CLASSROOM LANGUAGE FUNCTIONS USED BY EFL TEACHER DURING DISTANCE LEARNING IN JUNIOR HIGH SCHOOL

E-LINK JOURNAL Pub Date : 2023-06-30 DOI:10.30736/ej.v10i1.516

Ni Nyoman Bunga Cahyani, Luh Putri Artini, L. Wahyuni

引用次数: 0

Abstract

The purpose of this study is to describe the classroom language functions used by the EFL teacher in junior high school during distance learning. This study is classified as qualitative descriptive research. This research was conducted in SMP N 2 Sawan with only one subject, a grade 7 English teacher. The findings of this study showed that the EFL teacher preferred to implement ’seeking information’ as the highest classroom language function delivered during distance learning, followed by ’explaining’ by 21.88%, ’persuade’ came in third place with 20.31%. In fourth place is ’ordering’, with 17.19 percent. Next are ’evaluating’ (1.95%), ’comparing’ (1.56%), ’analyzing’ (1.17%), ’proving/debating’ (0.78%), justifying (0.78%), ’inferring’ (0.39%), and ’synthesizing’ (0.39%). Meanwhile, the teacher did not use two functions during teaching. They were ’classifying’ (0%) and ’solving problems’ (0%).

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初中远程教学中英语教师的课堂语言功能

本研究的目的是描述初中英语教师在远程教学中所使用的课堂语言功能。本研究属于定性描述性研究。本研究是在SMP n2sawan进行的，只有一个被试，一位七年级的英语老师。本研究发现，在远程教学中，英语教师倾向于将“寻找信息”作为最高的课堂语言功能，其次是“解释”(21.88%)，第三是“说服”(20.31%)。排在第四位的是“订购”，占17.19%。其次是“评估”(1.95%)、“比较”(1.56%)、“分析”(1.17%)、“证明/辩论”(0.78%)、“证明”(0.78%)、“推断”(0.39%)和“综合”(0.39%)。同时，教师在教学过程中没有使用两个功能。他们是“分类”(0%)和“解决问题”(0%)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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