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All Journal P2M STKIP Siliwangi KEMBARA Indonesian EFL Journal ABDIMAS SILIWANGI PROJECT (Professional Journal of English Education)
Silpia Rahayu
IKIP Siliwangi
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Journal : Indonesian EFL Journal

 1 
PADLET FOR ENGLISH SPEAKING ACTIVITY: A CASE STUDY OF PROS AND CONS ON ICT Trisnendri Syahrizal; Silpia Rahayu
Indonesian EFL Journal Vol 6, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i2.3383

Abstract

As Millennial generation, students nowadays have limitless concept of time and space, they broke logical and physical barriers during the process of communication including in the process of learning. Blanded learning and hybrid learning are one of the latest phenomenon in Education. In shortest perception students will encoder positive effect toward the uses of technology in school but in fact some of them also encounter obstacle and problems. This research aims to project the students’ pros and cons on the use of one of ICT called PADLET during the process of speaking activity. This research uses 35 students of one private university in Cimahi, Indonesia. Qualitative method used to provide detail finding associate with supportive theories.  Observation that was taken from both online processes during submitting and commenting the speaking video and offline situation were used and then strengthen by the use of open questions interview. From the data, it showed that students pros on the idea of; (1) collaboration, (2) Flexibility. (3) Autonomous Learning.  While on cons students mark on; (1) technicality issue, (2) Psychological elements.      Keywords: ICT; PADLET; Pro; Cons; Speaking.
TEACHER TALK IN YOUNG LEARNERS’ CLASSROOM INTERACTION Silpia Rahayu; Trisnendri Syahrizal
Indonesian EFL Journal Vol 6, No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i1.2651

Abstract

In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners’ classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Asking questions (142 occuraces); 5) lecturing (49 occuraces); 6) Giving directions (53 occuraces); 7) Criticizing learners behaviour (9 occuraces); 8) Learners-response (151 occuraces); 9) Learners-initiation (7 occuraces); and 10) Period of silence or confusion (8 occuraces). Finally, the use of similar activity for too long will make young learners feel bored, therefore, teacher needs to provide variety and more meaningful activities. In this case, teacher can use various techniques to stimulate learners’ response. Besides, creating group discussion will give more opportunity to the learners to talk and learn from their peers.Keywords: teaching speaking; teacher talk; students talk; young learners.
Co-Authors Evi Kareviati Hendra Husnussalam Lala Zaelani Lutfah Fadilah Nispi Lutfiah Widyaningrum Pupu Rostina Rani Wela Putri Ratih Inayah Reza Azhari Sudiyono Sudiyono Surya Adi Kusumah Syahrizal, Trisnendri