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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching PROJECT (Professional Journal of English Education)
Surono Surono
Universitas Ahmad Dahlan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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CULTURAL CONTENT IN ENGLISH TEXTBOOK FOR DEAF STUDENTS AT DISABLE SENIOR HIGH SCHOOL Nor Fitriansyah; Masni Usman; Surono Surono
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (696.988 KB) | DOI: 10.30743/ll.v5i2.4529

Abstract

This study explores the cultural content represented in the English Textbook used by the deaf students at disable senior high school or SMALB (Tuna Rungu). This book was published by Kemendikbud of Indonesia in 2016. This study was categorized as Descriptive qualitative research. The method used in this study is textbook content analysis. To collect the data, the writers selected the text, pictures and activities presented in each unit of the textbooks. Meanwhile, to analyze the data, the writers adapted two different frameworks. The first framework was used to explore what cultures are represented in the textbook (types of culture). The second framework was used to explore how the cultures were represented in the textbook (sense of culture). There are 157 cultural contents found in the Tunarungu Bahasa Inggris SMALB Grade XI 2016 book. By Type of Culture, the 157 cultural contents were divided into 60 Source Culture, 94 Target Culture and 3 International culture. Meanwhile, in terms of Sense of Culture, the 157 cultural contents were divided into 5 Aesthetic Senses, 3 Sociological Senses, 59 Semantic Senses and 90 Pragmatic Senses. 
AN ANALYSIS OF CLASSROOM INTERACTION PATTERNS APPLIED BY A THAI ENGLISH TEACHER IN AN ENGLISH FOR YOUNG LEARNER CLASSROOM AT SUANSANTI SCHOOL IN BANGKOK Azizah Mutiara; Surono Surono
PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024
Publisher : IKIP Siliwangi

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Abstract

Classroom interactions are believed to play important role in determining the success of teaching and learning process. This study aims to find the types of classroom interaction pattern applied by a Thai English teacher in an EYL classroom, show the dominant pattern applied, and reveal the impacts of applying the classroom interaction patterns applied to the EYL teaching and learning. The descriptive qualitative method was used in this study. The data were gained through classroom observation and semi-structured interview involving a Thai English teacher and 42 students in class 5/2 elementary school at Suansanti school, Bangkok. This study used video recording, as the data collecting technique and analyzed by adapted Miles’ et al. (2014) procedures. The results indicate that there were five classroom interaction patterns applied by the Thai English teacher. Three dominant patterns applied were choral responses (36.52%), teacher talk (27.54%), and close-ended teacher questioning (26.96%).  The patterns applied lead to the positive impacts including build a sense of comfort and belonging, promote students’ motivation, and enhance social development. However, the overuse of the pattern limits students’ individual expression and peer-to-peer interaction, leading to negative impact such as passive participation.
EXPLORING STUDENTS’ VOICES IN CREATING PODCAST AS PROJECT BASED LEARNING IN SPEAKING CLASS Syaid Buwono; Surono Surono
PROJECT (Professional Journal of English Education) Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, JULY 2024
Publisher : IKIP Siliwangi

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Abstract

This study aimed to explore student’s voices about using podcasts for their Speaking class project. The participants of this study were 18 students from the fifth semester of the English Education Department at a private university in Yogyakarta. The sampling technique applied is purposive sampling which is based on the specific purposes of this research. The study was conducted through a descriptive qualitative method. The data was collected through open-ended questionnaires to capture the students’ voices on the use of podcasts as a media to fulfill their final project in Speaking class. The results of this study showed that podcasts were effective to use as a media in Speaking class, especially to improve their speaking skills. However, students encountered various challenges, including such as difficulties with editing, fear of making mistakes, limited vocabulary, and pre-production tasks such as topic selection and content arrangement. Despite these challenges, integrating podcasts into Speaking class fostered a positive attitude toward technology adoption, boosted confidence, and enriched students' learning experience.
Co-Authors Azizah Mutiara Masni Usman Nor Fitriansyah Syaid Buwono