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Speech Act Analysis of Teacher Talk in Indonesian EFL Classroom: A Case Study at Secondary School Ghozali, Arinaa Sabilah; Marshalina, Afifah; Hanafi, Muhammad
Jurnal Pendidikan Humaniora Vol 12, No 02: JUNE 2024
Publisher : Pascasarjana UM

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This study analyzed teacher talk in Indonesian EFL classroom. The research aimed to investigate the predominant speech act classification employed by the teacher, the factors influencing an EFL teacher using the predominant speech acts, as well as its impact on instructional activities. It applied a qualitative case study involving one English teacher as the participant. The study used Searle’s taxonomy of speech act classification as the instrument. Data were collected from the recording of classroom observation and interview. The finding of this study revealed the frequency of each classification found as the following: 69,4% for directives, 19,4% for representatives, 8,3% for expressives, and 2,8% for commissives. Directive speech acts were the most frequent used by the teacher in the classroom. The study further suggested that creating better classroom management and guiding the students became teacher’s reasons using directive speech act which potentially impacted instructional activities by influencing students’ behavior to be more attentive and engaged, making class operation smoothly, and creating productive and meaningful learning experiences. The results contribute greater insights to the dynamics of teacher-student interactions and may direct the development of effective pedagogical strategies to be used in EFL classrooms.

The Investigation of How Anxiety Never Stops Me from Learning English: An Autoethnography Research Marshalina, Afifah
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.1979

As one of the most crucial affective variables, anxiety is a highly significant predictor of EFL, which may hinder the learning process. This paper presents an autoethnography qualitative investigation of the journey of learning English, which has been dominated by anxiety. The researcher’s learning experiences since secondary school were discovered. This paper aimed to explore central research questions of the cause of anxiety and the strategy to cope with anxiety in learning English. In this autoethnography, personal memories served as the primary instrument for data collection, supplemented by visual data such as pictures, a drawing, diary snippet, and screenshots. Finding crucial moments and doing in-depth analysis become considerably important in using autoethnography. Furthermore, this paper employed a narrative approach to describe personal experiences and used thematic analysis to categorize data based on key themes in findings. The study findings indicated that lack of teacher encouragement, unpleasant classroom atmosphere, lack of vocabulary mastery, and fear of negative evaluation became the causes of anxiety. In addition, several ways to cope with anxiety done through keeping a positive mindset, improving self-motivation to learn more, and involving in the English community. Implications and suggestions for potential further study are also addressed.

Speech Act Analysis of Teacher Talk in Indonesian EFL Classroom: A Case Study at Secondary School Ghozali, Arinaa Sabilah; Marshalina, Afifah; Hanafi, Muhamma
Jurnal Pendidikan Humaniora Vol 12, No 01: MARCH 2024
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study analyzed teacher talk in Indonesian EFL classroom. The research aimed to investigate the predominant speech act classification employed by the teacher, the factors influencing an EFL teacher using the predominant speech acts, as well as its impact on instructional activities. It applied a qualitative case study involving one English teacher as the participant. The study used Searle’s taxonomy of speech act classification as the instrument. Data were collected from the recording of classroom observation and interview. The finding of this study revealed the frequency of each classification found as the following: 69,4% for directives, 19,4% for representatives, 8,3% for expressives, and 2,8% for commissives. Directive speech acts were the most frequent used by the teacher in the classroom. The study further suggested that creating better classroom management and guiding the students became teacher’s reasons using directive speech act which potentially impacted instructional activities by influencing students’ behavior to be more attentive and engaged, making class operation smoothly, and creating productive and meaningful learning experiences. The results contribute greater insights to the dynamics of teacher-student interactions and may direct the development of effective pedagogical strategies to be used in EFL classrooms.

An in-depth study on students’ perceptions of key factors influencing their willingness to communicate in EFL classrooms Marshalina, Afifah
Journal of Education, Social & Communication Studies Vol. 2 No. 2 (2025): May 2025
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v2i2.23

Communicative competence has become a primary objective in second and foreign language education. A crucial component of achieving this competence is learners’ Willingness to Communicate (WTC) in the target language. This study aims to explore the perceptions of students regarding the factors that influence their WTC in English as a Foreign Language (EFL) classrooms. The main objective is to identify and analyze internal and external elements that contribute to students' decisions to engage in classroom communication using English. This research employed a qualitative case study design to gain deep insights into the subject matter. Two secondary school students were purposefully selected as participants based on contrasting backgrounds in English language exposure. One participant had extensive experience and exposure to English since early childhood, while the other had limited exposure and began learning English more recently. This purposeful sampling allowed the researcher to gather diverse and detailed perspectives. Data were collected through semi-structured interviews to elicit rich, open-ended responses. The interviews were then transcribed and analyzed using thematic analysis to identify recurring patterns and themes related to WTC. The analysis revealed several key factors influencing students’ WTC, including affective elements (such as confidence and anxiety), the classroom environment, linguistic competence, the nature of classroom tasks, and the teacher’s role and encouragement. The findings suggest that WTC in EFL settings is shaped by a combination of personal, social, and instructional dynamics. Students are more inclined to communicate when they feel emotionally secure, supported by their peers and teachers, and when the learning environment promotes engagement. The study concludes that fostering a positive emotional and instructional environment is essential for increasing WTC. The research highlights the importance of teacher sensitivity to student needs and recommends further studies involving more participants to enhance generalizability and explore additional influencing factors.

The Investigation of How Anxiety Never Stops Me from Learning English: An Autoethnography Research Marshalina, Afifah
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.1979

As one of the most crucial affective variables, anxiety is a highly significant predictor of EFL, which may hinder the learning process. This paper presents an autoethnography qualitative investigation of the journey of learning English, which has been dominated by anxiety. The researcher’s learning experiences since secondary school were discovered. This paper aimed to explore central research questions of the cause of anxiety and the strategy to cope with anxiety in learning English. In this autoethnography, personal memories served as the primary instrument for data collection, supplemented by visual data such as pictures, a drawing, diary snippet, and screenshots. Finding crucial moments and doing in-depth analysis become considerably important in using autoethnography. Furthermore, this paper employed a narrative approach to describe personal experiences and used thematic analysis to categorize data based on key themes in findings. The study findings indicated that lack of teacher encouragement, unpleasant classroom atmosphere, lack of vocabulary mastery, and fear of negative evaluation became the causes of anxiety. In addition, several ways to cope with anxiety done through keeping a positive mindset, improving self-motivation to learn more, and involving in the English community. Implications and suggestions for potential further study are also addressed.

EXPLORING THE 4CS IN PRACTICE: A STUDY OF CLIL IMPLEMENTATION IN A PRIMARY CLASSROOM Marshalina, Afifah; Suryati, Nunung; Zen, Evynurul Laily
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i1.10096

In recent years, Content and Language Integrated Learning (CLIL) has gained increasing prominence as a pedagogical trend in many educational systems. The centerpiece of CLIL is the 4C framework- Content, Communication, Cognition, and Culture, which provides a foundation for conducting lessons that support language and subject learning. This study examined how the 4C was integrated into a science class that used English as the language of instruction among first-grade primary school students. The teacher’s lesson plan and classroom observations were used to gather data for this qualitative study design. Findings revealed that teachers were integrating the 4C into classroom teaching. Visual aids, language simplification, and repetition were provided to support content learning. Communication was fostered with the active use of language through classroom activities such as group work and hands-on experiments that could also engage students in cultivating thinking skills. Lastly, global examples that were pertinent to the subject matter were used to introduce cultural features. This study highlighted the potential of the 4C framework to be actualized among young learners. The implications of this study suggested the significance of deliberate planning to realize the CLIL principles in an integrated manner. Furthermore, this study showed that young learners can actively participate in cognitively and linguistically rich learning environments if provided with adequate support from teachers.

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