| 1 |
Exploring the constructivist mentoring program in developing EFL teacher professionalism: A qualitative approach
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 132-142 (2020) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
The Communicative Competence Components Analysis in Using English through EIR
|
|
|
|
In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 1, Pp 78-85 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Thinking critically while storytelling: Improving children’s HOTS and English oral competence
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 189-197 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The Practice of Corrective Feedback Used by a Teacher in Teaching English
|
|
|
|
In: ELT Forum: Journal of English Language Teaching, Vol 7, Iss 1, Pp 80-91 (2018) (2018)
|
|
Abstract:
This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
|
|
Keyword:
bilingual; Education (General); L7-991; P1-1091; Philology. Linguistics; spoken corrective feedback; teaching speaking
|
|
URL: https://doaj.org/article/3fa1457f72024bf492852732188b280b
https://doi.org/10.15294/elt.v7i1.25310
|
|
BASE
|
|
Hide details
|
|
|
| 5 |
Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study
|
|
|
|
In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 261-275 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles
|
|
|
|
In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 239-247 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
THE AUTHENTIC ASSESSMENT TO MEASURE STUDENTS’ ENGLISH PRODUCTIVE SKILLS BASED ON 2013 CURRICULUM
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 2, Pp 263-273 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Peer Teaching as a Simulation for Communicative Classroom English Rehearsal
|
|
|
|
In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 17, Iss 1, Pp 103-116 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
MODEL WRITTEN TEXTS IN THE RECOMMENDED SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS
|
|
|
|
In: TEFLIN Journal, Vol 20, Iss 2, Pp 180-193 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
MODEL WRITTEN TEXTS IN THE RECOMMENDED SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS
|
|
|
|
In: TEFLIN Journal, Vol 20, Iss 2 (2009) (2009)
|
|
BASE
|
|
Show details
|
|
|
|
|
