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Maspul Journal of English Studies (Majesty)
Published by Universitas Muhammadiyah Enrekang
ISSN : -     EISSN : 26570157     DOI : https://doi.org/10.33487/majesty
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Maspul Journal of English Studies (MAJESTY) is an academic journal that provides a scholarly forum for the exchange of ideas, research findings, and current developments in the broad field of English studies. The journal welcomes contributions from academics, researchers, lecturers, teachers, and practitioners from diverse institutions and disciplinary backgrounds. MAJESTY focuses on English language teaching, applied linguistics, linguistics, literature, translation, literacy, discourse studies, cultural studies, and other relevant areas within English studies. Through this scope, the journal seeks to contribute to the advancement of knowledge, theory, and practice that support language learning, communication, literacy development, intercultural understanding, and educational innovation.
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Search results for , issue "vol. 6 no. 2 (2024): curriculum development" : 1 Documents clear
An Analysis of Imperatives Used by the Teacher in EFL Classroom Interaction in Indonesian Secondary School Rahmaeni Rahmaeni; Nurwafiqah Amirah Budi
Majesty Journal Vol. 6 No. 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.41

Abstract

The way teachers communicate with students significantly affects the success of learning. Giving imperatives is one of the methods teachers use to communicate with students and enhance the effectiveness of the teaching and learning process. This research aimed to analyze the imperatives used by teachers in EFL classroom interactions in Indonesian secondary schools. The study employed a qualitative design. The subjects of the research were a representative English teacher and students from class XI IPS at SMAN 3 Enrekang, selected using a purposive sampling technique. Data were collected through classroom observations, video recordings, and interviews. The data were then analyzed using an interactive model of data analysis, which included data collection, data display, data condensation, and conclusion drawing/verification. The findings revealed that the teacher used different expressions when giving imperatives during the teaching and learning process, including positive, brief, and negative imperatives. The teacher employed imperatives to manage the classroom and instruct students. The use of imperatives was effective because students generally understood the teacher’s expectations, although the teacher sometimes needed to repeat certain imperatives to ensure student compliance. Students were able to grasp the imperatives easily because the teacher usually gave brief instructions. However, when the teacher used a different style of imperative, students sometimes became confused and struggled to respond immediately.

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