TEACHER’S LANGUAGE OF INSTRUCTION AND STUDENT’S SECOND LANGUAGE ACQUISITION

Abstract: In 2006 - 2012 there was a new trend at Junior and Senior High Schools in Indonesian to conduct classes labeled an International Class based on the government decree for Educational Quality Enhancement.  “Sekolah Menengah Atas Negeri I Jember” executed this regulation by designing “Kelas Rintisan”(a Pioneering Class) where the instruction of English and Science subjects was done in English by the expert teachers. The teacher’s language of instruction was intended to design an artificial classroom English “learning environment” which could stimulate the students using their English consciously and unconsciously whiles they aimed to understand the content subjects and communicate with teacher and classmates. The communicative interaction might happen when languagewas modified to fit the students’ level of difficulty. Thus the students could involve actively in using English. Classroom interactions could give direct help to students solve the breakdown in a communication through verbal and nonverbal strategic competence. This paper is aimed to prove that the English atmosphere in the class made input more comprehensible, facilitate the students acquire and learn English as students’ second language actively. Key Word: teacher’s language, student’s second languag

A Descriptive Study of the Eighth Grade Students' Ability in Using Connectors in Recount Text at SMP Negeri 9 Jember

This descriptive research was intended to describe the eighth grade students' ability in using connectors in a recount text at SMPN 9 Jember. The number of population was around 240 students from class VIII A up to VIII F which were chosen purposively by proportional random sampling. This research used 20% of students from each class. So, the respondents were 40 students. The data were obtained through a guided reading test, documentation, and interview. The collected data were analyzed by using a descriptive statistics. The result of the data analysis showed that the students' ability in using connectors in a recount text were categorized into fair for about 40% as many as 14 students, poor and failed that each took 30% as many as 14 and 12 students. Unfortunately, there were no students who got score between 70-79 and 80-100 under the category good and excellent. It means that the students' ability in using connectors in a recount text was not really.   Keywords: Descriptive research, connectors, recount text

The efficacy of 4Cs-based reading to foster 21st-century learning competencies

The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy

Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles.