Aan Erlyana Fardhani, Aan Erlyana
FKIP UNEJ

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TEACHER’S LANGUAGE OF INSTRUCTION AND STUDENT’S SECOND LANGUAGE ACQUISITION Fardhani, Aan Erlyana
Pancaran Pendidikan Vol 5, No 1 (2016)
Publisher : Pancaran Pendidikan

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Abstract

Abstract: In 2006 - 2012 there was a new trend at Junior and Senior High Schools in Indonesian to conduct classes labeled an International Class based on the government decree for Educational Quality Enhancement.  “Sekolah Menengah Atas Negeri I Jember” executed this regulation by designing “Kelas Rintisan”(a Pioneering Class) where the instruction of English and Science subjects was done in English by the expert teachers. The teacher’s language of instruction was intended to design an artificial classroom English “learning environment” which could stimulate the students using their English consciously and unconsciously whiles they aimed to understand the content subjects and communicate with teacher and classmates. The communicative interaction might happen when languagewas modified to fit the students’ level of difficulty. Thus the students could involve actively in using English. Classroom interactions could give direct help to students solve the breakdown in a communication through verbal and nonverbal strategic competence. This paper is aimed to prove that the English atmosphere in the class made input more comprehensible, facilitate the students acquire and learn English as students’ second language actively. Key Word: teacher’s language, student’s second language
The efficacy of 4Cs-based reading to foster 21st-century learning competencies Imamyartha, David; Fitriyah, Siti Masrifatul; Tasnim, Zakiyah; Puspa, Areta; Fardhani, Aan Erlyana; Wahjuningsih, Eka; Sundari, Siti; Hudori, Rizki Febri; Arya, Bambang
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20218

Abstract

The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy.
TEACHER’S LANGUAGE OF INSTRUCTION AND STUDENT’S SECOND LANGUAGE ACQUISITION Fardhani, Aan Erlyana
Pancaran Pendidikan Vol 5 No 1 (2016)
Publisher : Pancaran Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: In 2006 - 2012 there was a new trend at Junior and Senior High Schools in Indonesian to conduct classes labeled an International Class based on the government decree for Educational Quality Enhancement.  ?Sekolah Menengah Atas Negeri I Jember? executed this regulation by designing ?Kelas Rintisan?(a Pioneering Class) where the instruction of English and Science subjects was done in English by the expert teachers. The teacher?s language of instruction was intended to design an artificial classroom English ?learning environment? which could stimulate the students using their English consciously and unconsciously whiles they aimed to understand the content subjects and communicate with teacher and classmates. The communicative interaction might happen when languagewas modified to fit the students? level of difficulty. Thus the students could involve actively in using English. Classroom interactions could give direct help to students solve the breakdown in a communication through verbal and nonverbal strategic competence. This paper is aimed to prove that the English atmosphere in the class made input more comprehensible, facilitate the students acquire and learn English as students? second language actively. Key Word: teacher?s language, student?s second language