JOURNAL LATIHAN OJS 3 <p>This is only a website dedicated for journal posting and management exercise.</p> en-US <p>Authors who publish with this Journal agree to the following terms:</p> <ol> <li class="show">Author <u>retain copyright </u>and grant the journal right of first publication with the work simultaneously licensed under a <u>creative commons attribution license</u> that allow others to share the work within an acknowledgement of the work’s authorship and initial publication of this journal.</li> <li class="show">Authors are <u>able to enter into separate, additional contractual arrangement</u> for the non-exclusive distribution of the journal’s published version of the work (e.g. acknowledgement of its initial publication in this journal).</li> <li class="show">Authors are <u>permitted and encouraged to post their work online</u> (e.g. in institutional repositories or on their websites) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published works.</li> </ol> (FAIZAL) Fri, 21 Aug 2020 09:12:15 +0700 OJS 60 Makan pagi itu sehat <p>makan pagi itu emang sehat namanya sarapan</p> ayu ayuk Copyright (c) Fri, 21 Aug 2020 09:11:58 +0700 An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers <p><em>This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interaction</em><em>s in various educational settings.</em></p> chester bennington Copyright (c) 2020 chester bennington Mon, 28 Sep 2020 05:58:12 +0700