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All Journal JSSH (Jurnal Sains Sosial dan Humaniora) Pedagogic Research - Applied Literacy Journal
Lailatus Sa'adah
SEBELAS MARET UNIVERSITY
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences

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Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate Lailatus Sa'adah
JSSH (Jurnal Sains Sosial dan Humaniora) JSSH (Jurnal Sains Sosial dan Humaniora) Vol. 2 No. 2 September 2018
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (725.431 KB) | DOI: 10.30595/jssh.v2i2.2953

Abstract

Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.
TEACHER’S BELIEF TOWARD THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN 2013 CURRICULUM AND ITS PRACTICES ON ENGLISH CLASSROOM Lailatus Sa'adah
JSSH (Jurnal Sains Sosial dan Humaniora) JSSH (Jurnal Sains Sosial dan Humaniora) Vol. 3 No. 2 September 2019
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (527.649 KB) | DOI: 10.30595/jssh.v3i2.2954

Abstract

This research aims to investigate the teacher’s belief toward the implementation of scientific approach in 2013 curriculum and its practices in English classroom, how those beliefs are reflected in their classroom practices, and the factors influencing those beliefs and practices. The researcher applied the descriptive qualitative design by using the opened questionnaire as the instrument. The results of this study showed that: (1) most of teacher had already understood the concept of scientific approach; (2) there are several problems arose in the implementation of scientific approach of 2013 curriculum in English classroom or its practices; and (3) factors which influence teachers thought related to the implementation of scientific approach in English classroom are time allotment, teacher’s understanding toward their role in teaching learning process, learning media, facilities, and motivation for both teacher and student. 
IMPROVING STUDENTS’ VOCABULARY THROUGH WORDWALL APPLICATION Weran, Yohana; Nova; Lailatus Sa’adah
Pedagogic Research-Applied Literacy Journal Vol. 1 No. 3 (2024): Volume 1 Number 3 July 2024
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/ebtb2x06

Abstract

This article used the library research method to gather information by understanding and researching theories from various sources such as books, journals, and existing studies. The method used qualitative research that focuses on gathering information about the natural environment and using researchers as the main instrument. This study aims to analyze the responses and experiences of first-year high school students and how the Wordwall application helps them improve their English vocabulary during their studies. Literary research method is used. The data collection method used is the documentation method. Content analysis was used as a data analysis technique. In order to maintain the accuracy of the evaluation and avoid false information, the material was analyzed by cross-checking and re-reading the literature, and the evaluator's comments were taken into account. The result of this study is that Wordwall proves to be an effective teaching method that helps improve students' vocabulary in preparation for future assignments. Word wall apps can also be used while studying, which is very useful for developing students' vocabulary
Co-Authors NOVA Weran, Yohana