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All Journal Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)
Siti Gina Meilani
Suryakancana University
Arts Education Languange, Linguistic, Communication & Media

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PRE-SERVICE TEACHERS’ TALK IN VOCATIONAL HIGH SCHOOL: A CLASSROOM INTERACTION ANALYSIS Elis Homsini Maolida; Fuzi Fauziyah; Siti Gina Meilani; Susi Sulastri
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 8, No 2 (2020)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.759 KB) | DOI: 10.35194/jj.v8i2.1007

Abstract

In teaching and learning process there is an interaction between teacher and students known as classroom interaction. Classroom interaction can be broken down into two: teacher’s talk and student’s talk. However, in many classes it is common that teacher’s talk is more dominant than students’ talk. Deploying descriptive qualitative study,  this paper aimed to find out types of pre-service teacher’s talk in vocational high school classroom interactions, and to find out the type that most frequently used in that classroom interaction. The data were obtained from transcripts of the teaching video from three English pre-service teachers. The data were then analyzed and categorized by using framework of teachers’ talk proposed by Flanders (1970) namely Flanders Interaction Analysis Categories (FIAC). The result of this study shows that all categories of teachers’ talk occurred in the pre-service teacher classroom interaction with varied percentage of occurrence, such as Asks Question 53%, Accepts Feeling 3%, Praises or Encourages 7%, Accepts or Uses Ideas of Student 6%, Lecturers 9%, Gives Direction 18%, and Criticizes or Justifies Authority 4%. From the data, it can be seen that Asking Question is the category occurred the most in the classrooms which shows the pre-service teachers’ preference on using questions in their classroom interaction.Keywords: English class, classroom interaction, pre-service teacher, teacher’s talk, Flanders Interaction Analysis Categories (FIAC)
COOPERATIVE LEARNING STRATEGY IN CRITICAL READING ENGLISH TEXT THROUGH TEAM GAME TOURNAMENT (TGT) AND JENGA Fuzi Fauziyah; Siti Gina Meilani; Salsabila Salsabila
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 9, No 1 (2021)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.618 KB) | DOI: 10.35194/jj.v9i1.1236

Abstract

The rapid development of information has the potential to spread negative content such as hoax news, hate speech, or issues of radicalism and intolerance. In this case, critical reading skills are needed. By reading critically, readers can become more objective, able to sort and not easily swayed. However, the learning implementation of critical reading is not easy, especially coupled with the students' low reading interest and ability, especially towards English reading texts. This narrative review aims to examine cooperative learning strategies in critical reading of English texts through Team Game Tournament (TGT) and Jenga. The method used is literature study by examining various sources from journal articles in various databases, proceedings, and official websites on critical reading, cooperative learning, TGT, and Jenga games. The selected data is then reduced, classified, analyzed, and concluded. The results of literature search show that in critical reading students not only understand the content of the text but also analyze and evaluate the text they read. In this case, cooperative learning facilitates students to critically exchange ideas about the insights, ideas, and points of view they get from the text. TGT, as a form of cooperative technique, has advantages of making students work together to try to improve critical reading scores quickly and accurately in groups. In practice, Jenga which is believed to have the superiority of cooperative, communicative, and effective aspects can be used by modifying and adding questions related to critical reading so that students try to understand and analyze the text accurately. Seeing the advantages of TGT as a cooperative learning strategy and the benefits of the Jenga in critical reading, the integration between the two can facilitate three important aspects, namely critical, fast and accurate so that it has the potential to develop students' critical reading skill in reading English text.Keywords: critical reading, cooperative learning, team game tournament (TGT), jenga 
Co-Authors Elis Homsini Maolida Fuzi Fauziyah Salsabila Salsabila Susi Sulastri