Article Review of Fahrus Zaman Fadhly's works “The Analysis Of Teacher And Students Talk In Indonesian Efl Classroom Interaction”
Friday, 03 May 2024
Article Review of Fahrus Zaman Fadhly's works “The Analysis Of Teacher And Students Talk In Indonesian Efl Classroom Interaction”
TITLE:
The journal with the title "The Analysis of Teacher and Students
Talk in Indonesian EFL Classroom Interaction" is a study that analyzes
conversations between teachers and students in English as a Foreign Language
(EFL) classroom interaction at Kuningan University in the second semester. This
research focuses on the Speaking course.
This article helps in understanding how the interaction between teachers
and students takes place in the context of English language learning, so as to
identify areas that need improvement. Research shows that interaction in the
language classroom has a positive impact on students' speaking ability. By
understanding how teachers and students talk, it can optimize the learning
process. Teachers can use these findings to reflect on their teaching practices
and improve communication methods. This article provides insights into how
teachers communicate with students. Teachers can use these findings to reflect
on their teaching practices and improve communication methods. By knowing the
proportion between teacher and student conversations, it can develop more
effective learning methods.
ABSTRACT:
The abstract of the article entitled "Analysis of Teachers' and
Students Talk in English Classroom Interaction in Indonesia" seems to
provide a clear and concise overview of the main points of the study. It most
likely outlines the purpose of the study, which is to analyze teacher and
student talk during classroom interaction.
The abstract seems complete, as it mentions the methods of data collection-observation,
note-taking, and interviews. This methodological transparency is crucial for
the reader to assess the validity of the research. The abstract explains the
results of the research conducted, which found content cross as the most
dominant characteristic in teacher and student conversation, meaning that most
of the teaching and learning process is devoted to asking questions and
lecturing by the teacher.
The entire research has been summarized in the abstract using its
straightforward presentation of the research objectives, methodology, and
findings, which shows that experienced authors follow similar stages in the
writing process leading up to publication. These stages are categorized into
search, topic, research, writing and publication, with each stage including
several subthemes to guide novice writers.
KEYWORDS:
The important role of keywords for an academic article as a form
reflects its content and focus, as keywords help index the article in databases
and guide potential readers to the work. Based on the except provided from the
document, the keywords that may be related to the article "The Analysis Of
Teacher And Students Talk In Indonesian Efl Classroom Interaction" are
expected to revolve around academic writing, the publication process, thematic
analysis, and possibly the expert author's experience.
From the excerpt, it is clear that the article discusses the writing
process of experienced authors, the stages of writing leading to publication,
and the development of a practical model for academic writing aimed at journal
publication. Therefore, effective keywords may include terms such as
"teacher and students talk", "FIAC analysis system",
"speaking skill". These keywords should summarize the essence of the
article and ensure that the content can be found by those interested in the
field of academic writing and publication. They should be specific enough to
attract the right readers, but also broad enough to cover the main theme of the
article.
INTRODUCTION:
In academic article the introduction is very important because it will be the basis for entire research. The introduction should effectively present the research question, set the context, and provide a strong rationale for the research. Based on the excerpt provided from the document, the introduction to the article entitled "The Analysis Of Teacher And Students Talk In Indonesian EFL Classroom Interaction" seems to achieve these goals well. The introduction to this article explains verbal interaction in the classroom, types of teacher conversation, the implications of teacher conversation on student motivation, student conversation, and the teacher's role in classroom interaction.
Framing the Research Question: The introduction clearly outlines the
research question: exploring the cognitive processes of experienced writers who
have published articles in reputed journals. These are specific and focused
research questions that promise to yield insights into the writing practices of
successful writers.
Establishing Context: Context is established by identifying the research
target group-novice writers, especially those writing for publication. This
will determine the relevance of the research to a particular audience, which is
critical for academic writing and publication.
Providing Rationale: The rationale for this research is to guide novice
writers who intend to publish their work in academic journals. By focusing on
the experiences of authors from social science and STEM fields, this study
promises a comprehensive view of publication practices across disciplines.
Effectiveness: The introduction is effective because it provides a clear
picture of what the study will cover and what the reader can learn. The mention
of thematic analysis following Braun and Clark's six phases adds methodological
rigor to the study, assuring the reader of the systematic approach taken in the
research.
METHOD:
The research uses a robust methodology that is closely related to the
research problem, ensuring an organic relationship between the two. This
methodology was designed to be innovative, allowing it to produce findings that
differ from previous studies. This innovative aspect is very important because
it shows that this research aims to contribute new knowledge in the field.
Researchers are encouraged to engage with a variety of references and consider how
others have applied similar methods, demonstrating the rigor of the approach.
Importantly, there is an emphasis on modifying existing methods to advance data
analysis further, demonstrating a commitment to improving the research process.
The research method used is a qualitative research design with a case
study approach. Data was collected through observations and interviews at a
private elementary school in Bandung, involving an English teacher and 15
students.
This data management approach underscores research rigor and suggests
comprehensive consideration of all data, which is critical to research
integrity. Additionally, the mention that the data were stored in the author's
long-term memory and consciously generated suggests a careful and reflective approach
to data handling, which benefits the reproducibility of the research. Overall,
the methodology is presented in accordance with the research question and is
thorough in its implementation, with a clear pathway for replication by other
researchers, thus meeting the criteria of a good methodological framework in
academic research.
RESULT AND DISCUSSION:
In the "Results and Discussion" section of an academic
article, authors are expected to present their findings in a clear and
structured manner, and then discuss those results in the context of the
research question and existing literature. The sections provided indicate that
the article presents detailed cognitive experiences of the participants, who
were experienced writers, as they engaged in various stages of writing a
scientific article. This approach aligns with the research question, which aims
to explore the cognitive processes involved in academic writing for
publication.
"The results of notes and interviews show that interaction always
occurs between students during the learning process, although the role of the
lecturer is still dominant." "In the context of learning English as a
foreign language in Indonesia, classroom interaction is still a challenge, and
research like this helps understand the dynamics of conversations between
teachers and students." The explanation becomes part of the discussion,
ideally expanding the presentation of the results by interpreting them,
connecting them to the hypothesis or research question, and placing them in the
broader scientific debate. It appears this article attempts to do this by
comparing participants' writing practices with common academic writing
conventions and guidelines. This not only validates the research results, but
also provides a platform for readers to understand how the findings fit into
the larger academic narrative.
CONCLUSION:
This section shows that writing the different parts of a scientific
article, such as the introduction, methods, results and discussion, conclusion,
acknowledgments, and bibliography, provides a unique cognitive experience for
research participants. This shows that the conclusion successfully captures the
essence of the research by highlighting the cognitive processes involved in
academic writing.
Additionally, the conclusions appear to address well-articulated
implications, with the conclusion emphasizing the importance of reviewing and
editing manuscripts, both independently and in groups, as well as the use of
manual or computer-assisted editing. from these findings by discussing the need
for scientific writers to adhere to established conventions or guidelines for
academic writing. This is an important aspect because it connects the
individual experiences of the participants with the collective practices of the
academic community.
REFERENCES:
Relevant literature is the first step in conducting authentic research.
The section highlights that systematic bibliographic reviews (SBR) is a
recognized research methodology that allows researchers to understand the
global emphasis on scientific knowledge. The references cited, such as
Flanders, N. A. (1970) and Dagarin, M. (2004), appear to be directly related to
the topic of the literature review and its challenges, which relate to the
article's focus on academic writing and publication practices.
Furthermore, the quote refers to Brown, H. D. (2001) and Rivers, W. M.
(1987). who proposed an authoring model that includes the Task Environment
process. This model is relevant to the article's exploration of the cognitive
processes involved in writing for publication, because it discusses how ideas
and expert opinions can motivate writers and influence the quality of their
writing.
REFERENCES
Meida, S. N., &
Fadhly, F. Z. (2018). The analysis of teacher and students talk in
Indonesian EFL Classroom Interaction. Indonesian EFL Journal, 4(1),
73-82. https://doi.org/10.25134/ieflj.v4i1.886
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