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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Holistika : Jurnal Ilmiah PGSD Journal of English Teaching and Applied Linguistics (JETAL) JL3T (Journal of Linguistics, Literature and Language Teaching) Foremost Journal
Arianti, Theresia
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Teachers' Use Of Oral Corrective Feedback During Grammar Classes At SMPN 189 Maulida, Windy Jilan; Arianti, Theresia
Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v5i2.3693

Abstract

Feedback given by the teachers are constantly required for their students to grow and learn. Oral corrective feedback is an essential part of the language development process. The aims of this study are to discover what types of errors that English teachers prefer to provide feedback on, to find out what type of oral corrective feedback is mostly used in the classroom, and to find out teacher's reason of preferred type of oral corrective feedback that is used in the classroom. This study helped the students be aware of their errors during reading classes and helped the teacher discover the appropriate types of oral corrective feedback for their students. This study employed a case study as a method and a qualitative descriptive approach. The most frequent errors made by students were morpho-syntactic errors. Feedback types mostly used in the grammar class were Recast and Elicitation Request. It is suggested that future studies conduct the same research but with written corrective feedback.
Vocabulary Teaching Strategies Used by Teachers at SMPN 264 Jakarta Miranda, Khoerunnissa; Arianti, Theresia
Foremost Journal Vol. 5 No. 1 (2024): Volume 5 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v5i1.3696

Abstract

This research is a study to describe the strategies used by teachers in teaching vocabulary. This study is important to be conducted because learning vocabulary is basic to raw building blocks that students can use to express their thoughts, and ideas and share information in both oral and written form. Previous studies on this topic have been conducted but none has been conducted at SMPN 264. This is the gap that is fulfilled by the current study. The current study was conducted at SMPN 264 Jakarta Barat. The aim of the study is to find out the strategies used by teachers in teaching vocabulary. This study used a case study on vocabulary teaching strategies as the methodology. The finding shows that the most frequently used strategy by teachers at SMPN 264 Jakarta is translating, while memorization is the least used strategy.
Teaching Strategies in English Extracurricular Activities at SMAN 85 Jakarta Delia Mapela; Arianti, Theresia
Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v5i2.4900

Abstract

Teaching strategies is one of the things that must be a concern for teachers, especially language teachers. Unfortunately, it is not uncommon for teachers to ignore this in the learning process. This can be seen from the way teachers choose teaching strategies which are sometimes not appropriate to the skills to be taught. This study included a participant which is a teacher from English Club at SMAN 85 Jakarta. In conducting the study, the researcher applied a qualitative method with a case study. The researcher used observation form and interviews as the instruments of this study. The results show that the most used teaching strategy in English Club at SMAN 85 Jakarta is direct learning strategy, while the least used teaching strategy is bottom-up strategy. The researcher also found that the reason for the teacher choosing a teaching strategy is mostly for the students to easily understands the concepts of the material used in the teaching strategies.
Co-Authors Afifah, Fadhilah Nur aiddin, Malevna baha Anugrahani, Gracia Dea Delia Mapela Imam Santosa Maulida, Windy Jilan Miranda, Khoerunnissa Nasywarindi, Meisya Afiyah Nurkhamidah, Neni Qamarina, Dian Utami, Sekar Intan Yutika Seli, Fenny