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MOTIVATIONAL STRATEGIES APPLIED IN THE FIRST GRADE OF PRIMARY SCHOOL Yousevin Yousevin; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 4 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.4.71-78

This study was conducted in order to find out the motivational strategies applied by an English teacher who was perceived successful in motivating students in learning English in a primary school in Surabaya. It was focused on the motivational strategies related to appropriate teacher behaviors and a good relationship with the students; a pleasant and supportive classroom atmosphere; and a cohesive learner group with appropriate group norms in the first grade of primary school. Using qualitative approach, this study is based on Dörnyei’s (2001) theory on motivational strategies. The data were collected from verbal and non-verbal interaction between the teacher and students in the classroom, in two meetings within two weeks. The duration of the class was 70 minutes for each meeting. The findings showed that the English teacher applied motivational strategies related to the first and second motivational components. Mostly, the teacher applied motivational strategies related to the first motivational component. However, the teacher did not apply any motivational strategies related to the third motivational component, since there was no activity related to making groups in the classroom. It can be said that by applying all those motivational strategies, the students could be motivated in learning English and be more active in following the lesson in the classroom

A STUDY OF CODE-SWITCHING USED BY AN ENGLISH TEACHER IN TEENAGERS’ EFL CLASS Gloria Hede; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.27-31

This study is aimed to analyze the types of code-switching used by the teacher and under what circumstances the switching occur to identify its function. Using qualitative approach, the writer did this study based on code-switching theory of Wardhaugh (2006) and classroom interaction of Walsh (2011). The findings revealed that the teacher used both types of code-switching, intra-sentential and inter-sentential switching. The function of the code-switching identified through the four features of classroom interaction were control of interaction to control the participation, content, procedure of the lesson; speech modification to clarify meaning, to ensure the students’ understanding; elicitation technique to elicit response for checking comprehension; repair to correct error directly or get the students to correct the errors. From this study, it could be concluded that the teacher used code-switching to make the learning process clearer, so the students would not get confused and would not have misunderstanding in the classroom.

STUDENTS’ COMMUNICATION STRATEGIES AND TEACHER’S RESPONSES IN A TWELFTH GRADE ENGLISH CLASSROOM IN PALANGKARAYA Ribka Rayanti Julianny; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 5, No 1 (2017)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.5.1.122-128

This study is about communication strategies used by the students of twelfth grade and teacher’s responses when they were having an integrated English class. The writer used Mariani’s (2010) theory. The subjecs of the study were 19 students and 1 teacher. The source of data was the students’ and teacher’s utterances during the two meetings. The data were the students’ and teacher’s utterances, (verbal and non-verbal (gestures, eye contact, facial expressions)) which contain communication strategies related to the topic learning. The findings of this study revealed that students used four types of Communication Strategies: Meaning-expression, Meaning-negotiation, Conversation-management and Para- and extra linguistic. The students used these strategies mostly because they were unsure how to answer the teacher’s question and did not know the meaning of the word. The writer hopes that there would be a further study which focused about conversation or speaking class.

QUESTIONS USED IN PRIMARY EFL CLASSROOM DISCOURSE Annastasia Permatasari; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.1-6

This thesis is the study of types and functions of questions based on features of classroom discourse. In this study, the writer observed the types of questions that the English teacher used in General English classroom, and the functions of the questions based on features of classroom discourse. The data were collected through classroom observation and audio-recording of one class of the sixth grade. The theories applied are the teachers’ questions by Ellis (2008) and types of questions and features of classroom discourse by Walsh (2011). The qualitative approach was used in this study. The finding revealed that the teacher used two types of questions which were display questions and referential questions in the two meetings. Each meeting took 40 until 50 minutes. In addition, the teacher used three functions of questions based on features of classroom discourse, which are control of procedure, checking understanding, and eliciting a response. The finding also revealed that display questions have the function of checking understanding while referential questions have the functions of control of procedure, checking understanding and eliciting a response. In conclusion, questions can be considered as a tool for the teacher to check the students’ understanding and to elicit the students’ responses during teaching and learning process

TEACHER ROLES AND STUDENTS RESPONSES IMPLEMENTED IN A SENIOR HIGH SCHOOL IN SURABAYA Elda Devin; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 4 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.4.79-84

In this study, the writer would discuss some types of teacher roles which can be implemented in the classroom. The purpose of this study was to find out the types of teacher roles applied in the conversation class and the students responses. The subject of this study was a teacher who teaches a conversation class to senior high school students. The writer used the theories about types of teacher roles by Harmer (2001 and 2007) and Edge&Garton (2007) and students responses by Brown (2007). The writer used classroom observation and video recording to collect the data. In addition, the writer recorded two meeting. The findings revealed that there were six types of teacher roles and five types of students responses applied in this class. The teacher roles are controller, organizer, assessor, resource, observer, and motivator which played based on their functions. The five responses were specific, choral, open-ended, off task, and silence responses. From this study, it could be concluded that the teacher played the five types of teacher roles to engage the active participant from the students shown through the students responses.

TEACHER’S INTERACTIONAL MODIFICATIONS AND THE STUDENTS’ RESPONSES IN INTERMEDIATE ENGLISH CLASSROOM Gisela Elshadelin; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 5, No 1 (2017)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.5.1.60-68

This study is about the teacher’s interactional modifications in teaching the intermediate students in an English Course in Surabaya. The three objectives of this study are to find out the types of the teacher’s interactional modifications, the students’ responses toward the teacher’s interactional modifications, and the contribution of the interactional modifications for the students’ learning. The subject of the data is an English teacher and fourteen students. Moreover, the theory applied was a theory of the interactional modifications from William, Inscoe, and Tasker (2014). The findings revealed that the teacher used five types of interactional modifications namely confirmation check, clarification request, comprehension check, repetition, and reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no responses. Furthermore, it also revealed that interactional modifications gave four contributions; making the meaning more comprehensible for the learners, improving the learners’ language, minimizing the misunderstanding between the teacher and the learners, and ensuring that the learners were following. Finally, the writer concluded that the interactional modifications help the learners to learning the language

THE APOLOGY STRATEGIES USED BY A BUDGET HOTEL FRONT OFFICERS IN HANDLING CUSTOMER COMPLAINTS Vivere Talo; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 3 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.3.1-8

This study focused on the use of apology strategies used by female and male front officers to reveal the types of apology strategies used and to reveal the similarities and differences between female and male front officers’ way of apologizing in handling customer complaints. The types of apology strategies showed that both female and male front officers combined all three apology strategies which are IFIDs, Account and Positive Politeness Apology Strategies. Besides, the order of their use of apology strategies were also varied. However, the female front officers had more Positive politeness apology strategies when responding to complaints with attacks and the male front officer did not use Account strategy when handling customer complaints without attacks. Finally, it can be concluded that types of complaint play a more important role than gender factor in the use of apology strategies by these female and male front officers.

ORAL CORRECTIVE FEEDBACK AND LEARNERS’ UPTAKE IN THE 5TH GRADE OF AN ELEMENTARY SCHOOL IN SURABAYA Rieny Anasthasia; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 2, No 3 (2014)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.2.3.47-52

This study is a qualitative study which aimed to know oral corrective feedback and learners’ uptake in the 5th grade of an elementary school. The source of data was the teacher’s talks with the students in class and the analysis was focused on teacher’s oral corrective feedback and learners’ uptake. In order to reach the research objectives, the writer used the theory of oral corrective feedback and learners’ uptake by Panova and Lyster (2002). From the study, the writer found that five out of seven types of oral corrective feedback were used by the teacher, namely Recast, Metalinguistic Feedback, Elicitation, Explicit Correction, and Repetition. Furthermore, types of learners’ uptake following the teacher’s corrective feedback were Self Repair, Peer Repair, Repetition, Same Error, Different Error, Partial Repair and Hesitation. It can be concluded that oral corrective feedback may lead the students to show signs of learning or understanding implied in the students’ reaction to the teacher’s feedback.

THE ILLOCUTIONARY AND PERLOCUTIONARY ACTS PRODUCED BY THE MAIN CHARACTERS OF “THE INTERNSHIP” MOVIE Kevin Tedjasukmana; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 4, No 2 (2016)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.4.2.21-26

This study is about the types of illocutionary and perlocutionary acts produced by the main characters of “The Internship” movie, especially in the interview scene when Billy and Nick as the main characters are having an online interview. The theory that the writer uses in this study is Searle & Vanderveken’s theory about speech act in order to analyze his data. This qualitative research revealed the writer’s method which he uses in doing the analysis of his data. The types of illocutionary act produced by Billy and Nick as the main characters are Assertive, Directive, Commissive, and Expressive. Furthermore, the study revealed that the perlocutionary act produced by the other main characters to decide Billy and Nick’s illocution is preferred and dispreferred social acts. To conclude, by reading this study, readers will be able to understand the use of speech acts by the main characters of “The internship” movie.

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