Email this article Classroom Language: Preparing the Pre-Service Teachers for Successful Classroom Interactions
Abstract
Abstract: Classroom Language: Preparing the Pre-Service Teachers for Successful Classroom Interactions. Objective: This study aims to investigate how pre-service teachers (PSTs) employ classroom language for Opening, Running, and Closing the Lesson in the classroom. Methods: A qualitative method was applied where the data were gathered through questionnaire sheets and an observation checklist. Thirty students in the second year of the English Education Study Program in Surabaya, Indonesia, participated in this study. Findings: The findings reveal that PSTs have applied classroom languages appropriately and successfully for eight components of basic teaching skills. Nevertheless, three components that do not vary are the language expressions attributed to opening the lesson for checking attendance, varying stimuli for setting and cleaning up teaching media, and organizing the small group discussion. Conclusion: The findings can be valuable input for the teacher of an education program to be more concerned with the teacher candidates language variations to prepare them for successful classroom interactions.
Keywords: classroom language, pre-service teachers, classroom interactions
Abstrak: Bahasa Kelas: Mempersiapkan Calon Guru untuk Keberhasilan Interaksi Kelas. Tujuan: Penelitian ini bertujuan untuk menginvestigasi bagaimana mahasiswa calon guru menerapkan bahasa kelas (classroom language) untuk membuka, melaksanakan, dan menutup pembelajaran dalam kelas. Metode: Metode kualitatif diterapkan dimana data dikumpulkan melalui lembar kuesioner dan observasi kelas. Tiga puluh siswa di tahun kedua dari program studi pendidikan bahasa Inggris di Surabaya, Indonesia, berpartisipasi dalam penelitian ini. Temuan: Hasil penelitian menunjukkan bahwa partisipan telah menerapkan bahasa kelas dengan tepat dan sukses untuk enam komponen dari ketrampilan dasar mengajar. Namun, tiga komponen yang terkait ungkapan bahasa yang tidak partisipan variasikan meliputi membuka pelajaran untuk memeriksa kehadiran, mengatur dan membersihkan media pengajaran, dan mengorganisasikan diskusi kelompok kecil. Kesimpulan: Temuan ini dapat menjadi masukan yang berharga bagi program pendidikan guru untuk lebih memperhatikan variasi bahasa yang calon guru gunakan dalam menyiapkan mereka untuk kesuksesan berinteraksi dengan peserta didik di kelas.
Kata kunci: bahasa kelas, calon guru, interaksi kelas.
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