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All Journal Journal of English and Education Foreign Language Instruction Probe International Journal of Educational Qualitative Quantitative Research
Rizka, Haira
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Education Languange, Linguistic, Communication & Media Other

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The Adjacency Pairs in EFL Virtual Classes: A Conversation Analysis Fajar, Syams; Arrasyid, Farouk Imam; Rizka, Haira
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.285

Abstract

There are many variations in the conversation between students and lecturers. The conversation between those two parties in classroom tend to be in one way or teacher-centered. This study employs conversation analysis of adjacency pairs. There have been many studies that analysis the use of adjacency pairs in a conversation, but there are no ones that focus on virtual platform. This study aims to find out adjacency pairs in conversations between a lecturer and students in the EFL virtual class. In conducting the study, researchers employed qualitative research method. The data used in this study were words in the form of recordings from virtual meetings at the EFL speaking virtual class at IAIN Syekh Nurjati Cirebon. The recording was transcribed and the data were analyzed using textual analysis. The finding of this research shows 12 adjacency pairs that emerge from the conversation. Finally, this study can be a practical guidliness for teachers, lecturers, and students who are interested in type of adjacency pairs and communicative functions in EFL class. Moreover, this study provides new references to translators and researchers because it analyzes conversations in virtual space.
Implementing the Hello Talk Application to Teach Speaking Skills in Vocational High Schools Basir, Amin; Khamdanah, Khamdanah; Umaemah, Amroh; Rizka, Haira
International Journal of Educational Qualitative Quantitative Research Vol. 3 No. 2 (2024)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v3i2.108

Abstract

The use of technology-based applications is an interesting innovation in education. The use of digital applications is important in vocational schools because it supports interactive learning, improves practical communication skills, and prepares students to face the technology-based world of work. This research aims to analyze the implementation and examine the students' and teachers' perceptions of the Hello Talk in teaching English speaking at vocational high schools. This research used qualitative descriptive methodology. The research instruments used observation and interviews to obtain the necessary data. Observation is used to find out the implementation of the Hello Talk application in teaching speaking. Interviews find out more about the perceptions of students and teachers about the use of the Hello Talk application in learning to speak. The respondents of this study were 96 students divided into three groups and 2 English teachers. The data analysis technique used the Miles and Huberman model. The results show that the implementation of the Hello Talk application effectively enhances students' engagement, enthusiasm, and speaking skills while also supporting teachers in planning and evaluating lessons. Its features, such as voice-to-text conversion and tandem partner interactions, improve pronunciation and fluency, emphasizing the need for proper guidance and digital literacy. Integrating digital tools into language teaching can foster a more engaging and interactive learning environment. This study contributes to providing insight for teachers in utilizing technology to create interactive and innovative learning. Concrete steps to integrate digital tools into the language curriculum must be accompanied by adequate infrastructure and training to optimize results.
Code-Mixing in WhatsApp Group Discussions of Online English Classes Rahmawati, Lina; Sholeha, Mar'atus; Rizka, Haira
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.24374

Abstract

The COVID-19 pandemic has forced the educational world to switch from offline classes to online classes. Limited access to the internet has encouraged many people to use WhatsApp to teach instead of academic platforms. Although WhatsApp is not designed for educational purposes, many teachers prefer using it to conduct online discussions, including in English classes. This new model of communication using WhatsApp for English classes has resulted in the interesting phenomenon of code-mixing. This paper aims to investigate the types and functions of code-mixing used in WhatsApp groups of online English classes. This study employed a qualitative method. The sample of this research was conversations between the lecturers and students in WhatsApp group chats of online English classes during the pandemic. The data were collected through observation. The collected data were then analyzed by using textual analysis. This study revealed three types of code-mixing used in online English classes on WhatsApp group chats: insertion, alternation, and congruent lexicalization. Next, this study found five functions of code-mixing in online English classes on WhatsApp group chats: quotation, address specification, interjection, message qualification, personalization, and objectification. Address specification, personalization, and objection were dominantly found because specific sentences frequently refer to people, things, or arguments during discussions on WhatsApp group chats.
Co-Authors Amroh Umaemah, Amroh Basir, Amin Fajar, Syams Farouk Imam Arrasyid, Farouk Imam Khamdanah, Khamdanah Lina Rahmawati Sholeha, Mar'atus