LEBAY but it is OK, guys and fully understood: the compilation of students' self-dedication in graduating paper

1. For myself, ****************, thank you for being strong until now, still choosing to try, and celebrating yourself. Those who did not give up, no matter how difficult the obstacles of college or the thesis writing process were and who were able to stand tall when hit by existing problems. Thank you, myself. May I remain humble. This is just the beginning of life. Keep it up. You can do it.

2. For myself, ****************, for my dedication and struggle in starting, working on, and completing this thesis.

3. To myself who is very extraordinary, who can survive and fight until now, hopefully always be grateful for the grace that has been given by Allah SWT. Allah SWT give, always be enthusiastic in the process, and never try to give up.

4. To myself for proving that I can do it.

5. Finally, to the girl in the mirror. For all the nights you thought about quitting but kept going anyway. For proving that IMPOSSIBLE was NEVER in your vocabulary. You did this, ******************.

The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms

 The structure of male and female teachers’ directives in English Foreign Language (EFL) classrooms primarily involves three types of sentence forms: imperative, interrogative, and declarative. These forms are used to give instructions, commands, requests, or suggestions during teaching and learning activities13.

Types and Usage of Directives

• Teachers use directive speech acts mainly in three types:

  • Commands (most frequent) to attract attention, elicit responses, or instruct students

  • Requests to politely ask students to perform actions

  • Suggestions to advise or recommend actions to students2

• Directives can be performed in two ways:

  • Direct directives, which are explicit and straightforward

  • Indirect directives, which are more polite or implicit2

Gender Differences

While the search results do not explicitly compare male and female teachers’ directive structures, research on EFL teacher directives generally highlights that the structure of directives does not significantly differ by gender but rather depends on teaching style and classroom context. Both male and female teachers use imperative, interrogative, and declarative forms to manage classroom interaction and guide students12.

Features of Directive Speech Acts in EFL

• Imperative forms dominate as they are clear and efficient for classroom management and instruction.

• Interrogative forms are often used to check understanding or elicit student responses.

• Declarative forms can be used to provide information or indirect commands.

• Spoken directives often complement written instructions, clarifying and elaborating on task requirements through repetition, paraphrasing, and exemplification, which enhance student comprehension5.

Implementation of Gallery Walk Technique to Improve Integrated Reading-Writing Skills

 Implementation of Gallery Walk Technique to Improve Integrated Reading-Writing Skills

Overview

The Gallery Walk technique is an interactive, student-centered instructional strategy where learners move around the classroom to engage with various texts, images, or prompts displayed at different stations. This approach has been shown to significantly enhance both reading comprehension and writing skills by fostering active learning, collaboration, and critical thinking12456.

How Gallery Walk Integrates Reading and Writing

• Reading Component:
  Students visit stations around the room, each featuring a different text, image, or prompt. They read and analyze the material, often answering questions or summarizing main ideas. This process encourages deeper engagement with the text and the use of metacognitive, cognitive, and socio-affective strategies, which are essential for reading comprehension136.

• Writing Component:
  After reading and discussing the materials at each station, students are tasked with writing activities such as summaries, responses, or creative pieces based on what they have read. They may also collaboratively compose texts, revise drafts, or provide written feedback on peers' work245.

• Collaborative Learning:
  The technique leverages social constructivism, as students interact, discuss, and share ideas in groups, which enhances both their understanding of the reading material and their ability to express ideas in writing16.

Typical Steps in Gallery Walk for Integrated Reading-Writing

Jigsaw Technique in Teaching Vocabulary Mastery on Descriptive Text

 Jigsaw Technique in Teaching Vocabulary Mastery on Descriptive Text

Overview

The Jigsaw technique is a cooperative learning strategy that divides students into groups, with each member responsible for learning and then teaching a segment of the material to their peers. This method has been shown to be effective in enhancing vocabulary mastery, particularly in the context of descriptive texts.

Implementation in Teaching Vocabulary on Descriptive Text

• Group Formation and Task Assignment

  • Students are divided into small groups, and each group is given a different segment or aspect of the descriptive text (e.g., different paragraphs, vocabulary sets, or features of the text).

  • Each member of a group becomes an "expert" on their assigned segment, focusing on understanding the vocabulary and content in depth87.

• Expert Group Discussions

  • Students from different groups who have the same segment meet in "expert groups" to discuss and master the vocabulary and content of their segment.

  • They clarify meanings, pronunciation, and usage of new vocabulary, often using dictionaries or teacher guidance87.

• Teaching Peers

  • Students return to their original groups and teach their segment, including the vocabulary, to the other group members.

  • This peer-teaching reinforces vocabulary retention and comprehension, as students must both understand and explain the words in context87.

• Integration and Synthesis

  • After all segments are shared, the group reconstructs the full descriptive text, now with a deeper understanding of the vocabulary and overall meaning.

  • Activities such as rearranging scrambled sentences or matching vocabulary to pictures can further reinforce learning3.

Effectiveness and Benefits

• Improved Vocabulary Mastery

Implementation of Role-Play Technique in Improving Integrated Listening-Speaking Skills

Implementation of Role-Play Technique in Improving Integrated Listening-Speaking Skills

Overview

Role-play is a dynamic teaching technique where learners act out scenarios, taking on specific roles to simulate real-life communication. This method is widely recognized for its effectiveness in developing both listening and speaking skills in an integrated manner, allowing learners to practice language use in contextually meaningful ways723.

Steps for Effective Implementation

Select Relevant Scenarios
Choose situations that reflect real-life contexts relevant to learners, such as team meetings, customer service interactions, making appointments, or job interviews723. This ensures engagement and practical language use.

Define Roles and Objectives
Clearly outline the roles each participant will play and the objectives of the exercise. Provide situation cards or scripts if needed, especially for less confident learners7.

Prepare Learners
Discuss the scenario, possible dialogues, and appropriate vocabulary. Talk about non-verbal communication-like facial expressions and body language-and how these signal active listening78. Provide opportunities to rehearse or develop scripts beforehand.

Conduct the Role-Play
Divide learners into groups or pairs, distribute role cards, and set a time limit for each role-play session. Encourage participants to stay in character and use open-ended questions to promote dialogue78.

Observation and Feedback
Assign an observer to each group who provides positive criticism and suggestions for improvement after the exercise. Immediate feedback helps learners reflect on their listening and speaking performance738.

Reflection and Discussion
After the role-play, facilitate a group discussion to analyze what worked well, what could be improved, and to reinforce learning points. Encourage learners to share their experiences and insights738.

How Role-Play Integrates Listening and Speaking