Asep Nurjamin; Lucky Rahayu Nurjamin; Yustika Nur Fajriah; Defani Berliana Sari
Abstract
This study aims to classify the turn-taking types used by students and to assemble the students’ reasons for choosing silence in online classroom interaction. Using a case study design, we obtained the data from observations and interviews. The observation was conducted by using CLOUDX Meeting ...
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This study aims to classify the turn-taking types used by students and to assemble the students’ reasons for choosing silence in online classroom interaction. Using a case study design, we obtained the data from observations and interviews. The observation was conducted by using CLOUDX Meeting in EFL setting with 142 high school students. Meanwhile, the interview process was employed through WhatsApp free call with nine focused participants. The results revealed that students applied ‘taking over’ and ‘yielding the turn’ types. Specifically, in taking over, students did interrupting and overlapping. Another finding reported that the dominant reasons for participants preferring negative silence were categorized as psychological aspects which students undergo, such as language anxiety, unwillingness to communicate, and a lack of interest. Hence, it is necessary for EFL teachers to conduct teaching practice in more meaningful and interactive ways, such as using multimodal learning resources.
Mashudi Mashudi; Agung Nurmansyah; Natalya Ryafikovna Saenko; Asep Nurjamin; Svetlana Rafaelyevna Sharifullina
Abstract
The current research examined the impacts of English cultural awareness on Indonesian EFL students’ grammar knowledge. To achieve this objective, 40 advanced participants were chosen according to their performance on the Oxford Quick Placement Test (OQPT). Then, the participants were equally divided ...
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The current research examined the impacts of English cultural awareness on Indonesian EFL students’ grammar knowledge. To achieve this objective, 40 advanced participants were chosen according to their performance on the Oxford Quick Placement Test (OQPT). Then, the participants were equally divided into two groups of 20; an experimental and a control group. A grammar pre-test was administered to assess their knowledge of grammar prior to applying the instruction. After conducting the pre-test, the researchers taught the grammar points to the experimental group through using English cultural materials. On the other side, the grammar points were taught to the control group by using a traditional method. The instruction was conducted in 9 sessions of 45 minutes, and in the last session, the post-test of grammar was given to both groups in order to measure the impacts of the instruction on the participants’ grammar improvement. The findings revealed that the culture group had better performance than the conventional group after the treatment.