EFL CLASSROOM BEHAVIOURS AND INTERACTIONS: A CASE STUDY OF A TEACHER AND HER STUDENTS IN A STATE JUNIOR HIGH SCHOOLIN ACADEMIC YEAR 2019/2020 IN THE CITY OF KUPANG, EAST NUSA TENGGARA

This research aims at describing teacher’s behaviours, students’ behaviours and the interactions which are performed by teacher and students in the classroom. To achieve the aims, the researcher used a case study method, which is qualitative, focusing on Junior High School (JHS) teacher and students, who use English as a foreign language (EFL), in Kupang City, East Nusa Tenggara Province (NTT), Indonesia. The instrument technique to get the data was participant observation. It was conducted from January to March 2020. The data were analyzed descriptively. It was found that: 1) teacher behaviours including ‘gaining students’ attention’ and ‘giving reinforcement’ are very good and expected to be maintained; others, including ‘motivating students’, ‘managing classroom’, and ‘providing follow up action’ are not really good and expected to be improved; and others including ‘informing learning procedures’, ‘evaluating’, ‘making references’, and ‘reviewing the newly learned material’,  are bad and strongly expected to be improved; 2) students behaviours including ‘paying attention to teacher’ and ‘responding teacher’s reward’ are very good and expected to be maintained; others including ‘getting motivated’, ‘participating in classroom management’, and attending to follow up activity’ are not really good and expected to be improved; and others including ‘knowinglearning procedures’, ‘participating in review of material’, ‘demonstrating learning achievement in learning assessment’, and ‘making references’, are bad and strongly expected to be improved; 3) teacher and students mostly performed teacher-oriented interactions which can be seen in activities of ‘asking and answering questions’ and ‘providing patterns of interaction’. It is really recommended for teacher and students to be able to demonstrate those behaviours in the classroom. Behaviours that serve as high class of appearance started from 80% to 100% are very good and expected to be maintained because their capacity quality of supporting learning are high

The Effect of Contextual Learning Strategy on the Basis of Language Exposure Ecology and Learning Motivation on the Matery of English Vocabulary

Students’ English achievement in schools in general is still low. There are many factors affecting this. One of the factors lays on the strategies that English teachers use in class. Most teachers still apply conventional strategies, including direct learning strategy which is teacher-centered and product-oriented. English language exposure which is very important in foreign language learning is limited. Then, it is necessary to find a strategy which is potential to provide more English language exposure and motivation for students. This study aimed to examine: (1) the difference in the mastery of English vocabulary between students taught with contextual learning strategy on the basis of language exposure ecology and those taught with direct learning strategy; (2) the difference in the mastery of vocabulary between students having high motivation and those having low motivation; (3) interaction effect of the learning strategies and motivation to students’ mastery of English vocabulary. This study used a quasi-experimental research design. In particular, it employed factorial 2x2 version non-equivalent control group. The subjects were the seventh grade students of SMP Negeri 11 Kupang, Indonesia. Of eight classes, two classes were randomly chosen, one as experimental group and the other as control group. Contextual learning strategy on the basis of language exposure ecology was applied in experimental class whereas direct learning strategy was used in control class. Data taken from both classes were then descriptively and statistically analyzed (ANOVA) using SPSS version 16.0 for windows. Results showed that (1) there was a significant difference in the mastery of English vocabulary between students in experimental group and control group. Contextual learning strategy on the basis of language exposure ecology was more effective; (2) there was a significant difference in the mastery of vocabulary between students in high motivation group and those low motivation group. High motivation students were more successful; (3) there was no interaction effect of learning strategies and motivation to students’ mastery of English vocabulary. Based on these results, teachers of English in general and those teaching at SMP level in particular are recommended to use learning strategies that provide more language exposure and motivation for students

GRAMMATICAL ERRORS IN WRITING UNDERGRADUATE THESIS PROPOSAL: A STUDY CASE ON THE LAST SEMESTER STUDENTS OF ENGLISH STUDY PROGRAM OF NUSA CENDANA UNIVERSITY IN THE ACADEMIC YEAR 2020-2021

Research with topics like this is not new, educators usually try to find out the weaknesses of their students in terms of mastery of grammar to solve the teaching and learning problems. English study Program of FKIP, Universitas Nusa Cendana also see this as something urgent so it is very necessary to do to see and identify the weaknesses of students English Education study program in writing scientific papers (thesis) from the grammatical point of view by using the surface strategy taxonomy approach introduced by Dulay, Burt, and Krashen (1982). This research is expected to contribute to the teaching and learning process in the study program, especially for several related subjects such as Writing I, II, III, and Academic Writing. By identifying students’ problems in writing thesis proposals, educators, especially lecturers of the English Education Study Program are expected to be able to map the problems of English study program students and make them a reference for teaching