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All Journal Jurnal Pendidikan (Teori dan Praktik) JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Pendidikan Bahasa dan Sastra
Nurraida, Nurraida
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing Educational Factors to Address Language Dilemmas In The ELT Class Nurraida, Nurraida; Islami, Cut Muftahul; Daulay, Sholihatul Hamidah
PEBSAS: Jurnal Pendidikan Bahasa dan Sastra Vol. 2 No. 2 (2024): July
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/pebsas.v2i2.377

Abstract

Language dilemmas, encompassing linguistic, cultural, and socio-economic factors, present substantial challenges within English Language Teaching (ELT) classrooms, affecting educators and learners alike. This article delves into the nuanced exploration and development of educational factors meticulously designed to tackle these multifaceted dilemmas head-on. A comprehensive examination elucidates how integrating innovative teaching strategies, cultivating a nurturing and inclusive learning atmosphere, and using technology empower educators to elevate language acquisition processes and dismantle barriers inhibiting effective communication within ELT environments. By synthesizing these pivotal elements, this study underscores the transformative potential of proactive pedagogical approaches in reshaping ELT landscapes and fostering enriched learning experiences for educators and learners.
Managing Classroom Interaction Through Pragmatic Strategies in Indonesian Bilingual Primary Education Nurraida, Nurraida; Daulay, Sholihatul Hamidah; Purnomo, Mashlatif Dwi
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p78-83

Abstract

This study investigates how primary school teachers employ pragmatic strategies to manage classroom interaction in bilingual educational settings. Drawing on pragmatic and sociolinguistic perspectives, the study adopts a qualitative descriptive design involving classroom observations and semi-structured interviews with three bilingual primary school teachers in Indonesia. Approximately 420 minutes of classroom interaction were audio-recorded, transcribed, and analyzed using a pragmatic coding framework focusing on code-switching, politeness strategies, and register variation. The findings reveal that these strategies function as integrated interactional resources rather than isolated linguistic choices: code-switching supports instructional clarity and interactional flow, politeness strategies mitigate face-threatening acts during feedback and classroom management, and flexible register shifts balance pedagogical authority with relational closeness. The study contributes to classroom discourse research by demonstrating how pragmatic strategies operate collectively to manage interaction in bilingual primary classrooms and underscores the importance of developing teachers’ pragmatic competence in linguistically diverse educational contexts.
Managing Classroom Interaction Through Pragmatic Strategies in Indonesian Bilingual Primary Education Nurraida, Nurraida; Daulay, Sholihatul Hamidah; Purnomo, Mashlatif Dwi
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p78-83

Abstract

This study investigates how primary school teachers employ pragmatic strategies to manage classroom interaction in bilingual educational settings. Drawing on pragmatic and sociolinguistic perspectives, the study adopts a qualitative descriptive design involving classroom observations and semi-structured interviews with three bilingual primary school teachers in Indonesia. Approximately 420 minutes of classroom interaction were audio-recorded, transcribed, and analyzed using a pragmatic coding framework focusing on code-switching, politeness strategies, and register variation. The findings reveal that these strategies function as integrated interactional resources rather than isolated linguistic choices: code-switching supports instructional clarity and interactional flow, politeness strategies mitigate face-threatening acts during feedback and classroom management, and flexible register shifts balance pedagogical authority with relational closeness. The study contributes to classroom discourse research by demonstrating how pragmatic strategies operate collectively to manage interaction in bilingual primary classrooms and underscores the importance of developing teachers’ pragmatic competence in linguistically diverse educational contexts.
Co-Authors Daulay, Sholihatul Hamidah Islami, Cut Muftahul Purnomo, Mashlatif Dwi