Abstract
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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