Gisela Elshadelin - Academia.edu (original) (raw)
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Papers by Gisela Elshadelin
Beyond Words, 2020
This study explores the representations of the cultural contents in English textbooks used in Ind... more This study explores the representations of the cultural contents in English textbooks used in Indonesian contexts. The textbooks as the sources of data are two textbooks for grade 12 that represent local and global textbook. The first one was Bahasa Inggris, a textbook published and endorsed by Indonesian government and the other one was Think, a global textbook published by Cambridge. This study aims at finding out how different cultural sources are represented in the two textbooks. The findings show that the two textbooks have different emphasis regarding the culture they present in texts and their accompanying visual illustrations. Bahasa Inggris puts the emphasis on global and local cultural sources. Other cultures that are not representative to the two main sources are very limited. On the other hand, Think provides a wide array of representations for global and other cultures but not local Indonesian culture. We end our discussion with a conceptual implication on cultural sour...
K@ta Kita
This study is about the teacher’s interactional modifications in teaching the intermediate studen... more This study is about the teacher’s interactional modifications in teaching the intermediate students in an English Course in Surabaya. The three objectives of this study are to find out the types of the teacher’s interactional modifications, the students’ responses toward the teacher’s interactional modifications, and the contribution of the interactional modifications for the students’ learning. The subject of the data is an English teacher and fourteen students. Moreover, the theory applied was a theory of the interactional modifications from William, Inscoe, and Tasker (2014). The findings revealed that the teacher used five types of interactional modifications namely confirmation check, clarification request, comprehension check, repetition, and reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no responses. Furthermore, it also revealed that interactional modifications gave four contributions; making t...
Beyond Words, 2020
This study explores the representations of the cultural contents in English textbooks used in Ind... more This study explores the representations of the cultural contents in English textbooks used in Indonesian contexts. The textbooks as the sources of data are two textbooks for grade 12 that represent local and global textbook. The first one was Bahasa Inggris, a textbook published and endorsed by Indonesian government and the other one was Think, a global textbook published by Cambridge. This study aims at finding out how different cultural sources are represented in the two textbooks. The findings show that the two textbooks have different emphasis regarding the culture they present in texts and their accompanying visual illustrations. Bahasa Inggris puts the emphasis on global and local cultural sources. Other cultures that are not representative to the two main sources are very limited. On the other hand, Think provides a wide array of representations for global and other cultures but not local Indonesian culture. We end our discussion with a conceptual implication on cultural sour...
K@ta Kita
This study is about the teacher’s interactional modifications in teaching the intermediate studen... more This study is about the teacher’s interactional modifications in teaching the intermediate students in an English Course in Surabaya. The three objectives of this study are to find out the types of the teacher’s interactional modifications, the students’ responses toward the teacher’s interactional modifications, and the contribution of the interactional modifications for the students’ learning. The subject of the data is an English teacher and fourteen students. Moreover, the theory applied was a theory of the interactional modifications from William, Inscoe, and Tasker (2014). The findings revealed that the teacher used five types of interactional modifications namely confirmation check, clarification request, comprehension check, repetition, and reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no responses. Furthermore, it also revealed that interactional modifications gave four contributions; making t...