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All Journal English Education Journal Indonesian TESOL Journal Studies in English Language and Education
Meta Keumala
Universitas Syiah Kuala
Education Languange, Linguistic, Communication & Media

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MACROSTRUCTURE OF CLASSROOM SPOKEN DISCOURSES PRODUCED BY ENGLISH TEACHERS Meta Keumala; Iskandar Abdul Samad; Dohra Fitrisia
English Education Journal Vol 11, No 4 (2020)
Publisher : Universitas Syiah Kuala

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Abstract

For English teaching practice, it is important to deliberate productive talks that spur students’ comprehension, creativity, and problem solving ability. This research aimed at finding out the spoken discourse based on six phases of macrostructure in English classrooms. In this study, the writers employed observation guide sheets to collect the data and it was employed to 2 English teachers in Aceh Besar. The guide was developed based on Van Dijk (1980) on macrostructure in discourse society. The theory was adopted and adjusted based on the classroom spoken discourse. The data were analyzed using the interactive model analysis by Miles, Huberman, and Saldana (2014). The steps were data condensation, data display, and data verification by using a percentage formula. The findings indicate that two teachers conducted the process of teaching and learning activities according to the lesson plans that they had previously designed. Even though both of them had different teaching strategies, but the lesson plans had a complete structure with 6 steps in macro-phases.
The Influence of socio cultural and educational background on EFL learners' motivation Meta Keumala; Nanda Marlina Samad; Iskandar Abdul Samad; Noor Rachmawaty
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (788.468 KB) | DOI: 10.24256/itj.v1i1.556

Abstract

Abstract:    It is undeniable that motivation plays a very important role in the learning process of students. However, some learners still face difficulties in learning English language due to some factors such as differences on its cultural aspects that contributes to the lack of intercultural competence on EFL learners. The aim of the research is to investigate the socio cultural and educational factors that influence the learner’s motivation on English as a Foreign Language (EFL) learning among post-graduate students of English Department of Syiah Kuala University, Aceh, Indonesia. The method of the study is descriptive qualitative where researchers collected the data through library research and distribution of questionnaires to twenty students. The results showed that socio cultural and educational background impact on learners’ motivation in EFL learning. Students who are in collectivistic culture (60%) carried traditional thinking in facing new culture during the EFL learning process while the rest of the students who are in the part of individualistic culture (40%) tend to react positively in facing new culture. Furthermore, educational background also has impacted the learners’ motivation. Students’ prior knowledge contribute to (70%) their learning achievement.
Am I getting my point across? Microstructure of English classroom discourses by Acehnese teachers Meta Keumala; Dohra Fitrisia; Iskandar Abdul Samad; Sofyan Abdul Gani
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (540.825 KB) | DOI: 10.24815/siele.v9i1.20954

Abstract

For English teaching practice, productive talks that spur students’ comprehension, creativity, and problem-solving ability are vital. This research aimed at finding out the spoken discourse based on six phases of microstructure in English classrooms. The data were obtained recordings and observations of two English teachers, chosen through purposive sampling, from Islamic senior high schools in Aceh. The data were concerned with the lexical density or the ratio of content to grammatical or function words within a clause. They were analyzed through thematic analysis which consists of five steps: data familiarization, code generation, theme search, themes revision, and theme definition. It was found that the total lexical density obtained by the first teacher in Class A was 63.66% and in class, B was 66.52%, while the second teacher in Class A was 71. 74% and in Class B was 68.12%. The second teacher 2 in Class A had a higher lexical density than the first teacher even though both of them are considered to produce a high lexical density of around 60-70%. The formality of spoken discourse of the two teachers shows that the first teacher produced 172.5 while the second teacher produced 184. It means that the second teacher's spoken discourse was more formal than the first teacher’s discourse. To analyze the utterances of teachers and to find the density of language used in the classrooms during the teaching and learning process is important because they implicitly inform whether the language used is understandable for the students or not.
Am I getting my point across? Microstructure of English classroom discourses by Acehnese teachers Meta Keumala; Dohra Fitrisia; Iskandar Abdul Samad; Sofyan Abdul Gani
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.20954

Abstract

For English teaching practice, productive talks that spur students’ comprehension, creativity, and problem-solving ability are vital. This research aimed at finding out the spoken discourse based on six phases of microstructure in English classrooms. The data were obtained recordings and observations of two English teachers, chosen through purposive sampling, from Islamic senior high schools in Aceh. The data were concerned with the lexical density or the ratio of content to grammatical or function words within a clause. They were analyzed through thematic analysis which consists of five steps: data familiarization, code generation, theme search, themes revision, and theme definition. It was found that the total lexical density obtained by the first teacher in Class A was 63.66% and in class, B was 66.52%, while the second teacher in Class A was 71. 74% and in Class B was 68.12%. The second teacher 2 in Class A had a higher lexical density than the first teacher even though both of them are considered to produce a high lexical density of around 60-70%. The formality of spoken discourse of the two teachers shows that the first teacher produced 172.5 while the second teacher produced 184. It means that the second teacher's spoken discourse was more formal than the first teacher’s discourse. To analyze the utterances of teachers and to find the density of language used in the classrooms during the teaching and learning process is important because they implicitly inform whether the language used is understandable for the students or not.
Co-Authors Dohra Fitrisia Gani, Azhar Abdul Iskandar Abdul Samad Nanda Marlina Samad Noor Rachmawaty