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p-Index From 2020 - 2025
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All Journal Ethical Lingua: Journal of Language Teaching and Literature Journal of Research in Instructional
Azizi, Meirita Rahmi
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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An Analysis of English Classroom Interactions: Teacher Talk, Students’ Responses, and Students’ Opinions Azizi, Meirita Rahmi; sisilia Setiawati Halimi
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 2 (2024): Volume 11 No 2 October 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.764

Abstract

Teacher talk significantly influences classroom interactions since it holds dominance within a classroom. How teachers construct the classroom interaction will affect how well students receive and produce a language. Teacher talk can either offer positive or negative impacts depending on how it is applied. For this reason, it is critical to evaluate teachers as a reflection to improve the quality of learning. In this case, it is also necessary to delve into students’ responses and opinions during the classroom interaction. Therefore, this study aimed to examine modes and interactional features of a teacher talk based on the SETT framework and students’ responses and opinions to the teacher talk. The study employed a qualitative approach that combines qualitative descriptive research and discourse analysis. The findings showed three classroom modes and eight interactional features in the teacher talk. Another finding revealed that the most students responded to the teacher talk in specific and open-ended responses. Further finding showed that the students acknowledged the difficulties in comprehending the teacher talk and speaking in the English classroom. The factors contributing to these difficulties are linguistic and psychological factors. Thus, adjusting teachers’ language based on student language ability and establishing a convenient classroom environment should be considered
Students’ writing skills through collaborative writing and the tendency to work in a group Afrezah, Novela Nur; Azizi, Meirita Rahmi; Alrian, Rahmad; Pratiwi, Dwiyani; Yulia, Yuyun
Journal of Research in Instructional Vol. 4 No. 1 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i1.318

Abstract

This study aims to enhance students' writing skills through collaborative writing at a Senior High School and determine their preference between collaborative writing in pairs or groups. The study discovered that students lacked enthusiasm in completing the writing work, which caused poor motivation and challenges in formulating ideas. This study employed a classroom action research (CAR) methodology and consisted of two cycles. The data were collected through observations of the teaching and learning process, interviews with students, and conducting writing assessments. The research findings indicated that engaging in collaborative writing increased students' interest in writing activities due to the opportunity for interaction with their peers. Collaborative writing facilitated the creation of ideas by allowing each group member to contribute, resulting in a diverse range of thoughts. The successful implementation of collaborative writing was complemented by the implementation of group work. It was also shown that students prefer collaborating more in group tasks than working in pairs. The researcher discovered an enhancement in the students' writing scores.
Co-Authors Afrezah, Novela Nur Alrian, Rahmad Dwiyani Pratiwi sisilia Setiawati Halimi Yuyun Yulia