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All Journal Wiralodra English Journal (WEJ) Huele: Journal of Applied Linguistics, Literature and Culture
Pricilia Tupalessy
Pattimura University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHER TALK AND STUDENTS TALK IN EFL CLASS ACTIVITY: SECONDARY SCHOOL CONTEXT Pricilia Tupalessy; Marcy S. Ferdinandus; Hellien Jequelin Loppies
Wiralodra English Journal Vol. 8 No. 1 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i1.266

Abstract

The study focuses on the dynamics and types of teacher and student talks in EFL classrooms. It highlights whether teacher or student talk dominates class and impacts students' language acquisition. It was conducted in an Eastern Indonesian secondary school and employed exploratory sequential mixed methods. The data were collected from an English teacher and 32 students through interviews and observations. Thematic analysis and relative frequency distribution table were used for data analysis. The findings showed that teacher talk dominated classroom activities and made student-centred learning lacking, thus affecting students' language acquisition. Various teacher and student talk categories were identified using the Flander Interaction Analysis Category (FIAC) framework. Teacher Talk (TT) involved indirect influences such as accepting feelings, praises or encourages, using students' ideas, and asking questions. The direct influence includes lecture, giving directions, and criticizing students' behaviour. While Student Talk (ST) had students' responses, students-initiated silence and confusion. Implications suggest enhancing teachers' conversation management skills and fostering a more student-centred approach to facilitate students' language practice and participation. Additionally, future researchers who wish to conduct similar research can develop deeper by looking at other aspects that positively impact interaction in the English language classroom.
Digital English Flipbook for Reading Comprehension: An R&D Study in Secondary Education Pricilia Tupalessy; Rosina F. J. Lekawael; Sophia Binnendyk
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 2 (2026): Huele: Journal of Applied Linguistics, Literature and Culture (In Press)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i2.p63-74

Abstract

Developing effective English as a foreign language (EFL) teaching modules is essential to create an engaging learning environment, particularly for reading comprehension. This study aimed to develop a digital English module built around Saparua Island's local wisdom using Flipbook to enhance the reading comprehension skills of high school students. Employing an educational research and development (R&D) method based on the Borg and Gall model, the study was conducted at SMA Negeri 7 Maluku Ten gah. Data collection involved evaluations by two material and educational technology experts to measure validity, alongside fieldwork with 30 eleventh-grade students to assess practicality and effectiveness. The results demonstrated that all dimensions of the digital module achieved the ceiling score of 4.00 (Out of 4.00) in expert validations with initial feedback praising its content organization and visual appeal. Furthermore, the operational field try-out showed significant improvements in students’ reading comprehension skills and learning engagement, evidenced by high assessment scores and highly favorable feedback. Consequently, this flipbook module serves as a highly effective digital learning resource to support EFL instruction and foster students’ reading comprehension skills.
Co-Authors Hellien Jequelin Loppies Marcy S. Ferdinandus Rosina F. J. Lekawael Sophia Binnendyk