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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
<p> Menganalisis strategi negosiasi makna</p>
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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
<p> MELIHAT STRATEGI NEGOSIASI MAKNA DALAM BERBICARA</p>
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SPEECH ACTS FOUNDS IN TEACHER TALKS IN CLASSROOM INTERACTION AT MTSN 5 PADANG
<p class="Default" style="margin-left:18.0pt;text-align:justify;text-indent:36.0pt; line-height:150%"> <span lang="EN-GB">The study aims to find out speech acts used by English teachers in classroom interaction at MTsN 5 Padang. </span><span lang="EN-US">What types of speech acts found teachers’ talk in classroom interaction at </span><span lang="EN-GB">MTsN 5 Padang</span><span lang="EN-GB"> </span><span lang="EN-US">and what the function of each type of speech acts found in teachers’ talk in classroom interaction at </span><span lang="EN-GB">MTsN 5 Padang</span><span lang="EN-US">. <o:p></o:p></span></p>
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Teacher’s Challenges in Integrating Kurikulum Berbasis Cinta into English Classroom Interactions at MTsN 10 Agam
ABSTRACT Yuni Aprila, 2322012. Teacher's Challenges in Integrating Kurikulum Berbasis Cinta into English Classroom Interactions at MTsN 10 Agam. Thesis, English Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sjech M. Djamil Djambek Bukittinggi (2026). Kurikulum Berbasis Cinta emphasized the integration of love-based values into classroom interactions to foster students' character development. However, previous studies had given limited attention to the practical challenges faced by English teacher's in integrating these values into classroom interactions, particularly in madrasah settings. Preliminary research at MTsN 10 Agam revealed that the implementation of Kurikulum Berbasis Cinta relied on general guidelines and teacher's individual interpretations and was accompanied by issues such as students' anxiety, uneven participation, and classroom discipline. Therefore, this study aimed to identify the challenges encountered by the English teacher in integrating Kurikulum Berbasis Cinta into English classroom interactions at MTsN 10 Agam. This study employed a qualitative case study design. The participants consisted of an English teacher as the main informant and 15 Grade VII students as supporting informants, selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews. The data were analyzed using the interactive model of Miles. Data triangulation was employed to ensure the trustworthiness of the findings. The study identified three main challenges faced by the English teacher in integrating Kurikulum Berbasis Cinta into English classroom interactions at MTsN 10 Agam. The challenge in integrating the value of Love for Self and Human Being was encouraging students to participate actively and confidently during English classroom interactions. The challenges in integrating the value of Love for Knowledge were adapting instructional strategies to address students' diverse learning needs and facilitating students to express and develop their ideas during English classroom interactions. These findings imply that the successful integration of Kurikulum Berbasis Cinta requires adaptive instructional strategies, supportive classroom interactions, and continuous professional support for English teacher.
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COMMUNICATION STRATEGIES EMPLOYED BY TEACHER AND STUDENTS IN ENHANCING ENGLISH CLASSROOM INTERACTION AT THE EIGHTH GRADE OF MTS TI BULAAN KAMBA
Arino Susanto, 20223001. “Communication strategies employed by teacher and students in enhancing English classroom interaction at the eighth grade of MTS TI bulaan Kamba”. A thesis graduate program in teaching English, faculty of education and teaching training, state Islamic University of Sjech M Djamil Djambek Bukittinggi 2025. This research is motivated by several issues faced by the eighth-grade students of MTS TI Bulaan Kamba, namely: The lack of connection between teacher and students in interactions, the lack of students' confidence to interact in English, the lack of teacher's understanding of students' needs in interacting in English. The researcher concentrates on communication strategies employed by teacher and students in enhancing English classroom interaction. The purposes of this research are as follows: To find out communication strategies employed by teacher in enhancing English classroom interaction at the eighth grade of MTS TI Bulaan Kamba, to find out communication strategies employed by students in enhancing English classroom interaction at the eighth grade of MTS TI Bulaan Kamba, to find out why the teacher and students choose those strategies in enhancing English classroom interaction at the eighth grade of MTS TI Bulaan Kamba. This study used a qualitative approach with a case study design. Observations were conducted six times in Class A, six times in Class B, and seven times in Class C. Interviews were conducted six times in Class A, six times in Class B, and five times in Class C. The interviews were conducted with the eighth-grade English teacher and twelve eighth-grade students. A semi-structured interview approach was used. Based on the research result, it was found that in classroom interactions, the strategy used by the teacher in communicating with the students are: Avoidance Strategies, Achievement or compensatory strategies and L1-based strategies. Second, the strategy used by the students in communicating with the teacher are: Avoidance Strategies, Achievement or compensatory strategies. Third, the reason the teacher chose those strategies are that the teacher wanted to encourage students to actively respond to questions and make the interaction more engaging, helping them get used to using English. On the other hand, the students used these strategies to help them respond more actively to the teacher’s questions, organize their answers more effectively, and make the interaction more engaging as they became more accustomed to using English.
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An Analysis on Functional Features of Teacher Talk in Classroom Interaction in Learning English at the Eleventh Grade of SMA N 1 Bukittinggi
This research is related to the use of functional features of teacher talk in the classroom interaction in learning English. The researcher found several problems in the process of learning English, which became the background for this research. The first problem was the dominance of teacher talk over student talk in the classroom. The second problem was that the teacher often asked yes/no questions. The third problem was the teacher provided monotonous feedback, such as using the words “good”, “okay” or “yes” in response to student contributions. So, the purpose of this research was to find out the types of teacher question and to find out the types of teacher feedback that the teacher used in the classroom interaction in learning English at the eleventh grade of SMA N 1. The research used a descriptive qualitative research design. The data was collected from observation and interview. The setting of this research was SMA N I Bukittinggi, specifically in one of eleventh-grade classes. The selected class was XI F.2, which consisted of 35 students. To analyze the data, the researcher used interactive model: (1) Data condensation, (2) Data display, and (3) Conclusion (drawing/verifying). Based on the results, it was found that the English teacher employed the three types of question: procedural, convergent and divergent questions. The most dominant type of the question in the classroom interactions is convergent questions. Regarding the types of feedback used by the teacher in the classroom, the teacher applied several types of feedback. Teacher feedback is divided into two main categories. The first type is feedback to the correct response, the teacher provides remarks such as "that's very good", and "that's a very good answer,". The second type of feedback is feedback to the incorrect and no response: prompt, criticizing, encouragement and ignoring. In this type of feedback, the teacher only used two types of feedback: encouragement and ignore. Encouragement is given by the teacher when a student is unsure or lacks confidence in providing an answer. The teacher ignored students when they remain silent or provide incorrect responses.
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Analysis Of Teacher Talk Modification In Classroom Interaction of Second Grade at MTsN 6 Kubang Putiah
The research was aimed to analysis the teacher talk modification of English teacher at second grade student at MTsN 6 Kubang Putih. This research was descriptive qualitative. , the subject of the research is the teacher and students of English class of the second grade in MTsN 6 Kubang Putih in academic year 2021. There is six class and one class consist of 30 students. The researcher focused on teacher’s talk in the classroom interaction in English class. The researcher used purposive sampling to choose the student to be interviewed or participant. The data of the present study are collected through observation in the classroom and conducting interview. Based on the findings, it was found that all the 8 indicators of modification of teacher talk were found in the English teacher of the 2nd grade in MTsN Kubang Putiah. The teacher rate of speech was slow when she is using English. The teacher did many pauses when she is explaining. The stress that teacher used was frequent which was done to emphasize the difference of positive and negative answer. The teacher exaggerated some of pronunciation. The vocabulary that the teacher uses is mostly everyday vocabularies. There is no subordination of teacher talk during explaining the material. The most frequent sentences that were used were declarative sentences. Finally, the teacher did self-repeat frequently.
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THE ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH CLASS BY USING FOREIGN LANGUAGE INTERACTION AT THE TENTH GRADE OF SMK N 2 BUKITTINGGI
ABSTRACT Kesmila Indung Putri: 2317126. The Analysis of Classroom Interaction in English Learning Process By Using Foreign Language Interaction (FLINT) at the Tenth Grade of SMK N 2 Bukittinggi Academic Year 2021/2022. A Thesis of English Education Department IAIN Bukittinggi 2021/2022. This research was based on the problem that happened in classroom interaction at the tenth grade of SMK N 2 Bukittinggi. The first problem was that most of the students were afraid to talk bacause they were afraid of making mistakes and did not feel confident in using English as their langauge. The second thing was some of the students like to talk less and they participated to talk if the teacher encouraged and asked them to talk. The last problem was, some of the students seemed not intersted in learning English. The teacher talked much while the students did not. Even though students should be active in the class. Due to this problem, the researcher wanted to know why the teacher talk was dominant than the students talk and what the dominant categories that were used in the teaching and learning English based on FLINT categories at the tenth grade of SMK N 2 Bukittinggi. This research used descriptive qualitative method. The respondens of this research was an English teacher and students tenth grade students of SMK N 2 Bukittinggi. The reseacher used purposive sampling technique. The data was collected by observation and interview. The data were analyzed by adopting Foreign Language Interaction (FLINT) System Categories. The researcher observed the classroom interaction in the class. The researcher also interviewed an English teacher who teaches at tenth grade of SMK N 2 Bukittinggi and the students at the tenth grade of SMK N 2 Bukittinggi about interaction in the classroom. The finding of this research answered two research questions that were used in this research. The first was why the teacher talk was dominant than the students talk based on FLINT categories at the tenth grade of SMK N 2 Bukittinggi. The teacher talk was dominant than the student talk because the students responses specific and students response open ended or student-initiatively were low. The students was less talkative, lacked vocabulary and were passive in the classroom. The second was what were the dominant categories that were used in the teaching and learning English based on FLINT categories at the tenth grade of SMK N 2 Bukittinggi. The dominant categories that were used in the classroom based on FLINT categories were giving information, giving direction and asking question.
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STRATEGI GURU TANYA SELAMA KELAS INTERAKSI DI MAS ASY SYARIF KOTO LAWEH TILATANG KAMANG
ABSTRACT Desi Yulia Putri, 2316034, ‘’Teacher's Questioning Strategy During The Classroom Interaction’’ at MAS Asy Syarif Koto Laweh Tilatang Kamang. A Thesis, State Islamic Institute (IAIN) Bukittinggi, 2021. The purpose of this study was to find out the Teacher Questioning Strategy During The Class Interactions at MAS Asy Syarif Koto Laweh Tilatang Kamang, and how to apply the Questioning Strategy in-Class Interaction at MAS Asy Syarif Koto Laweh Tilatang Kamang. Researchers found problems related to teachers and students. The first problem is that some students are often silent in English class. The second problem is that some students find it difficult to understand the learning material and the third problem is that the teacher ignores the differences in students' abilities. From the phenomenon above, the researcher wants to analyze what types and how to apply the Questioning Strategy During the Classroom Interaction used by Teachers at MAS Asy Syarif Koto Laweh Tilatang Kamang. This research is Descriptive Qualitative research that aims to analyze two research questions, namely: 1) What kind of questioning strategy is used by the teacher in classroom interaction at MAS Asy Syarif Koto Laweh? 2) How is the implementation of the questioning strategy used by the Teacher During Class Interactions at MAS Asy Syarif Koto Laweh?. Researchers analyzed this study at MAS Asy Syarif Koto Laweh Tilatang Kamang. The informants of this study were English Teachers at MAS Asy Syarif Koto Laweh Tilatang Kamang. Data collection techniques used in this study were interviews and checklist observation. Based on the findings of this study, it was found that the type of Questioning Strategy and how to apply the Questioning Strategy During the Classroom Interaction need to consider the seven principles of how to use the Questioning Strategy and the teacher has implemented all of them. The questioning strategy used by the teacher is effective and motivated. Researchers also found why teachers use a questioning strategy, which is to find out to what extent students master the material being taught, and by using the application of a Questioning Strategy at the beginning, middle, and end of learning serves to motivate students to answer the questions given so that students can answer the questions asked. give. and also proven to improve students' English achievement. Keywords: questioning strategy, classroom interaction. ABSTRAK Desi Yulia Putri, 2316034. Strategy Guru Dalam Bertanya Dalam Interaksi Kelas di MAS Asy Syarif Koto Laweh Tilatang Kamang. Skripsi, Institut Agama Islam Negeri (IAIN) Bukittinggi. Tujuan dari penelitian ini adalah untuk mengetahui strategi bertanya yang digunakan oleh guru dalam interaksi kelas di MAS Asy Syarif Koto Laweh Tilatang Kamang, dan bagaimana pengaplikasian Questioning Strategy dalam interaksi kelas di MAS Ssy Syarif Koto Laweh Tilatang Kamang. Peneliti menemukan masalah yang berhubungan dengan guru dan siswa. Masalah pertama adalah Beberapa siswa sering berdiam diri di kelas bahasa Inggris. Masalah kedua adalah Beberapa siswa sulit memahami materi pembelajaran dan masalah ketiga adalah Guru mengabaikan perbedaan kemampuan siswa. Dari fenomena di atas, peneliti ingin menganalisis apa jenis dan bagaimana pengaplikasian questioning strategy di dalam interaksi yang digunakan oleh guru di kelas bahasa di MAS Asy Syarif Koto Laweh Tilatang Kamang. Penelitian ini adalah penelitian kualitatif deskriptif yang bertujuan untuk menganalisis dua pertanyaan penelitian yaitu: 1) Jenis strategi bertanya apa yang digunakan guru dalam interaksi kelas di MAS Asy Syarif Koto Laweh? 2) Bagaimana penerapan strategi bertanya yang dilakukan guru saat interaksi kelas di MAS Asy Syarif Koto Laweh?. Peneliti menganalisis penelitian ini di MAS Asy Syarif Koto Laweh Tilatang Kamang. Informan penelitian ini adalah Guru Bahasa Inggris di MAS Asy Syarif Koto Laweh Tilatang Kamang. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara dan observasi ceklis. Berdasarkan temuan penelitian ini, ditemukan bahwa jenis questioning strategy dan bagaimana pengapikasian questioning strategy dalam interaksi kelas perlu mempertimbangkan tujuh prinsip bagaimana menggunakan questioning strategy dan guru sudah menerapkan semuanya. questioning strategy yang di gunakan oleh guru itu secara efektif dan termotivasi. Peneliti juga menemukan kenapa guru menggunakan questioning strategy, yaitu untuk mengetahui sejauhmana siswa menguasai materi yang di ajarkan dan dengan menggunakan pengaplikasian questioning strategy pada awal, pertengahan dan di akhir pembelajaran berfungsi untuk memotivasi siswa untuk menjawab pertanyaan yang di berikan sehingga siswa bisa menjawab pertanyaan yang di berikan. dan juga terbukti meningkatkan prestasi bahasa Inggris siswa. Kata kunci: strategy bertanya, interaksi kelas.
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Inisiatif Respon dan Feedback Dikelas Interaksi Pada Pelajaran Speaking di Semester 2 IAIN Bukittinggi
ABSTRACK Suci Ferdian, 2314.12. IRF (Initiation-Response-Feedback) on Classroom Interaction in Speaking Class at Second Semester in IAIN Bukittinggi 2019/2020. The researcher was conducted because the reseracher want to see the reflection of IRF on classroon interaction in speaking class at second semster as subject. For example, some student difficult to response by given the lecture. Because there were some students in speaking class lack vocabulary and shy to improving their speaking in classroom in front of other students. This is research aimed to find out the reflection IRF on classroom interaction in speaking class at second semester in IAIN Bukitinggi. This research aimed to find the out the reflection IRF on classroom interaction in speaking class at second semester in IAIN . This research is analysis study. The design of this research used descriptive quantitative. The total of population of 92 students people, the sample of this research was taken 50 people. This design of the data used random sampling at second semester in IAIN Bukittinggi. Based on data analysis, the result finding the research mean of initiation got 3.50 classified is often, response got 3.24 classified is sometimes and feedback got 3.45 classified 3.45. Between initiation, response, and feedback, initiation got mean 3.50 dominant than response and feedback. It means that the lecturer always give the initiation to the students like some questions, and the response of the students less because some difficulty.
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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
The aim of this paper is to reveal what kind of translingual strategies are practiced by the sixth semester students to build interaction in the translation class. This qualitative study conducted through observing students’ interaction in translation class (using English, Bahasa Indonesia and Minangkabau languages). The researcher found that four macro strategies proposed by Canagarajah (2013), envoicing, recontextualization, interactional and entextualization strategies were consciously used by students during communication. Envoicing strategies were used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization strategies were done through the use of feature of linguistic form such formulaic Islamic greeting in Arabic preceeding the talk. Interactional strategies used were confirmation check, check, clarification request and recast. Interestingly more competent students used simplification in communication and less competent speakers used leveling as entextualization strategies. The use of these strategies in speaking helps students (as speakers) to establish the classroom interaction.
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Translingual Negotiation Strategies Used by English Students to Build Classroom Interaction in Higher Education: A Case Study in Translation Class
Abstract - The aim of this paper is to reveal what kind of translingual strategies are practiced by the sixth semester students to build interaction in the translation class. This qualitative study conducted through observing students’ interaction in translation class (using English, Bahasa Indonesia and Minangkabau languages). The researcher found that four macro strategies proposed by Canagarajah (2013), envoicing, recontextualization, interactional and entextualization strategies were consciously used by students during communication. Envoicing strategies were used by way of word coinage, foreignization, as well as code switching and code mixing dominantly by students while asking and clarifying information. Recontextualization strategies were done through the use of feature of linguistic form such formulaic Islamic greeting in Arabic preceeding the talk. Interactional strategies used were confirmation check, check, clarification request and recast. Interestingly more competent students used simplification in communication and less competent speakers used leveling as entextualization strategies. The use of these strategies in speaking helps students (as speakers) to establish the classroom interaction.
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VERBAL HUMOR USED BY THE ENGLISH TEACHER IN THE CLASSROOM INTERACTION AT SECOND GRADE OF SENIOR HIGH SCHOOL 2 TILATANG KAMANG
ABSTRACT Ramza Ilhami, 2313.059. Verbal Humor Used By English Teacher in the Classroom Interaction at second Grade of Senior High School 2 Tilatang Kamang Academic Year 2017/2018. A Thesis. State Islamic Institute of Bukittinggi, 2018. This research was based on several problems that happened in the classroom interaction at the second grade class of SMA N 2 Tilatang Kamang. The problems were the students were not serious in the learning, they made noisy in the class and also they asked silly questions to the teacher. This research was designed as descriptive qualitative research. The informant of this research was the teacher who teaches English in second grade and all the second grade students which consist of 52 students. The informant was taken by using total sample because the informants are less than one hundred. The research used observation and interview as technique to collect the data. First, the researcher observed the verbal humor in the classroom interaction. Second, the researcher interviewed the teacher and student of second grade class about verbal humor in the classroom interaction. Based on the result of data analysis, the researcher finds that there are several types of verbal humor used by English teacher in the classroom interaction that is joke, puns and riddle. Besides, the researcher also finds the purposes of verbal humor in the classroom interaction that is help to establish rapport between the teacher and the students, brought the student together as a group, help establish a relaxed climate, mark the teacher as one who is approachable, made classroom a comfortable class and humor release strain and tension. In conclusion, there are several types of verbal humor used by the English teacher in the classroom interaction could help the student in learning English. Key Word : Verbal Humor, Classroom Interaction.