Published date:Mar 11 2021

Journal Title: KnE Social Sciences

Issue title: Annual International Conference on Language and Literature

Pages:224-237

DOI: 10.18502/kss.v5i4.8680

Diah Safithri Armindiahsafithriarmin@uinsu.ac.idUniversitas Islam Negeri Sumatera Utara (UIN SU), Medan, Indonesia

Maryati SalmiahUniversitas Islam Negeri Sumatera Utara (UIN SU), Medan, Indonesia

This study aimed to investigate how often the English teacher uses explicit and implicit meanings during the teaching-learning process in primary school, and its impact on the students’ understanding of the English material. This study was a conversation analysis study that involved one class of grade four in a primary school in a city in Indonesia. This study employed qualitative methods, and used observations to collect data, namely by recording the teaching-learning interaction. The data were analyzed by interpreting the recorded script. The study revealed that the teacher used explicit meaning in the entire teaching-learning process, and these explicit meanings made the students understand the English material easily.

Keywords: explicit, implicit, children’s cognitive development, EFL classroom

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