Effective Teacher Communication Ability In The Teaching Learning Process At Ra Al-Hidayah Tuah Madani

Shofia Maghfiroh, Dadan Suryana

Abstract


The purpose of this study was to describe the characteristics of sentence structure, and the variety of languages used in learning at RA Al-Hidayah Tuah Madani. This study uses a qualitative descriptive method with a case study approach. Sources of data used are learning events in class, recorded speech in learning, and informants. The object of research is teachers and students at RA Al-Hidayah Tuah Madani. Data collection techniques were carried out in three ways, namely observation, document analysis, and interviews. The data analysis technique used is to analyze the purpose and factors causing code mixing on the productivity of children's language acquisition at an early age, namely pragmatic techniques and referential techniques. Based on the research data, it can be concluded that there are characteristics of the teacher's language in the teacher's speech during learning activities. The characteristics of the teacher's language types of repetition, interrogative sentences, code mixing, and code switching were found when the teacher explained, asked, ordered, and strengthened, while the simplification type of teacher's language characteristics were found in the teacher's activities when explaining, asking, and ordering.

Keywords


Teacher Communication, Early Childhood, Teaching and Learning

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DOI: https://doi.org/10.29313/ga:jpaud.v5i2.8801

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