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Risnawati -
Politeknik Negeri Sriwijaya
Humanities Languange, Linguistic, Communication & Media Social Sciences

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ENHANCING STUDENTS INTERACTION THROUGH TEACHER QUESTIONS Risnawati -
HOLISTICS Vol. 1 No. 1 (2009): JURNAL HOLISTICS 2009
Publisher : Politeknik Negeri Sriwijaya

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Abstract

EFL students are often hesitant to interact in classrooms. Oral questioning is a very powerful way for teachers to interact with students. However, asking questions and responding to answers in classrooms are not always as easy as they seem. For the sake of enhancing students’ interaction, teachers should develop  a repertoire of questioning  skills. This article intends to show that question and answer activities in classroom, if exploited appropriately, can enhance student interaction. Clarity of questions, types of questions, techniques of asking questions, and techniques of responding to answers are respects that influence the quality of student interaction.
BUSINESS ADMINISTRATION STUDENTS’ NEEDS IN LEARNING ENGLISH Risnawati -
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 2 No. 2 (2010): JURNAL HOLISTICS Desember 2010
Publisher : Politeknik Negeri Sriwijaya

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The study aims to identify students’ needs in learning English. Through questionnaires, the students’ needs could be elicited from 192 students, 37 graduate employees, 19 major subject teachers, and five English teachers of Business Administration (BA) department of Politeknik Negeri Sriwijaya. The questionnaire data were analyzed using means, percentages, t-test, and ANOVA and triangulated with the interview results. Four main conclusions can be drawn. First, ESP materials for academic and professional purposes are demanded in English courses because the BA students use four English skills concurrently with English courses for personal and academic purposes and subsequently for future job purposes. Second, the teaching of general English is still needed because the students lack mastery of language aspects (grammar, pronunciation, and vocabulary, particularly technical words) and of reception and production strategies. Third, language skills and knowledge of language aspects and of reception and production strategies can be developed through the integration of a variety of in- and out-of-classroom activities. Fourth, the teaching of four language skills needs to be integrated in each semester; however, the teaching of general English, reading, and listening should be focused in lower semesters, whereas ESP, speaking, and writing should be emphasized in higher semesters. 
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