What And How Do The Attributes of L1soccur in A Tesol Program  

Oleh:

Irawan, Lalu Ari ; Suharsono ; Susanto

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 116-124.
Topik: First language; Sasak language; Indonesian language; TESOL; attributes; classroom interaction.
Fulltext: hal 116.pdf (17.23MB)

Isi artikel

This study was initiated due to the appearances of the attributes of first languages (L1s), i.e., Indonesian language (national language–NL) and/or Sasak language (indigenous language–IdL) in a Teaching English to Speakers of Other Language (TESOL) program held by G Foundation, an NGO aiming at encouraging English fluency of the local people in Lombok. This study was aimed at identifying various attributes of the L1s occur during the program. The formulated research questions in this study are: (1) How do the attributes of L1s appear in classroom interaction? (2) To what linguistic subject do the attributes of L1s appear in classroom interaction? Some categories from the branches of linguistic study were then carefully selected to frame the analysis, i.e. grammar, pronunciation, and language and culture. This study adopts tool from classroom discourse study to mark out the attributes, in which crosslinguistic becomes the layer of analysis. Thus, the researcher applied theory of conceptualization to view the cross-cultural aspects. Based on its characteristics, this study was designed to be a qualitative descriptive study, in which researcher employed observation sheets as a tool to record data during observation of two groups of learners. According to Hubermas (1994), data was then processed through three steps analysis, i.e. reduction, display, and conclusion.

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