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All Journal JURNAL PENDIDIKAN TAMBUSAI JUPE : Jurnal Pendidikan Mandala Polingua : Scientific journal of Linguistics, Literature and Language Education Journal of Educational Sciences TELL - US JOURNAL Education Curiosity

dian mega putri, dian mega

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AN ANALYSIS OF STUDENTS’ PERSONALITY TRAITS AND LANGUAGE LEARNING STRATEGIES Aminah, Aminah; Mayuasti, Mayuasti; Putri, Dian Mega
TELL - US JOURNAL Vol 3, No 2 (2017): September 2017
Publisher : Universitas PGRI Sumatera Barat

The purpose of this research is to analyze students’ personality traits and language learning strategies at the tenth grade students of SMK N 9 Padang academic year 2016/2017. Design of this study is descriptive qualitative. There are 25 students at the tenth grade of SMK N 9 Padang was becoming the respondents of this study which were chosen by stratified random sampling technique. The data was collected by using Big Five Inventory and Strategy Inventory for Language Learning version 7.0 (SILL) questionnaires. As the result, it found that there are various characteristics of the tenth grade students of SMK N 9 Padang academic year 2016/2017 are extraversion, agreeableness, conscientiousness, neuroticism and openness. In addition, each of personality traits used different learning strategies where extraversion and agreeableness students use affective strategy, meanwhile, conscientiousness, neuroticism and openness use metacognitive strategy.

EFL Classroom Discourse; From the Perspective of Discourse Analysis and Conversation Analysis Putri, Dian Mega
TELL - US JOURNAL Vol 4, No 1 (2018): March 2018
Publisher : Universitas PGRI Sumatera Barat

This research aims to analyze the EFL classroom discourse by investigating the terms of IRF (Initiation, Response, and Feedback) structures, turn taking, conversational repair and repetition. The subjects were two English teachers and their students from different schools SMKN 10 and SMA Adabiah Padang. The data was collected from classroom recording. The recordings were taken in one meeting for each teacher. There are four findings in this research. First, the discourse structure in EFL classroom is more complex than single IRF model which also includes the IRFR structure, the IR [I1R1 … (InRn)] F structure and the IR1F1R2F2 …RnFn structure. Second, students in EFL classroom rarely initiate the conversation, and usually take the turn by nomination. Third, it is found that repairs are frequently adopted by the teacher and students to cope with problems in speaking, hearing and understanding. Fourth, repetition frequently occurs in EFL classroom, and teachers usually use repetition to emphasize or guide students to complete utterance, and students usually repeat part or all teachers’ utterance to show their confirmation or doubts. In conclusion most of the interaction in the EFL classroom is from the teacher to the students, there is little student initiative and little student-student interaction.

Speaking Tasks Evaluation in Students’ Book Bahasa Inggris for Senior High School Grade X Semester 1 Putri, Dian Mega
TELL - US JOURNAL Vol 2, No 1 (2016): March 2016
Publisher : Universitas PGRI Sumatera Barat

Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana tugas berbicara dalam buku siswa dalam hal pemilihan dan organisasi tugas dan konten tugas. Sumber data dalam penelitian ini adalah ceklis evaluasi awal (pre-evaluation) tugas berbicara dalam buku siswa untuk kelas X semester 1 dari empat evaluator; 2 orang guru Bahasa Inggris, 1 orang dosen Bahasa Inggris dan peneliti sendiri. Ceklis terdiri atas dua indikator evaluasi tugas berbicara; pemilihan dan organisasi tugas, dan konten tugas. Setelah data dikumpulkan, langkah selanjutnya adalah menganalisa data berdasarkan dua indikator tersebut. Berdasarkan analisa data, terdapat dua temuan. Pertama, tugas berbicara dalam buku siswa dalam hal pemilihan dan organisasi tugas tidak memiliki input teks otentik dan artworks yang mencukupi. Kedua, dalam hal konten tugas, tugas berbicara dalam buku siswa kelas X semester 1 tidak memiliki kegiatan individual, berpasangan dan berkelompok yang mencukupi dan seimbang.

TURN TAKING STRATEGIES IN CLASSROOM INTERACTION Syafar, Dian Noviani; Putri, Dian Mega; Autila, Rani
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.6882

This research is to investigate the conversational strategies employed by teacher-students in classroom interaction from conversational analysis (CA) perspective. This research employs a documentary method of interpretation in order to seek answer(s) to the research question. Specifically, Sacks, Schegloff and Jefferson’s (1974) model of conversation analysis is adopted to explore turn-taking strategies used in classroom interaction. The data was taken based on the recording of classroom interaction in one of the senior high school in Padang. The analysis reveals that interaction between teacher and students employed a variety of turn-taking strategies; taking the floor and holding the floor. As the findings, the researcher finds out that the teacher mostly dominates to start the conversation and raises up the starter verbal filler. On the other hand, the students are more interruptive and put silences to hold the floor.

Co-Authors Aminah Aminah Ananda, Intan Tria Aurellia, Stevenika Gabriela Autila, Rani Autilla, Rani Elmiati Elmiati Elmiati Endang Komariah, Endang Hafiza, Hafiza HERFYNA ASTY Humaira, Luqyana MAYUASTI MAYUASTI Monika, Yola Nurfadhillah, Dwi Utami Putri, Yulatifah Novia Qothiifah, Nurul Izzah Riny Dwitya Sani Sakoikoi, Marlina Siska Siska Suharni Syafar, Dian Noviani Syamaun, Arifin Yulmiati M.Pd S.S

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