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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pendidikan Progresif
Ishak, Wan Irham
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Education

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Reconstructing Teachers’ Language Intervention for Phonological Aspects in EFL Classroom Susanto, Susanto; Nanda, Deri Sis; Ishak, Wan Irham
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 2 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i2.12309

Abstract

Teachers’ language intervention can play a key role in helping students in the classroom interaction to learn a foreign language. In this paper, we discuss the teacher’s language intervention for phonological aspects in the English as a Foreign Language (EFL) classroom. We used a qualitative descriptive approach with a phenomenological research design. As the data, we recorded the language exchanges between the students and their teachers at the fifth year of a Primary School (Sekolah Dasar) in Bandar Lampung, Indonesia. We categorized three types of teachers’ language intervention, i.e. focalization, correction, and solicitation. Focalization intervention is manifested by the production of a lexical element. The intervention was observed in three situations, namely when reading familiar and unfamiliar English short stories, and playing a game with cards containing English words with their respective pictures, introduced in the stories. The teachers’ language interventions were coded in relation to phonological aspects, i.e. phoneme, syllable, and rhyme. The results show that there are 159 interventions in total. The teachers’ language interventions have the number of speech turns and the duration of the interactions varied in accordance with the context of situation, the Speech-turns mostly occur in reading unfamiliar English stories either for focalization, correction, or solicitation. Thus, this study concluded that teachers intervened more often in reading time of unfamiliar English stories, used focalization more frequently in the intervention, and utilized syllables more preferably as the focus in the intervention. As the implication, variability in the frequency and nature of interventions by the teachers could be at the origin of the differences observed in the performance of students.
Literacy and Numeracy Teaching and Learning in Pandemic Outbreak: A Case Study of Private Primary School in Rural Area Yulia, Yuyun; Ishak, Wan Irham; Perbowo, Krisna Satrio; Widodo, Sri Adi
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Literacy and Numeracy Teaching and Learning in Pandemic Outbreak: A Case Study of Private Primary School in Rural Area. Objective: This research aims to portray the teaching and learning of literacy and numeracy in a private school in rural area with few students in each class. Methods: The research method employed is descriptive qualitative. Data revealed that students doing Kampus Mengajar Angkatan 1 (KMA-1) or student teacher taught literacy and numeracy lesson through playing games and singing. Finding: The teaching procedures are claimed in three phases – pre, while and post. The teaching and learning process during the pandemic was carried out in various ways such as using videos and using games and singing. Conclusion: Students’ challenges are lack of vocabulary and its meaning. To conclude, teachers need to develop their teaching and learning based on student and school characteristics. This is done to develop student learning motivation, literacy, and student numeracy can improve Keywords: literacy, numeracy, rural area, private primary school, kampus mengajar angkatan 1DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202301
Co-Authors Deri Sis Nanda Krisna Satrio Perbowo Sri Adi Widodo Susanto Susanto Yuyun Yulia