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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra Tell : Teaching of English Language and Literature Journal Journal of English Education, Linguistic and Literature Journal of English Teaching and Learning Issues
Kristanti, Ika Lusi
STKIP PGRI Jombang
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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The Use of Teacher Talks to Manage Students’ Feelings in Classroom Interaction Elfrida Dewi Sukmawati; Ika Lusi Kristanti; Afi Ni'amah
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 20, No 1: Prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/prosodi.v20i1.33009

Abstract

Teacher talk plays an important role not only in facilitating learning but also in supporting students emotionally and creating a comfortable learning environment. This study aimed to explore the categories of teacher talk commonly used by an English teacher in a secondary school and how these categories contribute to managing students’ feelings during classroom interaction. This study adopted a qualitative method and applies the FLINT (Foreign Language Interaction) system by Brown (2001) as the main theoretical framework to classify teacher talk types and to explain its role in classroom interaction. The data were collected from two English class sessions using video recorder and observation checklists. The results showed that asks questions, praises or encourages, and gives directions were the most frequently used categories of teacher talk. Among them, deals with feelings, and jokes were found to contribute significantly to students’ emotional management. These types of talk helped reduce anxiety, boost students’ confidence, and create a more engaging classroom atmosphere. In summary, teacher talk functions not only as a means of instruction but also as an emotional support tool that contributes to positive classroom interaction. The findings assist English teachers of secondary schools to be more aware of the affective impact of their talk in class. Integrating supportive and encouraging language, even in small amounts, can enhance classroom interaction and students’ emotional well-being.
Move Analysis in Students' Writing Ika Lusi Kristanti; Afi Ni’amah
Tell : Teaching of English Language and Literature Journal Vol 8 No 2 (2020): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v8i2.5772

Abstract

Discourse analysis is one of linguistics branches that concerns in language use. Discourse can be written and spoken. Written discourse can be found in students' writing, especially in writing report text. In term, moves analysis is applied to recognize the rhetorical composition of text. The researchers want to describe the phenomenon deals with the students' moves in writing, especially in report text. Research design used in this research is descriptive qualitative research. The result shows that there were fourteen data that used the two moves patterns. Most students used this pattern to present information about something to the readers. Their texts dealt with social phenomena in people environment, mainly: animal. Actually, students used the first move pattern that was in line with the generic structure of report text, such as: general classification and description. In this term, general classification dealt with the phenomenon. Whereas, description related with two terms, such as: parts and habits or behavior. In sum, there are two students' moves in writing, mainly: general classification and description.
Co-Authors Aang Fatihul Islam Afi Ni'amah Afi Ni'amah Afi Ni’amah Afi Ni’amah Ahya, Akhmad Sauqi Dian Anik Cahyani Diana Mayasari Elfrida Dewi Sukmawati Mayasari, Diana Ni’amah, Afi Ni’amah, Afi