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All Journal Vision: Journal for Language and Foreign Language Learning English Education Journal
Vebriyanto, Danu Angga
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Arts Humanities Education

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TEACHER’S QUESTIONS IN EFL CLASSROOM INTERACTION Vebriyanto, Danu Angga
Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i21595

Abstract

Questioning is a basic method implemented by teacher in orderto build interaction in the classroom and also to stimulate the stu-dents to perform their speaking skill in target language. The presentstudy attempted to describe the types of questions that the teacherusually applies in the classroom during teaching and learning pro-cess, to fi nd out the teacher’s purposes of applying those levels ofquestioning, and to describe the effects of applying the levels ofquestioning for the students’ understanding of English, and to iden-tify students’ oral responses towards teacher questions. The datawere collected by recording the teaching and learning process andinterviewing the English teacher. Based on the research fi ndings, itwas discovered that the teacher utilized certain types of questions.Referential-open questions that can elicit longer responses were31%. On the other hand, the percentage of display-closed questionswas 69%. Questions that are categorized as display/closed ques-tions were widely used for checking students’ understanding of thematerials questions that categorized as referential/open questionswere widely used for looking for certain information from the stu-dents. It was found that in all season 70% of students’ responseswere in form of words. The production of words was the effect ofemploying display or closed question. In the other hand, students’responses in form of sentence were 7 sentences. It was the effect ofemploying referential or open question.
Types and Functions of Hedges and Boosters in Graduate Students’ Research Articles Vebriyanto, Danu Angga; Mujiyanto, Januarius
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.32508

Abstract

Hedges and Boosters are important rhetorical devices for increasing or reducing the force of claims in academic writing. Compared to other aspects rhetorical patterns or devices in research articles, quite surprisingly the use of hedges and boosters in research articles has attracted little attention from researchers. This study aimed to investigate the use of hedges and boosters employed by graduate students in research articles. This study was a descriptive qualitative study of twenty research articles written by graduate students aiming at revealing the realization of types and functions of hedges and boosters as well as their relations based on the taxonomy of Hyland (1998) and Salager-Meyer (1997). The strategies were elaborated into five sub-research questions to seek for types, functions, and relation of hedges and boosters. The objects of the study were the research articles written by graduate students. The data were gathered through documentation. The findings revealed that there were seven types of hedges and eight types of boosters employed by students. Dealing with the functions of hedges and boosters, it was discovered that the graduate students employed four functions of hedges and three functions of hedges. Moreover, it was discovered that hedges and boosters tend to be clustered together to create harmonic combination. the present study suggests the EFL lecturers to pay attention to the significance of hedges and boosters to enrich the students’ knowledge on the parts of discourse. It might become references for advisors to have many attentions on the students under their guidance.
Co-Authors Januarius Mujiyanto, Januarius