Pub Date : 2022-12-10DOI: 10.31980/eealjournal.v5i3.2525
Sri Meiweni Basra
There are issues with teachers’ reluctance in writing their lesson plans. They use last year’s lesson plan, copy their friends’ lesson plan, or download it from the internet. The purpose of this study is to find out how lesson plans written by teachers teaching grade ten in a Senior High School in Bandung align with the syllabus in terms of learning objectives, procedure, and evaluation. The study applies the framework of descriptive study (qualitative research). One out of four lesson plans was chosen as the main object of the data which is analyzed using the adapted instrument from Evaluasi Diri Sekolah. The fitness among learning objectives, activities, and evaluation were analyzed in detail after checking out eight criteria of the interdependence of lesson plan and syllabus at a glance. The findings of the research described that the lesson plan analyzed aligns with the syllabus in terms of learning objectives, activities, and evaluation. The study concluded that a lesson plan should be developed by referring to the syllabus because the elements are interdependent. Hopefully, it is recommended for other teachers to develop their lesson plans by referring to the syllabus so that the alignment between the lesson plan and syllabus help in running a good teaching and learning process.
老师不愿意写教案是有问题的。他们使用去年的课程计划，复制他们朋友的课程计划，或者从网上下载。摘要本研究旨在了解万隆市某高中十年级教师所撰写的教案在学习目标、程序及评鉴等方面与教学大纲的一致性。本研究采用描述性研究(定性研究)的框架。从四个课程计划中选择一个作为数据的主要对象，使用Evaluasi Diri Sekolah的改编工具进行分析。通过对教案与教学大纲相互依存的八项标准的梳理，详细分析了学习目标、活动、评价三者之间的契合度。研究结果表明，所分析的课程计划在学习目标、活动和评价方面与教学大纲保持一致。该研究的结论是，课程计划的制定应参考教学大纲，因为各要素是相互依存的。希望其他教师可以参考教学大纲来制定他们的教案，这样教案和教学大纲之间的一致性有助于良好的教学过程。
{"title":"AN ANALYSIS OF FITNESS BETWEEN A LESSON PLAN WITH SYLLABUS IN TERMS OF LEARNING OBJECTIVES, PROCEDURE, AND EVALUATION","authors":"Sri Meiweni Basra","doi":"10.31980/eealjournal.v5i3.2525","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i3.2525","url":null,"abstract":"There are issues with teachers’ reluctance in writing their lesson plans. They use last year’s lesson plan, copy their friends’ lesson plan, or download it from the internet. The purpose of this study is to find out how lesson plans written by teachers teaching grade ten in a Senior High School in Bandung align with the syllabus in terms of learning objectives, procedure, and evaluation. The study applies the framework of descriptive study (qualitative research). One out of four lesson plans was chosen as the main object of the data which is analyzed using the adapted instrument from Evaluasi Diri Sekolah. The fitness among learning objectives, activities, and evaluation were analyzed in detail after checking out eight criteria of the interdependence of lesson plan and syllabus at a glance. The findings of the research described that the lesson plan analyzed aligns with the syllabus in terms of learning objectives, activities, and evaluation. The study concluded that a lesson plan should be developed by referring to the syllabus because the elements are interdependent. Hopefully, it is recommended for other teachers to develop their lesson plans by referring to the syllabus so that the alignment between the lesson plan and syllabus help in running a good teaching and learning process. ","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134495329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.31980/eealjournal.v5i3.2530
Falen Yuanisa
Listening is a skill that must be acquired in learning English. However, there is a difficulties that felt by the students when they are learning listening. The distractions inside and outside the classroom make the learning process become ineffective. Because of that, Digital Narrative Media considered for teaching listening comprehension at one class of eleventh grade in one of Senior High School in Garut. This research aimed to improve students’ listening comprehension. This research used a quantitative method and pre-experimental as the design for the research. The researcher choose the participants from one class of eleventh grade in one of Senior High School in Garut. The research sample consisted of 30 students. The researcher use pre-test and post-test for collecting data and then analyze the data by statistical analysis. The research findings showed that the students‘ pre-test mean score was 67.50 to be 80.00 in the post-test. The t-test analysis showed that Sig. (2-tailed) is 0.000 which is smaller than α = 0.05. It means that there was a significant difference of students‘ listening comprehension before and after using the Digital Narrative Technique. In conclusion, Digital Narrative Technique was effective to improve students‘ listening comprehension.
{"title":"STUDENTS’ IMPROVEMENT IN LISTENING COMPREHENSION THROUGH DIGITAL NARRATIVE MEDIA","authors":"Falen Yuanisa","doi":"10.31980/eealjournal.v5i3.2530","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i3.2530","url":null,"abstract":"Listening is a skill that must be acquired in learning English. However, there is a difficulties that felt by the students when they are learning listening. The distractions inside and outside the classroom make the learning process become ineffective. Because of that, Digital Narrative Media considered for teaching listening comprehension at one class of eleventh grade in one of Senior High School in Garut. This research aimed to improve students’ listening comprehension. This research used a quantitative method and pre-experimental as the design for the research. The researcher choose the participants from one class of eleventh grade in one of Senior High School in Garut. The research sample consisted of 30 students. The researcher use pre-test and post-test for collecting data and then analyze the data by statistical analysis. The research findings showed that the students‘ pre-test mean score was 67.50 to be 80.00 in the post-test. The t-test analysis showed that Sig. (2-tailed) is 0.000 which is smaller than α = 0.05. It means that there was a significant difference of students‘ listening comprehension before and after using the Digital Narrative Technique. In conclusion, Digital Narrative Technique was effective to improve students‘ listening comprehension.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121849173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.31980/eealjournal.v5i3.2527
Indah Nabila, H. Thamrin, Supian Supian, E. Rusmana
This Research is entitled “An Analysis of BTS’s Selected Song Lyrics: A Study of Denotative, Connotative and Myth Meaning”. There purposes to conduct this research; to look at the meaning namely denotation and connotation as well as myth in these selected songs. The writer limits the research to only focusing on 3 selected BTS songs. The writer used Roland Barthes’s theory. By using the method, the meaning contained in the song lyrics can be described in detail by analyzing the meaning of denotation and connotation in the lyrics and finding myths about what is formed. The writer uses a descriptive qualitative method in order to answer the research problem. The writer found that there are 9 sign systems for BTS Epilogue: Young Forever lyrics that regarding career pressures or a person's mental health condition particularly for K-pop idols, 9 sign systems for BTS Fire lyrics that relate to social class, especially in Korea that usually called spoon theory and 12 sign systems for BTS ON lyrics that show how the shadow self-began to appear.
本研究的题目是“BTS歌曲选曲分析:外延意义、内涵意义和神话意义的研究”。开展本研究有其目的;考察这些选曲的意义，即外延、内涵和神话。作者将调查对象限制在防弹少年团选定的3首歌曲上。这位作家引用了罗兰·巴特的理论。运用该方法，通过对歌词外延意义和内涵意义的分析，找到歌词所形成的神话，可以对歌词所包含的意义进行详细的描述。为了回答研究问题，作者采用了描述性定性的方法。作者发现，“BTS Epilogue: Young Forever”的歌词有9个符号系统，主要是关于K-pop偶像的事业压力或心理健康状况;“BTS Fire”的歌词有9个符号系统，主要是关于韩国社会阶层的“汤匙理论”;“BTS ON”的歌词有12个符号系统，主要是关于影子自我如何出现的。
{"title":"AN ANALYSIS OF BTS’S SELECTED SONG LYRICS: A STUDY OF DENOTATIVE, CONNOTATIVE AND MYTH MEANING","authors":"Indah Nabila, H. Thamrin, Supian Supian, E. Rusmana","doi":"10.31980/eealjournal.v5i3.2527","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i3.2527","url":null,"abstract":"This Research is entitled “An Analysis of BTS’s Selected Song Lyrics: A Study of Denotative, Connotative and Myth Meaning”. There purposes to conduct this research; to look at the meaning namely denotation and connotation as well as myth in these selected songs. The writer limits the research to only focusing on 3 selected BTS songs. The writer used Roland Barthes’s theory. By using the method, the meaning contained in the song lyrics can be described in detail by analyzing the meaning of denotation and connotation in the lyrics and finding myths about what is formed. The writer uses a descriptive qualitative method in order to answer the research problem. The writer found that there are 9 sign systems for BTS Epilogue: Young Forever lyrics that regarding career pressures or a person's mental health condition particularly for K-pop idols, 9 sign systems for BTS Fire lyrics that relate to social class, especially in Korea that usually called spoon theory and 12 sign systems for BTS ON lyrics that show how the shadow self-began to appear.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122034509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.31980/eealjournal.v5i3.2528
Mohammad Soni, S. Dewi, Sulistia Alawiah
In relating with other people, the cooperative principle may be done to make a dialogue run well and efficiently. However, there are chances when speakers have to violate a maxim because of some reason. This study aims to determine the kinds of maxim violations done by the students during classroom interaction and the reasons behind the students violating the maxims. This study used observation and interview methods to collect the data. The study results show that there are three maxims violated by students, namely violating the maxim of quantity, relevance, and quality, with a total of 25 utterances. The students violate the maxim because they want to save face and build someone’s belief.
{"title":"SEEING MAXIM VIOLATION IN EFL CLASSROOM INTERACTION","authors":"Mohammad Soni, S. Dewi, Sulistia Alawiah","doi":"10.31980/eealjournal.v5i3.2528","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i3.2528","url":null,"abstract":"In relating with other people, the cooperative principle may be done to make a dialogue run well and efficiently. However, there are chances when speakers have to violate a maxim because of some reason. This study aims to determine the kinds of maxim violations done by the students during classroom interaction and the reasons behind the students violating the maxims. This study used observation and interview methods to collect the data. The study results show that there are three maxims violated by students, namely violating the maxim of quantity, relevance, and quality, with a total of 25 utterances. The students violate the maxim because they want to save face and build someone’s belief. ","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124386352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.31980/eealjournal.v5i2.2522
Muhamad Luthfi
In education, such as classroom teaching and learning, politeness is very important. Students communicate with the teacher during the teaching and learning process using various sayings that demonstrate politeness strategies. Considering politeness consists of methods to create appropriate politeness in communication between students and teachers. But when students use politeness strategies in giving feedback on the teacher's response, not all students can know a good speech. Therefore, this study was conducted to determine the politeness strategies used by students and teachers for classroom interaction. There are four politeness strategies based on Brown and Levinson's theory. There are bald on record, off record, positive politeness, and negative politeness. Researcher use qualitative descriptive methods to describe the results. The participants of this study were students and teachers in English classes. Researcher used two research instruments, namely interviews and observations. The Data will be analyzed by reading, analyzing, interpreting, and inferring. The results showed that the most dominant student strategy is positive politeness. Thus, this study is expected to contribute to students choosing the suitability of politeness strategies when classed.
{"title":"POLITENESS STRATEGIES USED BY STUDENTS IN CLASSROOM INTERACTION","authors":"Muhamad Luthfi","doi":"10.31980/eealjournal.v5i2.2522","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i2.2522","url":null,"abstract":"In education, such as classroom teaching and learning, politeness is very important. Students communicate with the teacher during the teaching and learning process using various sayings that demonstrate politeness strategies. Considering politeness consists of methods to create appropriate politeness in communication between students and teachers. But when students use politeness strategies in giving feedback on the teacher's response, not all students can know a good speech. Therefore, this study was conducted to determine the politeness strategies used by students and teachers for classroom interaction. There are four politeness strategies based on Brown and Levinson's theory. There are bald on record, off record, positive politeness, and negative politeness. Researcher use qualitative descriptive methods to describe the results. The participants of this study were students and teachers in English classes. Researcher used two research instruments, namely interviews and observations. The Data will be analyzed by reading, analyzing, interpreting, and inferring. The results showed that the most dominant student strategy is positive politeness. Thus, this study is expected to contribute to students choosing the suitability of politeness strategies when classed. ","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133398828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.31980/eealjournal.v5i2.2519
Resa Hapitri
No one wants to be disabled or imperfect like other children. Being disabled doesn't mean they can't do anything. Thus, this research is focused on finding the strategies faced by English teachers in teaching students with special needs. The participant involved in this study is one of the English teachers in a special-needs school who has experience in teaching English. Data was collected using semi-structured interviews. The results show that the strategies used by teachers when teaching English are a student-centered approach and the use of repetition to help students remember lessons.
{"title":"STRATEGIES USED BY ENGLISH TEACHER FOR STUDENTS WITH SPECIAL NEEDS","authors":"Resa Hapitri","doi":"10.31980/eealjournal.v5i2.2519","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i2.2519","url":null,"abstract":"No one wants to be disabled or imperfect like other children. Being disabled doesn't mean they can't do anything. Thus, this research is focused on finding the strategies faced by English teachers in teaching students with special needs. The participant involved in this study is one of the English teachers in a special-needs school who has experience in teaching English. Data was collected using semi-structured interviews. The results show that the strategies used by teachers when teaching English are a student-centered approach and the use of repetition to help students remember lessons.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129498406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.31980/eealjournal.v5i2.2520
M. Iqbal, H. Thamrin, A. Maulana, E. Rusmana
Figurative language is one kind of the language styles to make the expression and the message of the speaker or writer is strengthen. Figurative language usually used in song lyrics. Sometimes, figurative languages existed in song lyrics can’t be understandable. One of the song lyrics that has a lot of figurative languages is songs from Sinestesia album by Efek Rumah Kaca. Therefore, this research is trying to analyze figurative languages existed in song lyrics on Efek Rumah Kaca’s album titled Sinestesia. The research is focused on analyzing type of figurative languages with its meaning by using Kennedy’s theory of classification of figurative language (1983) and Ogden and Richard’s theory of meaning (1923). Qualitative descriptive is the method that used for this research. The result of this research is 4 type of figurative languages is found, which is 25 personifications, 18 metaphors, 15 overstatements, and 2 apostrophes with each of figurative language’s meaning is elaborated . Besides of it, the writer found that figurative languages existed in the Sinestesia album’s song lyrics has a connection to the song itself.
比喻语言是一种使说话者或作者的表达和信息得到加强的语言风格。比喻语言:通常用于歌词中的比喻语言有时候，歌词中存在的比喻语言是无法理解的。其中一个有很多比喻语言的歌词是Efek Rumah Kaca的Sinestesia专辑中的歌曲。因此，本研究试图分析Efek Rumah Kaca专辑《Sinestesia》歌词中存在的比喻语言。本研究主要运用肯尼迪的比喻语言分类理论(1983)和奥格登和理查德的意义理论(1923)对比喻语言的类型及其意义进行分析。定性描述是本研究使用的方法。本研究的结果是发现了4种类型的比喻语言，即25种拟人，18种隐喻，15种夸张，并对每种比喻语言的意思进行了2个撇号的阐述。除此之外，作者还发现Sinestesia专辑歌词中存在的比喻语言与歌曲本身有联系。
{"title":"AN ANALYSIS OF FIGURATIVE LANGUAGE ON EFEK RUMAH KACA’S SONG LYRICS: SINESTESIA 2015","authors":"M. Iqbal, H. Thamrin, A. Maulana, E. Rusmana","doi":"10.31980/eealjournal.v5i2.2520","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i2.2520","url":null,"abstract":"Figurative language is one kind of the language styles to make the expression and the message of the speaker or writer is strengthen. Figurative language usually used in song lyrics. Sometimes, figurative languages existed in song lyrics can’t be understandable. One of the song lyrics that has a lot of figurative languages is songs from Sinestesia album by Efek Rumah Kaca. Therefore, this research is trying to analyze figurative languages existed in song lyrics on Efek Rumah Kaca’s album titled Sinestesia. The research is focused on analyzing type of figurative languages with its meaning by using Kennedy’s theory of classification of figurative language (1983) and Ogden and Richard’s theory of meaning (1923). Qualitative descriptive is the method that used for this research. The result of this research is 4 type of figurative languages is found, which is 25 personifications, 18 metaphors, 15 overstatements, and 2 apostrophes with each of figurative language’s meaning is elaborated . Besides of it, the writer found that figurative languages existed in the Sinestesia album’s song lyrics has a connection to the song itself.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114179036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.31980/eealjournal.v5i2.2521
D. Pratiwi, Norani Norani
The think-aloud method is a way for increasing reading comprehension. The think-aloud is a method that can help teachers in gathering student processes such as surmising and utilization of prior information. This research investigate the effectiveness of think aloud method in teaching students’ reading comprehension. Non-probability sampling was employed for choose learners from a state Junior High School in Garut for the quasi experimental research. The research sample consisted of class VIII for the experiment and control group. Through using pretest and posttest, the researcher gathered and statistically analyzed the data. The value of Sig evidences (2-tailed) is equal to 0.006 < 0.05, which means, the think-aloud method is not effective in teaching students' reading comprehension.
{"title":"THINK-ALOUD METHOD: DEVELOPING STUDENTS' READING COMPREHENSION","authors":"D. Pratiwi, Norani Norani","doi":"10.31980/eealjournal.v5i2.2521","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i2.2521","url":null,"abstract":"The think-aloud method is a way for increasing reading comprehension. The think-aloud is a method that can help teachers in gathering student processes such as surmising and utilization of prior information. This research investigate the effectiveness of think aloud method in teaching students’ reading comprehension. Non-probability sampling was employed for choose learners from a state Junior High School in Garut for the quasi experimental research. The research sample consisted of class VIII for the experiment and control group. Through using pretest and posttest, the researcher gathered and statistically analyzed the data. The value of Sig evidences (2-tailed) is equal to 0.006 < 0.05, which means, the think-aloud method is not effective in teaching students' reading comprehension.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123095538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.31980/eealjournal.v5i2.2516
Chintya Fitria Rachmawati, A. Rustandi, Luthfiyatun Thoyyibah
This research focuses on speech acts as a significant role in teaching and learning process. In line with this topic, the aimed of this research attempts to find out the types of speech act mostly used by teachers’ and students’ English program. This study used descriptive qualitative method. The data which were used the utterances performed by the teacher and students talk in speaking class. Those speech acts are supported by theories of Searle (1977) who find out the use of speech act. From the theory, there are 5 classifications of illocutionary speech act; representative, directive, expressive, commissive, and declarative. The findings show that the classifications of speech acts mostly used by teacher is directive and representative is mostly used by the students. From the findings, teacher’s directive has some involvement toward students’ behavior during teaching and learning process. Besides, the used of representative by students has enhances their speaking ability. This study concludes that when teacher and students used the speech acts, it helps them comprehend the message in every utterance and easy to understand when communication. Hopefully, this study will help develop good classroom communication between teachers and students.
{"title":"AN ANALYSIS OF SPEECH ACT DURING SPEAKING CLASS ACTIVITY (TEACHER – STUDENTS TALKS)","authors":"Chintya Fitria Rachmawati, A. Rustandi, Luthfiyatun Thoyyibah","doi":"10.31980/eealjournal.v5i2.2516","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i2.2516","url":null,"abstract":"This research focuses on speech acts as a significant role in teaching and learning process. In line with this topic, the aimed of this research attempts to find out the types of speech act mostly used by teachers’ and students’ English program. This study used descriptive qualitative method. The data which were used the utterances performed by the teacher and students talk in speaking class. Those speech acts are supported by theories of Searle (1977) who find out the use of speech act. From the theory, there are 5 classifications of illocutionary speech act; representative, directive, expressive, commissive, and declarative. The findings show that the classifications of speech acts mostly used by teacher is directive and representative is mostly used by the students. From the findings, teacher’s directive has some involvement toward students’ behavior during teaching and learning process. Besides, the used of representative by students has enhances their speaking ability. This study concludes that when teacher and students used the speech acts, it helps them comprehend the message in every utterance and easy to understand when communication. Hopefully, this study will help develop good classroom communication between teachers and students.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129771823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.31980/eealjournal.v5i1.2510
H. Hermawan, Norani Norani
This study aims to analyze what English skills are most needed by English students and how to structure the curriculum in English. This research method uses qualitative methods with case study research design. This research was conducted in Biology education at a university in Garut. The subjects of this study were 6 students from level 4 and 25 students from levels 1-4. This study used three instruments, namely interviews, analyzing documents, and questionnaires. The results of the study showed that reading skills that was English skill needed by Biology students, having these abilities could help and support their understanding in reading books, journals, and modules in English. Not only that, speaking skills were also needed by them to support future careers, especially in teaching. Second, mastery of vocabulary and grammar aspects is an aspect that Biology students feel is still lacking, so this has an impact on their speaking and reading processes. Therefore, learning English is still lacking if it is only taught one semester in the Biology Study Program.
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