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Kata Kita: Journal of Language, Literature, and Teaching
Published by Universitas Kristen Petra Surabaya
ISSN : -     EISSN : 25987801     DOI : 10.9744/katakita
Core Subject : Education,
Languange, Linguistic, Communication & Media
Kata Kita is a journal dedicated to the publication of students research in the areas of literature, language, and teaching. In the study of language, it covers issues in applied linguistics such as sociolinguistics, discourse analysis, critical discourse analysis, pragmatics, sylistics, corpus linguistics and others. In the area of literature, it covers modern and contemporary literature in English in the forms of printed, screened, aired or performed texts. In the field of teaching, it covers teaching materials and practices, especially those related to English Language Teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol 3, No 2 (2015)" : 6 Documents clear
A STUDY OF CODE-SWITCHING USED BY AN ENGLISH TEACHER IN TEENAGERS’ EFL CLASS Gloria Hede; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.27-31

Abstract

This study is aimed to analyze the types of code-switching used by the teacher and under what circumstances the switching occur to identify its function. Using qualitative approach, the writer did this study based on code-switching theory of Wardhaugh (2006) and classroom interaction of Walsh (2011). The findings revealed that the teacher used both types of code-switching, intra-sentential and inter-sentential switching. The function of the code-switching identified through the four features of classroom interaction were control of interaction to control the participation, content, procedure of the lesson; speech modification to clarify meaning, to ensure the students’ understanding; elicitation technique to elicit response for checking comprehension; repair to correct error directly or get the students to correct the errors. From this study, it could be concluded that the teacher used code-switching to make the learning process clearer, so the students would not get confused and would not have misunderstanding in the classroom.
QUESTIONS USED IN PRIMARY EFL CLASSROOM DISCOURSE Annastasia Permatasari; Josefa J. Mardijono
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.1-6

Abstract

This thesis is the study of types and functions of questions based on features of classroom discourse. In this study, the writer observed the types of questions that the English teacher used in General English classroom, and the functions of the questions based on features of classroom discourse. The data were collected through classroom observation and audio-recording of one class of the sixth grade. The theories applied are the teachers’ questions by Ellis (2008) and types of questions and features of classroom discourse by Walsh (2011). The qualitative approach was used in this study. The finding revealed that the teacher used two types of questions which were display questions and referential questions in the two meetings. Each meeting took 40 until 50 minutes. In addition, the teacher used three functions of questions based on features of classroom discourse, which are control of procedure, checking understanding, and eliciting a response. The finding also revealed that display questions have the function of checking understanding while referential questions have the functions of control of procedure, checking understanding and eliciting a response. In conclusion, questions can be considered as a tool for the teacher to check the students’ understanding and to elicit the students’ responses during teaching and learning process
THE STUDENTS’ VIEW OF THE FUNCTIONS OF MOTHER TONGUE IN GENERAL ENGLISH PROGRAM OF ABC COURSE Magdalena Rolanda; Julia Eka Rini
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.32-37

Abstract

This study aimed to find out the students ‘opinions on the use of mother tongue and its functions in Indonesian EFL classrooms. The data were the interviews with a total six students from level 1, 2 and 3 comprising one high achiever student and one low achiever student from each level. The findings show that all of the students agree that Indonesian can be occasionally used in the classroom by both teacher and students for a number of reasons: for the teacher to explain new and difficult vocabularies, explain grammar rules, organize tasks, maintain discipline, gain contact with individual students, for the students to ask and answer questions, communicate and discuss with classmates and for translating activities. The findings also show that the low proficiency students prefer to use Indonesian more than the higher proficiency students because of lack of vocabulary
THE ANALYSIS OF TWO ESL/EFL WEBSITES: ENGLISHCLUB AND ACTIVITIES FOR ESL STUDENTS Antonia Tefa; Flora Debora Floris
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.7-12

Abstract

This study reviewed two well known ESL/EFL websites namely EnglishClub and Activities for ESL Students using the website evaluation framework proposed by Hasan and Abuelrub (2011). The writers found that Activities for ESL Students met 79.92% of the website evaluation criteria with 211 of the total score; while EnglishClub met 79.54% of the website evaluation criteria with 210 of the total score. Thus there was no significant difference between these two websites. Both EnglishClub and Activities for ESL Students are good for ESL/EFL learners
THE EVALUATION OF WHEN ENGLISH RINGS A BELL (REVISED EDITION): TEACHERS’ PERSPECTIVES Eva Faujiah; Flora Debora Floris
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.13-19

Abstract

This study was done to find out the teachers` opinions regarding the coursebook, When English Rings A Bell (revised edition), in terms of (1) the coursebook`s language content, (2) the presentation of English skills in the coursebook, and (3) the coursebook`s topic, subject content, and social values. The data of this study was the teachers` written and/or oral answers of the questions used as the evaluation guidelines as proposed by Cunningsworth (1995). The teachers stated that (a) the topics, (b) subjects content, and (c) social and cultural values presented in the coursebook were appropriate to the Indonesian people`s way of life by not differentiating in gender. In addition, although the book provided practices for all English skills, the book should include additional material to support them, for instance, recorded material on a cassette for listening practices. The book did not also include all language contents as proposed by Cuningsworth (1995).
SPEECH STYLES USED BY YOUNG FEMALE AND MALE TEACHERS IN TEACHING ENGLISH TO THEIR OLDER STUDENTS Febriani N Ronsumbre; Esther H Kuntjara
Kata Kita: Journal of Language, Literature, and Teaching Vol 3, No 2 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.3.2.20-26

Abstract

This study discussed about the speech styles used by a young female and a young male teacher in teaching English to their older students, the tendencies of using the features of each speech styles, and the use of opposite gendered speech styles. Through the classroom observation, the findings showed that the young female teacher applied six features of female speech styles and five features of male speech styles while the findings of theyoung male teacher showed that he only applied five features of male speech styles and applied six features of female speech styles.From the findings, it could be concluded that the most dominant speech styles used by the young female teacher is ‘Female Speech Style’ and the most dominant feature is ‘Co-operative’. And, the most dominant speech styles used by the young male teacher is ‘Male Speech Style’ and the most dominant feature is ‘Co-operative’ feature of female speech style

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