Teaching Pragmatics to Indonesian Learners of English

Pragmatic competence constitutes a significant factor in determining the success of communication. In real life interaction, a language learner is not only expected to use language and produce utterances which are understandable or grammatically correct, but is also expected to produce utterances which are socioculturally appropriate. However, for students who learn English as a Foreign Language (EFL), the pragmatic competence, which can actually be acquired naturally through social interaction, is quite difficult to acquire due to the limited, if not absent at all, use of English to reach a communication goal in an authentic social interaction/setting (not in a role-play classroom activity). This paper aims to figure out some of those issues of teaching pragmatics in EFL classrooms in Indonesia and to explore the possible solutions based on the concept and approaches informed by the previous studies. The importance of the use of authentic materials, input and production activity, along with understandable feedback are highlighted as some of the ways to fill the lacking space in EFL learners\u27 pragmatic knowledge.erimental class and controlled class. The mean score of post-test (77.3) in experimental class was greater than the mean score of post-test (71.9) in controlled class and from t-test, the researcher found that the value of t-test (3.176) was greater than t-table (2.000) at the level of significances. It means that this is a significant difference between the result of the students\u27 pre-test and post-test. Therefore, H0 was rejected and H1was accepted. Based on the finding and discussion of the research, the researcher had drawn a conclusion that the use of Small Group Discussion Strategy in Improvingthe student\u27s reading comprehension at the Eleventh Grade Students of SMA Negeri 11 Bulukumba was effective

The Use of Interactive PowerPoints to Increase Elementary School Student's Learning Outcomes and Motivation in Mathematics During the Pandemic

The Covid-19 pandemic has been disturbing every human activity, including education. Schools are shifted to online learning, forcing teachers and students to teach and study from their homes. Several issues that arise due to this are problems with motivations and learning outcomes. In order to increase elementary school students' learning outcomes and motivation in Mathematics, this research uses an interactive PowerPoint as the learning media. The subjects in this study are 25 students on the grade 6th of a private elementary school in Bekasi, Indonesia. The research methodology is mixed method, the quantitative data was taken by pretest and posttest and the qualitative data by survey questionnaire and interview with the students and mathematics teacher which is also the homeroom teacher. The data was analyzed using paired samples T-Test and thematic analysis. The quantitative results show that the interactive PowerPoint media is able to improve the students' learning outcomes. However, the results had shown an insignificant value of 0.377 and considered as not significant. At the same time, there are unexpected findings from the external factors that cause the result not to be significant, in which the student's parents and family are involved during online learning. Despite the low significance results, through the interview, both of teachers and students stated that the interactive PowerPoint learning media that was used in mathematics during this pandemic has successfully engaged the students and increased their learning motivations.&nbsp