Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4022
Anugrah Aprizon
The purpose of this study was to describe whether the speaking materials from the English textbook entitled "When English Rings a Bell" for 7th Grade Junior High School students fulfill the criteria of good speaking materials based on the Cunningsworth' and Savignon’s theory. This was written by Yuli Rulani Khatimah, Asep Gunawan, and Siti Wachidah. This research is expected to provide a detailed understanding of speaking materials. This study used a document analysis design in collecting data. The researcher used descriptive qualitative methods. The researcher used the instruments in the checklist table. The results of this study indicate that 31% of components meet the criteria in the speaking materials in this textbook. The speaking material in this textbook has some lack in the linguistic and activity aspect but, this book has a good design because its design with colorful and also presents attractive pictures. From the research results, it can be concluded that the speaking materials in this book did not fulfill all of the criteria of good reading materials according to Cunningsworth and Savignon's theory.
本研究的目的是根据Cunningsworth和Savignon的理论，描述初中七年级英语教材《When English Rings a Bell》中的口语材料是否符合良好口语材料的标准。本文由Yuli Rulani Khatimah、Asep Gunawan和Siti Wachidah撰写。本研究旨在提供对口语材料的详细了解。本研究采用文献分析法收集资料。研究者采用描述性定性方法。研究人员使用了检查表中的仪器。本研究结果表明，31%的成分符合本教材口语材料的标准。这本书的口语材料在语言和活动方面有些不足，但这本书的设计很好，因为它的设计色彩丰富，而且图片也很吸引人。从研究结果可以看出，这本书中的口语材料并没有完全符合Cunningsworth和Savignon的理论对优秀阅读材料的所有标准。
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Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4036
Weli Tryanti
This paper aimed to find out the degrees of linguistic supports, content-based and affective supports, skill supports, and diversity and flexibility of speaking materials in “Pathway to English” for the tenth-grade students of senior high school. This was a descriptive research type with content analysis. The English textbook “Pathway to English” was published by Erlangga. The theory of Dat Bao was used to analyze the data. Based on the analysis, the result of linguistic support shows 36.36 % which means “Poor”. The result of content-based and affective support shows 54.54 % which means “Sufficient”. The result of skill support shows 45.45 % which means “Poor”. Diversity and flexibility show the result 45.45 % which is “Poor”. It is concluded that the speaking materials are not fully supported inspiration, imagination, creativity, and cultural sensibilities to satisfy learners with moments of inspiration, imagination, creativity, and cultural sensibilities, lack of spoken language characteristics, communication function and strategies, and a variety of speaking materials. It implies that the materials should be elaborated to fulfill those criteria proposed by Bao.
{"title":"CONTENT ANALYSIS OF SPEAKING MATERIALS IN ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL","authors":"Weli Tryanti","doi":"10.15548/rielt.v7i2.4036","DOIUrl":"https://doi.org/10.15548/rielt.v7i2.4036","url":null,"abstract":"This paper aimed to find out the degrees of linguistic supports, content-based and affective supports, skill supports, and diversity and flexibility of speaking materials in “Pathway to English” for the tenth-grade students of senior high school. This was a descriptive research type with content analysis. The English textbook “Pathway to English” was published by Erlangga. The theory of Dat Bao was used to analyze the data. Based on the analysis, the result of linguistic support shows 36.36 % which means “Poor”. The result of content-based and affective support shows 54.54 % which means “Sufficient”. The result of skill support shows 45.45 % which means “Poor”. Diversity and flexibility show the result 45.45 % which is “Poor”. It is concluded that the speaking materials are not fully supported inspiration, imagination, creativity, and cultural sensibilities to satisfy learners with moments of inspiration, imagination, creativity, and cultural sensibilities, lack of spoken language characteristics, communication function and strategies, and a variety of speaking materials. It implies that the materials should be elaborated to fulfill those criteria proposed by Bao.","PeriodicalId":273051,"journal":{"name":"RiELT Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124520672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4033
Sisma Relly
Class interaction is part of the communication between teachers and students that occurs in the class. To interaction with student in the classroom, should have conversation are the teacher and student. Interaction occurs when teachers and students have the same opportunity to talk in class. However, most classroom interactions are dominated by teacher talk. Therefore, as a teacher, choosing the type of conversation is important. As a type of teacher talk, the use of teacher questions is considered an appropriate way to encourage student responses while creating balanced interactions in the classroom. This is what influenced the researchers to conduct research at SMP Muhammadiyah 5 Padang, namely grade 8. The teacher in the class had difficulty interacting with students in the classroom. Therefore, he always tries to ask students questions to encourage student responses to create interaction in the classroom. This study is aimed to find out: first, the types of question used by English teacher at SMP Muhammadiyah 5 Padang. Second, The relation of questions to classroom interaction. To achieve that goal, the researcher used a qualitative method by conducting classroom observations, recording, and interview English teachers at SMP Muhammadiyah 5 Padang. The research shows that there are 32 questions in 2 hours of learning. Of the 32 questions,
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Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4025
Indah Nurul Arifah
Most significant issues in teaching English is most English textbooks do not systematically deal with vocabulary. This research uses a content analysis study using descriptive qualitative analysis. The procedure used in collecting data was the observation of an English textbook entitled “Bahasa Inggris” textbook for Senior High School Grade XII Published by Kemendikbud 2018 as the subject of this study this study aims to determine how vocabulary material presented and what percentage of vocabulary material presented in “Bahasa Inggris” textbook. This study is focus of vocabulary material based on criteria vocabulary analysis proposed by Murcia (1991). The results of the study showed that, the vocabulary material are presented in form vocabulary builder. Next result, first, the vocabulary items were used in appropriate contexts with percentage 33%. Second, the vocabulary items are presented in variety ways with percentage 21%. Third, the new vocabulary is repeated in sub sequent lesson with percentage 27%. Last, there is vocabulary exercise in each chapter with percentage 19%. So, the conclusion from that result, the vocabulary material in “Bahasa Inggris” textbook was match with vocabulary analysis proposed by Murcia and appropriate sufficient to apply as media in teaching-mastering process.
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Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4032
Putri Mulya Kasih, M. Kustati, Hidayat Al-Azmi
This research aims to determine the types of code switching and code mixing used by teachers in schools. This study uses descriptive qualitative research. In data analysis, researchers used instruments such as observation, interview and recording. The population of this study is the teacher and students of class VIII 2 MTsN 2 Solok Selatan. The results of the investigation is about how there are two language in the bilingual class : Indonesian as the main language and English as an additional language. The researchers found that there of code switching carried out by English teacher in the classroom according to theory, namely the type of Tag switching , Intra-Sentential switching and Inter-Sentential switching. According to the theory, the code mixing is divided into three types according to theory, Insertion, Alternation and Congruent Lexicalization. In research results , code switching often use intra sentential switching, and code mixing which is often used in the classroom is alternation. The conclusion of this discussion is that code switching and code mixing
本研究旨在确定学校教师使用的语码转换和语码混合类型。本研究采用描述性定性研究。在数据分析中，研究人员使用了观察、访谈和记录等手段。本研究的人群是mtsn2 sook Selatan VIII班的教师和学生。调查的结果是关于如何在双语班有两种语言:印尼语为主要语言和英语作为附加语言。研究者根据理论发现，英语教师在课堂上进行的语码转换有标签转换、句内转换和句间转换三种类型。根据理论，语码混合分为插入、交替和同词化三种类型。在研究结果中，语码转换多为句内转换，课堂中常用的语码混合是交替。本文讨论的结论是代码转换和代码混合
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Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4023
Taufik Hidayat Watan
Language and culture are interrelated. Having communicative competence may require students to understand the culture. Textbooks can effectively teach students cultural knowledge because it is easy to say that textbooks had a crucial role in EFL teaching. The study investigates the cultural content of the English textbook “Bahasa Inggris Untuk Siswa Smp – Mts, Written By Debi Karmila And Ratna Juwita Ningsih” for seventh-grade students of junior high school. The purpose of this study is to explore which culture is expressed and how it is expressed in textbooks. In this study, descriptive qualitative methods for textbook analysis used content analysis in particular. The study additionally used the two frameworks of cultural types Cortazzi and Jin (1999) and the frameworks of Adaskou, Britten, and Fahsi (1990) on cultural sensitivity. As a result of analyzing the textbook, the researcher finds two things. First, Bahasa Inggris Untuk Siswa Smp-Mts., Which is predominantly shown through the source culture (39%) compared to the target (6%) and international culture (9%(. Second, culture was mostly being expressed by a pragmatic sense (36%) compared to the aesthetic (3%), semantic (2%), and sociological (24%) senses of the textbook. Based upon the findings, this study suggests that authors of English textbooks include a presentation of a balance between source culture, target culture, and international culture.
语言和文化是相互关联的。具备交际能力可能需要学生了解文化。教材能够有效地向学生传授文化知识，可以说教材在英语教学中起着至关重要的作用。本研究调查了初中七年级英语教材《Bahasa Inggris Untuk Siswa Smp - Mts》的文化内容，由Debi Karmila和Ratna Juwita Ningsih编写。本研究的目的是探讨哪些文化在教科书中被表达，以及如何被表达。在本研究中，教科书分析的描述性定性方法特别使用了内容分析。本研究还使用了Cortazzi和Jin(1999)的两种文化类型框架以及Adaskou、Britten和Fahsi(1990)的文化敏感性框架。通过对教科书的分析，研究者发现了两件事。首先，Bahasa Inggris Untuk Siswa Smp-Mts。这主要表现在源文化(39%)，而目标文化(6%)和国际文化(9%)。其次，与教科书的美学(3%)、语义(2%)和社会学(24%)感觉相比，文化主要是通过语用感(36%)来表达的。在此基础上，本研究建议英语教科书的作者应该在原文文化、目标文化和国际文化之间保持平衡。
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Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4021
Nurkhairat Arniman, Luli Sari Yustina
Google Meet is the service created by Google for educational institutions which the usage has fully supported from the Minister of Education and Culture. In order to prevent the transmission of Covid-19, education at all levels is conducted through online. The aims of this study are to examine the kinds of teaching listening skill in which carried out via Google Meet and to describe efficacy of Google Meet in facilitating teaching listening skill based on the students’ perception. Envolving trends of Google Meet offers numerous features of Google to support in teaching listening skill. This feature allows for an unlimited number of members to participate, communicate and live interact and chatting style especially for supporting teaching listening skill. The Google Meet which was created by lecturer was usually used by the students in the online class. Using Google Meet was very enhancing teaching listening skill for the students in UIN IB Padang.
Google Meet是谷歌为教育机构创建的服务，其使用得到了教育和文化部长的全力支持。为防止新冠病毒传播，各级教育都通过网络开展。本研究的目的是考察通过Google Meet进行的听力教学技巧的种类，并描述基于学生感知的Google Meet在促进听力教学技巧方面的功效。包括趋势的谷歌满足提供了谷歌的许多功能，以支持在教学听力技巧。这个功能允许无限数量的成员参与，交流和现场互动和聊天风格，特别是支持教学听力技能。由讲师创建的谷歌会议通常由在线课程的学生使用。使用Google Meet对UIN IB巴东校区学生的听力教学有很大的提高。
{"title":"SCAFFOLDING OF GOOGLE MEET FOR TEACHING LISTENING SKILL IN UIN IB PADANG","authors":"Nurkhairat Arniman, Luli Sari Yustina","doi":"10.15548/rielt.v7i2.4021","DOIUrl":"https://doi.org/10.15548/rielt.v7i2.4021","url":null,"abstract":"Google Meet is the service created by Google for educational institutions which the usage has fully supported from the Minister of Education and Culture. In order to prevent the transmission of Covid-19, education at all levels is conducted through online. The aims of this study are to examine the kinds of teaching listening skill in which carried out via Google Meet and to describe efficacy of Google Meet in facilitating teaching listening skill based on the students’ perception. Envolving trends of Google Meet offers numerous features of Google to support in teaching listening skill. This feature allows for an unlimited number of members to participate, communicate and live interact and chatting style especially for supporting teaching listening skill. The Google Meet which was created by lecturer was usually used by the students in the online class. Using Google Meet was very enhancing teaching listening skill for the students in UIN IB Padang.","PeriodicalId":273051,"journal":{"name":"RiELT Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133183721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.15548/rielt.v7i2.4024
Vira Milya Putri
The implementation of interesting learning techniques by the teacher can help students to be more enthusiastic about learning to speak English. One of them is with the teacher implementing the talking stick technique in learning to speak. The researcher found that the teacher who had applied the talking stick technique in learning to speak English was the teacher at the 1 Solok vocational high school. The object of this research is to analyze how the English teacher applies the talking stick technique in teaching speaking in the tenth grade of SMKN 1 Solok based on the steps and procedures of Helman's theory of Talking Stick. In this study, the researcher used a qualitative descriptive study in which the researcher analyzed 1 English teacher in applying the talking stick technique in learning to speak through four meetings. In collecting data, the researcher used the instrument of observation checklist, field notes, video and also documentation. Based on the results of observations that have been made by researchers on teachers who apply talking stick learning techniques in learning speaking with reference to the steps and procedures of Helman's theory (2009), in three meetings it can be found data from the steps and procedures in implementing the talking stick technique by teachers who have been implemented are categorized as very good with an average value of 3 meetings, namely 19, 6 because it lies in the score range 19, 6-24. Related to this, the teacher in implementing the talking stick technique is in accordance with Helman's theory which the researcher studied from one teacher in grade ten at a vocational high school 1 Solok.
{"title":"Implementation Of Talking Stick Technique In Teaching English Speaking At X Grade Students Of Smkn 1 Solok","authors":"Vira Milya Putri","doi":"10.15548/rielt.v7i2.4024","DOIUrl":"https://doi.org/10.15548/rielt.v7i2.4024","url":null,"abstract":"The implementation of interesting learning techniques by the teacher can help students to be more enthusiastic about learning to speak English. One of them is with the teacher implementing the talking stick technique in learning to speak. The researcher found that the teacher who had applied the talking stick technique in learning to speak English was the teacher at the 1 Solok vocational high school. The object of this research is to analyze how the English teacher applies the talking stick technique in teaching speaking in the tenth grade of SMKN 1 Solok based on the steps and procedures of Helman's theory of Talking Stick. In this study, the researcher used a qualitative descriptive study in which the researcher analyzed 1 English teacher in applying the talking stick technique in learning to speak through four meetings. In collecting data, the researcher used the instrument of observation checklist, field notes, video and also documentation. Based on the results of observations that have been made by researchers on teachers who apply talking stick learning techniques in learning speaking with reference to the steps and procedures of Helman's theory (2009), in three meetings it can be found data from the steps and procedures in implementing the talking stick technique by teachers who have been implemented are categorized as very good with an average value of 3 meetings, namely 19, 6 because it lies in the score range 19, 6-24. Related to this, the teacher in implementing the talking stick technique is in accordance with Helman's theory which the researcher studied from one teacher in grade ten at a vocational high school 1 Solok.","PeriodicalId":273051,"journal":{"name":"RiELT Journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128444487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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