers a way for teachers to evaluate and transform how they approach their teaching.
Co-Authors Eri Kurniawan