Koleksi Prosiding
http://repo.iainbatusangkar.ac.id/xmlui/handle/123456789/8426
Perpustakaan Prodi PENDIDIKAN (TADRIS) BAHASA INGGRIS Repository2024-03-29T15:06:28ZPOSITIVE POLITENESS STRATEGIESIN EFL CLASSROOM
http://repo.iainbatusangkar.ac.id/xmlui/handle/123456789/12250
POSITIVE POLITENESS STRATEGIESIN EFL CLASSROOM
Rita Erlinda and Meiva Mutia Rahmi
Learning a foreign language involves not only knowing how to speak and write well, but also how to behave linguistically. Therefore, the teacher-student interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in EFL classroom from pragmatic perspective.It focuses on linguistic politeness; that is, the ways the teacher expresses politeness verbally through teachers’ use of language.This study explores positive politeness strategies used by teacher in three 90-minute English lessons in a senior high school. The data were videorecorded from three different classroom settings where English is the object and the medium of teaching learning process. The analysis is based on Brown and Levinson‘s politeness strategies. The result shows that there are six strategies that emerged in the teacher-student interaction namely, strategy 2, Exaggerate interest, approval, sympathy with hearer; strategy 4, use ingroup identity markers; strategy 5, seek agreement; strategy 10, offers, promise; strategy 12, including both speaker and hearer in activity and strategy 13, giving or asking a reason. The age difference, institutional setting, power, and the limitation of the linguistic ability of the students has contributed to the different choices of positive politeness strategies.
2019-07-16T00:00:00ZIntegrasi Pendidikan Karakter dan Pendidikan Moral dalam Pembelajaran Sastra (Sebuah gagasan Pengembangan Nilai-nilai Karakter Bangsa dalam Pembelajaran Bahasa Inggris
http://repo.iainbatusangkar.ac.id/xmlui/handle/123456789/12249
Integrasi Pendidikan Karakter dan Pendidikan Moral dalam Pembelajaran Sastra (Sebuah gagasan Pengembangan Nilai-nilai Karakter Bangsa dalam Pembelajaran Bahasa Inggris
Dr .Rita Erlinda
It cannot be denied that character and moral educations is a must for Indonesian young generation nowadays. mOne of effective ways to do it is by integrating character traits and moral values in curriculum for every course includes English. According to content standard (in school level-based curriculum) or main competency (in 2013 curriculum), narrative text is the best teaching material to instill character traits and moral value to the students. The implementation of the integration of moral and character education in narrative text will work well if the teacher use the combination of integrative approach (Savvidou, 2004; Divsar, 2009) and reflecyive approach (Wang, 2003) as recommended model. The phases of teaching English narrative text follow four stages, namely: (1) the preliminary phase: to provide students with linguistic analysis and aims at building students’ comprehension; (2) the content-cultural phase: providig students with certain aspects of culture and literature; (3) synthesis phase:providing an overall evaluation of the text and includes expression and exchange of students’ reactions to the literary text and their understanding as well; and (4) reflective phase: involving students with real-life situation in the narrative text. This can be done by asking students to do role-play, debate, writing “if-then” essay or playing game. By using this model, literature helps students develop linguistic competence, communicative skills as well as their knowledge of language accross discourse type, besides develop students’ character traits and moral values.
2019-07-16T00:00:00ZBridging Critical Reading and Self-Critical Writing: EAP Task-Based Teaching for Post Graduate Students
http://repo.iainbatusangkar.ac.id/xmlui/handle/123456789/12248
Bridging Critical Reading and Self-Critical Writing: EAP Task-Based Teaching for Post Graduate Students
Dr .Rita Erlinda
Teaching English for students studying for a master degree in English for Academic Puposes (EAP) context should enable the students to be a critical reader of literature in order to have capability to write critical literature review in their area of study. In EAP context, meaningful and challenging tasks are essential element of the teaching process. One of the main assumptions of EAP is that teaching materials should enable learners to acquire the variaety of language and skills they will need in typical situation they meet in their academic or professioal life. To accomplish the tasks well, the student is enquired to be capable to apprehend meaning of various authentic materials, such as research-based article (IMRAD format article), book chapter, book review, etc. To comprehend these scientific literatures, they should be provided with strategies and skills—integrated reading and writing. These will be conveyed through an effective methodology in the classroom—Task-based Language Teaching (TBLT). One of the principles of TBLT is using authentic materials to link classroom language learning with real world tasks. This present paper aims at describing how TBLT, as an effectual instructional method of teaching English, comes out to help the students be a skilled reader of AIMRAD format of research-based article. The implementation of this technique begins with critical reading activities which are divided into three stages—pre-reading task, while-reading task and post reading task—and terminate with writing summary as critical literature review. Fauthfully, this strategy can facilitate the students completing their academic tasks.
2019-07-16T00:00:00ZUsing Humour in EFL Classroom Interaction: an Effective Way of Byrning Students’ Interest in Learning English
http://repo.iainbatusangkar.ac.id/xmlui/handle/123456789/12247
Using Humour in EFL Classroom Interaction: an Effective Way of Byrning Students’ Interest in Learning English
Dr. Rita Erlinda and Kadri
Teaching English at secondary school level is meant to enable students to grasp out communicative competences. To attain this purpose fruitfully, English teacher needs to consider strategy how to encourage students to take a part in classroom interaction. One of strategy that can be played by English teacher is “humour” because it is like a battery—creating good circumstances in doing communication. This study approaches teacher-students interaction in EFL classroom from pragmatic perspective. This study explores the types and functions of humours used by English teacher in classroom interaction at the tenth grade of Islamic Senior High School. The data were video recorded from three different classrooms in 90 minutes English lessons. The data were anlyzed based on the theory of Gay and Airasian (2000), Miles and Hubberman (1983) and Chelimsky (1989). The results of the study shows that (1) there are five types of humour used by English teacher in classroom interaction, namely (a) irony, (b) teasing, (c) banter, (d) language play and (e) jokes; and (2) the humours used by English teacher functions as (a) developing open and supportive communication climates, (b) enhancing positive interaction, (c) creating amusement, (d) lowering students’ anxiety, and (e) fostering students to be courageous to take part in classroom interaction.
2019-07-16T00:00:00Z