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All Journal JELTII (Journal of English Language Teaching and Islamic Integration)
Achmad Anang Darmawan
STKIP Al Hikmah
Languange, Linguistic, Communication & Media

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Exploring Teachers' Belief toward Teaching Language Features of Genres on K13 Curriculum Ahmat Rondi Toyib; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 02 (2020): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

The objectives of this research are to reveal the teachers’ point of view, describe the teachers’ practices, and to investigate the factors which influence teachers’ beliefs toward teaching language features of genres on K13. The research method used in this research is descriptive using qualitative approach. The procedures of the research were using four steps, such as pre-research, data collection, data analysis, and writing a report. The subjects of the research were three English teachers from the same school who are teaching in SMPN 21 Surabaya at the 7th and 8th grades using K13. The researcher conducted three steps in collecting data, such as observations, interviews, documentation. The result of the research are the teachers believed that they have to teach language features of genres to their students, drilling is still relevant to be applied, the way of teaching was adjusted due to the condition of the classroom. In their teaching and learning process, all teachers were teaching language features of genres using conventional ways, such as the teachers were only using a textbook as the main guidance in teaching, the teachers were handling all the learning activities, and the teachers did not guide the students to reflect what they had learned in that day as the goal of the implementation of K13. Then, that all teachers’ teaching practices were consistent to their beliefs were influenced by their experience as language learners, experience of what works best, personality factors, and principles derived from an approach or method.
TEACHER TALK IN EFL CLASSROOM: A SPEECH ACT PERSPECTIVE : (Descriptive Research at MA NU Bilingual Sidoarjo) Rihza Galih Fathurrochman; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 4 No. 01 (2021): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

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Abstract

Stern (1983) defines a language is viewed as foreign language when (1) it is used only to travel abroad, communicate with the native speaker, and reading a foreign literature, and (2) usually learnt at formal educational environment because lacks of support from natural environment. Moreover, the character is really suit to describe the position of English in Indonesia. For the sake of student’s foreign language acquisition, teacher talk has an important position to be a good model of how the language is used and the input in the process of language acquisition. Therefore, the research is meant to answer two questions (1) types of teacher talk in the English as Foreign Language classroom, and (2) Why the teacher uses the certain type of teacher talk. In order to answer the question, observation and semi structured interview have been done to reveal the types of teacher’s utterance in the classroom. The data of the research are analysed using qualitative methods and the result is presented in paragraph. As result, a teacher in MA Bilingual Muslimat NU Sidoarjo uses the directive sentence mostly in the classroom, since she believes that encourage students to speak in English is very necessary for English as foreign language learner. The teacher also produce only 30,12% utterances in the classroom interactions, which she also believes that it is necessary to give students more opportunity to speak in the class in order to enhance their willingness to speak in English
Co-Authors Ahmat Rondi Toyib Rihza Galih Fathurrochman