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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Neologia: Jurnal Bahasa dan Sastra Indonesia
Kartini Kartini
Universitas Negeri Makassar
Arts Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Initiation-Response-Feedback Pattern Used by Lecturer-Students in EFL Classroom Interaction Kartini Kartini; Sitti Syakira; Sitti Aisyah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i1.5144

Abstract

Applying a descriptive qualitative method with case study design, this research aimed at finding and describing how initiation-response-feedback take place in classroom interaction. The data collection was done through observation conducted in two classes of the third-year students of English Education Department in one of the state universities in Makassar. The observation was conducted three times in each class. Analyzed using discourse analysis, the results show that in term of initiation, four subclasses were used by the lecturer namely requestives,descriptives, elicitation, and informatives. In term of students’ responding act, students used three subclasses features namely positive responding act, negative responding act, and temporization. As for follow-up, the lecturer used three subclasses features namely endorsement, concession, and acknowledgment. This research also found that acknowledgment was used to repair and accept with repair student’s response. Classroom interaction took place by using subclasses of head act. The lecturer uttered initiation based on the function of each subclasses. That was similar to how students’ responding act took place which was based on lecturer initiation. Furthermore, the lecturer responded students’ in many ways based on the responding act. Hence, it should be pointed out that a turn can be made up not only of a single move, but also of two moves: it can be either a combination of a responding and an initiating move, or a follow-up and an initiating move. However, initiation moves, response moves and follow-up moves cannot be separated each other since it was three-part exchange in classroom interaction. Keywords: Initiation-Response-Feedback, Lecturer’s Initiation and Feedback, Students’ Response, EFL Classroom Interaction  
MITOS KECANTIKAN DALAM NOVEL KOMPROMI KARYA SOESILO TOER: KAJIAN FEMINISME Kartini Kartini
20-87-2496
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.776 KB)

Abstract

Abstract: The beauty myth in a Kompromi novel by Soesilo Toer. The purposeof this study is to describe the beauty myths and the influence of beauty myths onfemale characters in the Kompromi novel by Soesilo Toer. This research isdescriptive qualitative. Data collection techniques in this research is observationand documentation techniques by applying reading and note taking techniques. Thisresearch was conducted by indentifying, clarifying, interpreting, and describingbeauty myths and the influence of beauty myths on female characters in theKompromi novel by Soesilo Toer: The study of feminism. Based on research resultsobtained, in the author’s Kompromi novel raises female characters who areobsessed with beauty myths that women are said to be beautiful when white, slimbody shape, sharp nose, like a doll, and decorated, sexy and teasing.
Co-Authors Sitti Aisyah Sitti Syakira