Humanistic Strategies in the Efl Speaking Class

This paper focuses on the humanistic strategies woven into the EFL speaking class activities. The speaking class, which the writer used for her study, is the highest level of speaking course offered in the curriculum of the English Department of Petra Christian University, to develop students' English speaking skills, particularly in public speaking. The humanistic strategies are based on the assumption that a "supportive and co-operative group atmosphere" ((Hadfield, 1995, p.15) will enhance learning to bring out the best of the students. The primary aims are to help the students, through active participation, to develop more positive feelings about themselves and their classmates, to co-operate and support each other to grow and excel at their speech performance. Based on the students' evaluation and the teacher's observation of the students' public speech performance and their academic achievement, it can be concluded that the humanistic strategies have created a co-operative and supportive group atmosphere and has given positive effects on the students' speech performance. This is also a rewarding experience for the teacher

A Study of Code-switching Used by an English Teacher in Teenagers\u27 Efl Class

This study is aimed to analyze the types of code-switching used by the teacher and under what circumstances the switching occur to identify its function. Using qualitative approach, the writer did this study based on code-switching theory of Wardhaugh (2006) and classroom interaction of Walsh (2011). The findings revealed that the teacher used both types of code-switching, intra-sentential and inter-sentential switching. The function of the code-switching identified through the four features of classroom interaction were control of interaction to control the participation, content, procedure of the lesson; speech modification to clarify meaning, to ensure the students\u27 understanding; elicitation technique to elicit response for checking comprehension; repair to correct error directly or get the students to correct the errors. From this study, it could be concluded that the teacher used code-switching to make the learning process clearer, so the students would not get confused and would not have misunderstanding in the classroom

The Apology Strategies Used by the Workers to the Old and Young Bosses

This study is aimed to reveal the type of apology strategies used by the workers to the old and young bosses. There were five workers and two bosses, old and young bosses, taken for the subjects. Finally, the research came up with the result that the way of the workers apologizing might influenced by the age of the bosses as interlocutor which made the workers produce apology utterances in different ways of apology to the old and young bosses

The Word Formation Processes of Indonesian Slang Words Used in Cosmo Girl! Indonesian Teenage Magazine

This was a qualitative study of word formation processes of Indonesian slang words in the Cosmo Girl!. To reveal the type of word formation and the most frequent type of word formation processes, the writer used two theories of word formation processes, namely word formation processes by Yule (2006) supported by Indonesian word formation processes by Chaedar (1994). The findings revealed four types of word formation processes, namely Clipping (3.22%), Blending (3.22%), Borrowing (19.35%) and Multiple Processes (74.19%). Although the Multiple Processes took a crucial part in forming Indonesian slang words, the process of borrowing dominantly occurred in the Multiple Processes. Especially English was often used in the borrowing process. Besides, the findings revealed processes that are not stated in both of the theories, namely Addition, Substitution and Deletion. These three processes were needed to adjust to Indonesian spelling system

The Illocutionary and Perlocutionary Acts Produced by the Main Characters of “the Internship” Movie

This study is about the types of illocutionary and perlocutionary acts produced by the main characters of “The Internship” movie, especially in the interview scene when Billy and Nick as the main characters are having an online interview. The theory that the writer uses in this study is Searle & Vanderveken's theory about speech act in order to analyze his data. This qualitative research revealed the writer's method which he uses in doing the analysis of his data. The types of illocutionary act produced by Billy and Nick as the main characters are Assertive, Directive, Commissive, and Expressive. Furthermore, the study revealed that the perlocutionary act produced by the other main characters to decide Billy and Nick's illocution is preferred and dispreferred social acts. To conclude, by reading this study, readers will be able to understand the use of speech acts by the main characters of “The internship” movie

The Hedges Used by Ronnie Miller and Steve Miller During Summer Holiday in the Last Song Movie

This study discussed the types and functions of hedges also some changes of hedges perceived in the using of hedges related to social distance. The Last Song by Nicholas Sparks, were used as the source of data and the data of this study were 16 scenes containing conversation between Ronnie Miller and Steve Miller. The theories used were hedges and its functions by Coates (1996), the types of hedges by Salager-Meyer (1997), and hedges related to social distance by Holmes (1996). There were six types of hedges out of seven types found out by the writer in her data. After analyzing hedges based on the types and functions, the writer also analyzed the changes that can be perceived in using hedges and their functions. The data analysis showed that there were some changes in using hedges related to the functions. The changes of the function may be influenced by social distance between the two characters which is expression of doubt, followed by expression of confidence, searching for the right word and sensitivity of others' feeling

Oral Corrective Feedback and Learners' Uptake in the 5th Grade of an Elementary School in Surabaya

This study is a qualitative study which aimed to know oral corrective feedback and learners' uptake in the 5th grade of an elementary school. The source of data was the teacher's talks with the students in class and the analysis was focused on teacher's oral corrective feedback and learners' uptake. In order to reach the research objectives, the writer used the theory of oral corrective feedback and learners' uptake by Panova and Lyster (2002). From the study, the writer found that five out of seven types of oral corrective feedback were used by the teacher, namely Recast, Metalinguistic Feedback, Elicitation, Explicit Correction, and Repetition. Furthermore, types of learners' uptake following the teacher's corrective feedback were Self Repair, Peer Repair, Repetition, Same Error, Different Error, Partial Repair and Hesitation. It can be concluded that oral corrective feedback may lead the students to show signs of learning or understanding implied in the students' reaction to the teacher's feedback