Students’ Perception towards Teacher’s Code-switching in EFL Clasroom: Exploring Pedagogical Functions

Code-switching is an inevitable phenomenon that often happens inside a foreign or second English classroom. However, this phenomenon is often treated like the elephant in the room: the teacher recognizes its presence but is never really aware of it. While many studies regarding code-switching topics in EFL classrooms only focus on analyzing the type of teacher's code-switching. This study aims to seek out the pedagogical functions behind the teacher's decision to code-switch and determine the students' perception towards the teacher's code-switching. The classroom observation and two interview sessions are conducted with one teacher and three participants by applying a case study. It is found that the student's shallow English proficiency influences the student's perception of code-switching, and the teacher is very conscious of the pedagogical functions when she decided to code-switch

Kontribusi Persepsi Siswa Tentang Keterampilan Mengajar Guru Dan Lingkungan Kelas Terhadap Konsentrasi Belajar Pada Siswa Kelas X Akuntansi Mata Pelajaran Akuntansi Dasar Di SMK Muhammadiyah 2 Klaten Utara Tahun Ajaran 2017/2018

The background of this study was the discovery of a fact that the concentration of learning in SMK Muhammadiyah 2 Klaten Utara is low. This was found by researchers at the time of apprenticeship and class observation. While the expected of the learner was one of the characteristics of successful learners are those who are able to concentrate consistently when learning takes place. The purpose of this research is to examine 1) contribution of student’s perception about teacher's teaching skill to student's learning concentration, 2) contribution of class environment to student's learning concentration, 3) contribution of student perception about teacher's teaching skill and class environment to student's learning concentration. This research was using associative quantitative method. Population which was used was class X Accounting SMK Muhammadiyah 2 Klaten Utara in the academic year 2017/2018 which amounted to 79 students in which 66 students were taken to be the sample. This study was using random sampling technique with proportionate random sampling method. Technique of collecting data in research using questionnaire and documentation method. The result of research using regression analysis was obtained regression formula: Y = 10,775 + 0,366X1 + 0,420X2. The results concluded 1) There was significant contribution between students' perception about teacher's teaching skill toward student’s learning concentration based on t test was acquired thitung > ttabel, which was 2,677> 1,999, 2) There was significant contribution between classroom environment to student’s learning concentration based on t test was acquired thitung> ttable, which was 2.595> 1,999, 3) There was significant contribution between students' perceptions of teacher's teaching skill and classroom environment on student’s learning concentration based on F test was acquired Fhitung > Ftable, which was 30,385> 3,14. The result of research for R2 was acquired 49,1% and the rest 50,9% was influenced by other variable which were not included in this research. Keywords: Student’s Learning Concentration, Classroom Environment, Student’s Perception About Teacher’s Teaching Skills

Critical Pedagogy in an Academic ESL Writing Classroom

In an attempt to find out more about these issues, this study provides an ethnographic investigation ofan academic ESL writing classroom. I explore how students' understanding of what it means to write and leam to write interacts with the teacher's perception of these processes. I also examine how a critical approach might be used in a way that is appropriate for intemational students in an academically oriented classroom. In the review of the literature that precedes the discussion of the study, I examine several philosophies of writing, then discuss what has been written about the place of a critical approach in the academic ESL writing classroom

Real-ationships an educational philosophy advocating for an increased effort towards authentic teacher-student relationships

The impact an educator has on a student\u27s life far exceeds the academic content being learned. The development of positive relationships between the teacher and student fosters the student\u27s feelings of connectedness to their education. A strengthened connection leads to an increase in motivation, effort, and achievement. Unfortunately, positive teacher-student relationships are not the primary focus of today\u27s educational systems. An educational philosophy advocating for real-ationships emphasizes the need for positive teacher-student relationships. The real-ationship\u27s characteristics and implementation are described in detail, while real-life examples depict the positive experiences I have had as an educator within real-tionships. It is a philosophy that can be adopted by any teacher, any grade, at any type of school: it offers a \u27way of being\u27 that cultivates healthy, positive encounters, interactions, and connections with one\u27s students

EFL Teacher’s Classroom Language in Speaking Skill Enhancement: EFL Students’ Voices

This study was about students’ perception toward the use of english teacher’s classroom language in speaking skill enhancement. The objective of this research was to find out the high school students’ perceptions toward the use of English teacher’s classroom language in speaking skill enhancement. This study used descriptive case study. The participants of this research were 36 students of class X MIPA 7 of SMA Negeri 11 Semarang. The instrument used in this study was an open ended questionnaire and closed-ended questionnaire. The results showed that students had positive perceptions about the use of English teacher's classroom language needed as the facilitator in the classroom in speaking skills enhancement. The student's opinion also said that when in the classroom, the teacher did not only use English as the classroom language, but mixed it with Indonesian so that students who were not fluent could follow the lesson well

An Exploration into Teachers’ Technological Mathematics Knowledge: Changling Xiwang Elementary School as A Case Study

The role of teachers in educational institutions in this era must at least know the duties of teachers as professional educators, namely educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education. The main purpose of this study is to find out how the teacher's ability to explore technological mathematical knowledge is in teaching mathematics in the classroom. The research paradigm adopted in this study is qualitative research. The main sample in this study were 24 teachers who teach at Changling Xiwang Elementary School. This research was carried out from March to May of the 2020/2021 academic year. The results showed that the teacher's perception of technological abilities in teaching technology-based mathematics, the ability of mathematics teachers to teach mathematics, and the ability of technology-assisted mathematics teachers to teach mathematics in class were categorized as good. These results indicate that most of the teacher's abilities are classified as good about using technology in teaching mathematics. The research suggests furthering researchers to be able to develop technology-based learning media, especially in the field of mathematics in teaching mathematics material in the classroom. Teachers in this century are advised to keep up with the times that are filled with facilities based on information and communication technology (ICT)

Taken together : gender differentiation and mixed schooling

In this article I want to address some of our commonsense assumptions about the education of girls and boys in single-sex and mixed schools. In Malta there has recently been an interest in co-education. People as different as ex-Labour M.P. Ms Carmen Sant (Sodety, 1991), columnist Daphne on Sunday (STOM, 19 May 1991) and others (including the group of Trade School Heads currently engaged in the Trade School Project) have advocated co-education as a possible solution to gender differences in education I would like to question the wisdom of such assumptions The focus is on the construction of pupils' gender identities in school, looking at both foreign and Maltese mixed infant and primary classrooms. l have made the point elsewhere (Darmanin, 1991) that able Maltese girls in single-sex secondary schools are achieving as well, if not better than their male counterparts. Despite this achievement however, their aspirations for future careers are still. within traditional feminized spheres. Whilst I have also argued (Darmanin, 1992) that the labour market in itself works as a constraint on girls aspirations, this is not to diminish the importance of the school as a site in which gender identities are constructed. Indeed this article is intended to focus our attention on the often hidden though powerful processes that differentiate between girls and boys in mixed schools.peer-reviewe

Inclusion Needs a Different School Culture

Teachers' beliefs and values are affecting the emerging organizational paradigm called inclusive education. A social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling. This happens within a social and cultural context of the school and the community. This paper addresses a critical aspect of the changes needed for the development of inclusive schooling and the associated professional development for teachers

The Little Words That Matter: Discourse Markers in Teacher Talk

Tujuan dari artikel ini adalah untuk membahas suatu aspek khusus dari interaksi kelas dan penggunaan bahasa di kelas bahasa yakni penanda wacana (DMs). Penelitian ini menggunakan metode studi kasus. Menggunakan data yang diperoleh dari dua guru mata pelajaran Bahasa Inggris yang mengajar di enam kelas Bahasa Inggris sebagai bahasa asing di salah satu SMA di Surakarta, penelitian ini mendeskripsikan kejadian dan fungsi tekstual dari DMs yang digunakan oleh guru. Analisis data menunjukkan bahwa terdapat 19 DMs baik dalam Bahasa Inggris, Bahasa Indonesia, atau Bahasa Jawa yang digunakan kedua guru dalam ujaran guru di kelas. Artikel ini juga menguraikan sejumlah fungsi tekstual DMs yang secara signifikan berkontribusi terhadap alur organisasi diskursus kelas yang koheren dan lancar dalam interaksi kelas. Fakta bahwa DMs adalah perangkat berharga untuk memudahkan struktur diskursus kelas menyarankan bahwa harus ada peningkatan kesadaran tentang penggunaan DMs dalam ujaran guru