CONSTRUCTIONS AND OBSTRUCTIONS OF TEACHER EXPLANATION TO STUDENTS’ LEAR-NING: PERSPECTIVES OF STIBA SATYA WACANA STUDENTS

Clicks: 414
ID: 46790
2007
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Popular

Ranked #1 of 13 articles by views in teflin journal

Most read Least read

Bar heights use a square-root scale.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
This study investigated learners’ perspectives on how a teacher explanation can facilitate or hinder their learning. The results suggested that teacher’s use of mixed L1 and L2 in an explanation is preferred by most student-respondents since it can expedite their learning. Using only L2 is also preferred because students believe that it gives them more exposure to English and as English department students, they have to use English. It, however, can impede learning when teachers use difficult words or complicated grammar. In this condition, using simple language helps students understand an explanation. Despite teacher’s use of language, learners’ perspectives on teacher’s behaviors when explaining showed that rapid speaking rate can hinder the process of internalizing an explanation. Conversely, slowing down speech rate can promote a comprehensible input. Toward the use of examples, using examples from daily life is more preferred than the ones presented in the text book since such examples are easy to remember and understand. Lastly, teacher’s use of humor is perceived to motivate student’s learning through relaxed and enjoyable atmospheres. It also helps remember language chunks through which it will be an intake. However, humor can obstruct learning if students focus more on the humor than the lesson.
Reference Key
ragawanti2007constructionsteflin Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ragawanti, Debora Tri;
Journal teflin journal
Year 2007
DOI
DOI not found
URL
http://journal.teflin.org/index.php/teflin/article/view/115
Keywords
Language. Linguistic theory. Comparative grammar history of scholarship and learning. the humanities social sciences (general) social sciences philology. linguistics history (general) and history of europe language and literature special aspects of education

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.