Pub Date : 2020-01-30DOI: 10.31316/ELTICS.V5I1.528
R. Irawan
The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if lacks of internet connection, the error of the system, easy for students to copy and paste their classmates’ assignments are its weaknesses.
{"title":"Exploring the Strengths and Weaknesses of Teaching Speaking by Using LMS-Edmodo","authors":"R. Irawan","doi":"10.31316/ELTICS.V5I1.528","DOIUrl":"https://doi.org/10.31316/ELTICS.V5I1.528","url":null,"abstract":"The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if lacks of internet connection, the error of the system, easy for students to copy and paste their classmates’ assignments are its weaknesses.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"602 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129365401","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}
In accordance with Kurikulum 2013, teaching materials given to the classes have to reflect teaching activities in scientific approach. Dealing with it, it is important for teachers to provide interesting materials to attract students’ critical thinking. Thus, providing attractive and interactive media is also extremely necessary in order to create fun learning and maximal result for the students. However, appropriate media to support English textbook When English Rings a Bell for the seven graders of junior high school is not available yet. Therefore, it is urgently needed to develop it.Regarding with the absence of the media, this research was conducted with an aim to develop video using ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The result of the development, then, was assessed by an instructional design expert and was tried out by 4 English teachers from 2 public schools and 2 private schools of junior high in Malang city. The data were collected in the form of qualitative data employing questionnaire as the research instrument. To analyze the data, the researchers used descriptive qualitative analysis.Based on the result of the instructional expert’s assessment and teachers’ try out, it can be concluded that the video development as supporting media for English textbook When English Rings a Bell is considered good. Thus, it can be used by English teachers in classes.The research finding of video development is expected to be beneficial for English teachers as the supportive media of English textbook When English Rings a Bell for seven graders of junior high school. It is also expected to be beneficial for the seven graders of junior high school to increase their understanding on English materials of the textbook through the video. Key words: video development, English textbook
根据Kurikulum 2013，提供给班级的教材必须以科学的方式反映教学活动。对于教师来说，提供有趣的材料来吸引学生的批判性思维是很重要的。因此，提供有吸引力和互动性的媒体也是非常必要的，以便为学生创造有趣的学习和最大的结果。然而，目前还没有合适的媒体来支持初中七年级的英语教材《当英语铃响》。因此，迫切需要对其进行开发。鉴于媒体的缺失，本研究的目的是利用ADDIE(分析、设计、开发、实施和评估)来开发视频。然后，开发结果由教学设计专家进行评估，并由来自玛琅市2所公立学校和2所私立初中的4名英语教师进行试用。数据收集采用定性数据的形式，以问卷调查为研究工具。为了分析数据，研究人员使用了描述性定性分析。根据教学专家的评价和教师的试用结果，认为视频开发作为英语教材《当英语铃响》的支持媒体是好的。因此，它可以被英语教师在课堂上使用。视频开发的研究成果有望作为初中七年级英语教材《When English Rings a Bell》的辅助媒体，对英语教师有所帮助。通过视频，还可以帮助初七年级的学生加深对教材中英语内容的理解。关键词:视频显影;英语教材
{"title":"The Development of Supporting Video for English Textbook When English Rings a Bell of the Seventh Graders of Junior High School","authors":"F. Unsiah, P. Degeng, I. Kusumawardani","doi":"10.31316/ELTICS.V3I1.11","DOIUrl":"https://doi.org/10.31316/ELTICS.V3I1.11","url":null,"abstract":"In accordance with Kurikulum 2013, teaching materials given to the classes have to reflect teaching activities in scientific approach. Dealing with it, it is important for teachers to provide interesting materials to attract students’ critical thinking. Thus, providing attractive and interactive media is also extremely necessary in order to create fun learning and maximal result for the students. However, appropriate media to support English textbook When English Rings a Bell for the seven graders of junior high school is not available yet. Therefore, it is urgently needed to develop it.Regarding with the absence of the media, this research was conducted with an aim to develop video using ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The result of the development, then, was assessed by an instructional design expert and was tried out by 4 English teachers from 2 public schools and 2 private schools of junior high in Malang city. The data were collected in the form of qualitative data employing questionnaire as the research instrument. To analyze the data, the researchers used descriptive qualitative analysis.Based on the result of the instructional expert’s assessment and teachers’ try out, it can be concluded that the video development as supporting media for English textbook When English Rings a Bell is considered good. Thus, it can be used by English teachers in classes.The research finding of video development is expected to be beneficial for English teachers as the supportive media of English textbook When English Rings a Bell for seven graders of junior high school. It is also expected to be beneficial for the seven graders of junior high school to increase their understanding on English materials of the textbook through the video. Key words: video development, English textbook","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121884262","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}
Making improvements of the speech feature is possible to do because pronunciation is teachable. Some experts in pronunciation teaching have suggested more comprehensive and contemporary teaching methods and techniques. In narrower context to English Study Program some seemingly cases are found in depicting the condition of how the last semester students who attend thesis seminar are tend to have difficulty in their Pronunciation. Many of them are still struggling in articulating the correct English pronunciation. The problematic speech features are targeted to the segmental part, such as the accuracy of vowel sounds production. For this particular research, the researchers want to investigate the similar problematic features of pronunciation of the second semester students of English Study Program of Universitas Brawijaya and later will try to implement some teaching pronunciation techniques to modify their pronunciation production. For this particular research employs a qualitative research design. The data were analysed into narrative description, interpretation and textual. The participants were asked to read aloud the given 14 minimal pair words list. The recorded data were saved as wave files (.wav) to analyze them by using PRAAT to visual display of the students’ First Formant (F1) and Second Formant (F2). Then, these visual displays were compared to those of native speakers in PRAAT window. The result of this research reveals that due to the lack of how to disambiguate the correct pronunciation of vowel sounds within the given words the participant tend to produce inaccurate pronunciation. Which are reflected by the result of the spectrum score range: F1 and F2. Some proposed techniques of teaching segmental were drilling, teaching minimal pairs, chanting with jazz chant and rhyming with tongue twisters, to modify learners segmental features. As the suggestion all targeted parties (students, Lectures and Authority) should be willing to do what are necessary to maintain the success of the teaching and learning pronunciation in Study program of English. Key words: student’ spoken feature, segment
{"title":"Using PRAAT for Analysing Segmental Features of Speech Produced by the Students of English Study Program of Universitas Brawijaya","authors":"Istiqomah Wulandari, I. Rodliyah, F. Fatimah","doi":"10.31316/ELTICS.V3I1.12","DOIUrl":"https://doi.org/10.31316/ELTICS.V3I1.12","url":null,"abstract":"Making improvements of the speech feature is possible to do because pronunciation is teachable. Some experts in pronunciation teaching have suggested more comprehensive and contemporary teaching methods and techniques. In narrower context to English Study Program some seemingly cases are found in depicting the condition of how the last semester students who attend thesis seminar are tend to have difficulty in their Pronunciation. Many of them are still struggling in articulating the correct English pronunciation. The problematic speech features are targeted to the segmental part, such as the accuracy of vowel sounds production. For this particular research, the researchers want to investigate the similar problematic features of pronunciation of the second semester students of English Study Program of Universitas Brawijaya and later will try to implement some teaching pronunciation techniques to modify their pronunciation production. For this particular research employs a qualitative research design. The data were analysed into narrative description, interpretation and textual. The participants were asked to read aloud the given 14 minimal pair words list. The recorded data were saved as wave files (.wav) to analyze them by using PRAAT to visual display of the students’ First Formant (F1) and Second Formant (F2). Then, these visual displays were compared to those of native speakers in PRAAT window. The result of this research reveals that due to the lack of how to disambiguate the correct pronunciation of vowel sounds within the given words the participant tend to produce inaccurate pronunciation. Which are reflected by the result of the spectrum score range: F1 and F2. Some proposed techniques of teaching segmental were drilling, teaching minimal pairs, chanting with jazz chant and rhyming with tongue twisters, to modify learners segmental features. As the suggestion all targeted parties (students, Lectures and Authority) should be willing to do what are necessary to maintain the success of the teaching and learning pronunciation in Study program of English. Key words: student’ spoken feature, segment","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132710692","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 : 2017-04-20DOI: 10.31316/ELTICS.V6I1.539
Emi Sudarwati, Y. Manipuspika
This study deals with a strategy named Group Discussion model of CooperativeLearning strategy applied in the teaching of Critical Reading course at English Study Program,Brawijaya University. By using that strategy, it is expected that the problem in CriticalReading class can be solved and students’ ability in critical reading will, in turn, be improved.The design of the study is Classroom Action Research (CAR) since the study is aimed atimproving the students’ critical reading ability and solving the classroom’s problems on theteaching of reading. Based on its characteristics, the classroom action research is donerepeatedly until those problems can be solved. Dealing with the classroom setting, the study isdirected to develop the teaching strategy in order to find out a solution to the classroom’sproblem in the teaching of reading. This study reveals that Cooperative Learning strategy hassuccessfully improved students’ critical reading ability. In doing so, there are stages conductednamely, having cooperative work organization, using appropriate media, having creativity (forteachers), monitoring teaching and learning processes closely, and giving students feedback ontheir work. In conclusion, Cooperative Learning can be beneficial for students’ learning incritical reading as it can make students active and enjoy the classroom activities. However, italso has weaknesses such as time consuming and less appropriate for classes with biggernumber of students. Despite the weaknesses, teachers are still recommended to apply thisstrategy in critical reading classes.
{"title":"IMPROVING STUDENTS’ CRITICAL READING ABILITY: COOPERATIVE LEARNING STRATEGY","authors":"Emi Sudarwati, Y. Manipuspika","doi":"10.31316/ELTICS.V6I1.539","DOIUrl":"https://doi.org/10.31316/ELTICS.V6I1.539","url":null,"abstract":"This study deals with a strategy named Group Discussion model of CooperativeLearning strategy applied in the teaching of Critical Reading course at English Study Program,Brawijaya University. By using that strategy, it is expected that the problem in CriticalReading class can be solved and students’ ability in critical reading will, in turn, be improved.The design of the study is Classroom Action Research (CAR) since the study is aimed atimproving the students’ critical reading ability and solving the classroom’s problems on theteaching of reading. Based on its characteristics, the classroom action research is donerepeatedly until those problems can be solved. Dealing with the classroom setting, the study isdirected to develop the teaching strategy in order to find out a solution to the classroom’sproblem in the teaching of reading. This study reveals that Cooperative Learning strategy hassuccessfully improved students’ critical reading ability. In doing so, there are stages conductednamely, having cooperative work organization, using appropriate media, having creativity (forteachers), monitoring teaching and learning processes closely, and giving students feedback ontheir work. In conclusion, Cooperative Learning can be beneficial for students’ learning incritical reading as it can make students active and enjoy the classroom activities. However, italso has weaknesses such as time consuming and less appropriate for classes with biggernumber of students. Despite the weaknesses, teachers are still recommended to apply thisstrategy in critical reading classes.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126926074","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}
The intention of this study is to describe the effectiveness of peer learning in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research the students who passed the standard score improved from 37% in the preliminary data to 77% at the end of the research. It means that peer learning strategy improves students’ reading comprehension that was influenced by student’s factors (attention, interest and participation) and lecturer factors (choosing the material and managing classroom). Keywords: peer learning based, EFL, non-native reading comprehension
{"title":"PEER LEARNING-BASED STRATEGY IN EFL READING CLASSROOM","authors":"Juang Kurniawan Syahruzah","doi":"10.31316/eltics.v3i1.15","DOIUrl":"https://doi.org/10.31316/eltics.v3i1.15","url":null,"abstract":"The intention of this study is to describe the effectiveness of peer learning in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research the students who passed the standard score improved from 37% in the preliminary data to 77% at the end of the research. It means that peer learning strategy improves students’ reading comprehension that was influenced by student’s factors (attention, interest and participation) and lecturer factors (choosing the material and managing classroom). Keywords: peer learning based, EFL, non-native reading comprehension","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117157960","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}
Although English students (English-L2) are allowed to retain their local accent when speaking English, they may not be intelligible if they use inappropriate stress in communication. This research is intended to find out how English-L2 produce stress in English morphological derivation words. The respondents of this study are 10 students of English Department (PBIUPY) Who are native speakers of Indonesian. PRAAT software is applied to analyse the recordings, including measuring the pitch of each word, the highest pitch indicates the primary or strongest stress in each word. The instruments of this study are 5 morphological derivation words which have different level and variation of stress. The result illustrates that English-L2 produce inappropriate stress alternation in English morphological derivation words. Most English-L2 are not able to distinguish between strong and weak stressed syllables. It is proved by the pitch which they produce have a broadly simillar pattern. Keywords: stress, alternation, English-L2
{"title":"Stress Alternation in English Morphological Derivation Words Produced by Native Speakers of Indonesia","authors":"R. Widagsa","doi":"10.31316/eltics.v3i1.10","DOIUrl":"https://doi.org/10.31316/eltics.v3i1.10","url":null,"abstract":"Although English students (English-L2) are allowed to retain their local accent when speaking English, they may not be intelligible if they use inappropriate stress in communication. This research is intended to find out how English-L2 produce stress in English morphological derivation words. The respondents of this study are 10 students of English Department (PBIUPY) Who are native speakers of Indonesian. PRAAT software is applied to analyse the recordings, including measuring the pitch of each word, the highest pitch indicates the primary or strongest stress in each word. The instruments of this study are 5 morphological derivation words which have different level and variation of stress. The result illustrates that English-L2 produce inappropriate stress alternation in English morphological derivation words. Most English-L2 are not able to distinguish between strong and weak stressed syllables. It is proved by the pitch which they produce have a broadly simillar pattern. Keywords: stress, alternation, English-L2","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127114180","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}
In language teaching learning, teaching takes place as the primary activity. However, information about people’s language ability can be acknowledged from a useful and necessary testing. This useful device is highly considered because having the knowledge of a language, which is one’s linguistic competence is different to using this knowledge in actual production, which is one’s linguistic performance. A test as a subset of assessment, in simple terms, is a method of measuring a person’s ability, knowledge, or performance in given domain (Brown, 2004:3). Component of keywords related to this definition can be seen as (1) method – a set of techniques, procedures, or items that requires performance of the test-taker, (2) measure – to measure general ability, (3) individual’s ability, competence and performance – to understand who the test-takers are and (4) domain – a sample that represents general competence.
{"title":"WALDO AS THE MEDIA TO TEACH ENGLISH TENSES","authors":"Andi Dian Rahmawan","doi":"10.31316/eltics.v3i1.14","DOIUrl":"https://doi.org/10.31316/eltics.v3i1.14","url":null,"abstract":"In language teaching learning, teaching takes place as the primary activity. However, information about people’s language ability can be acknowledged from a useful and necessary testing. This useful device is highly considered because having the knowledge of a language, which is one’s linguistic competence is different to using this knowledge in actual production, which is one’s linguistic performance. A test as a subset of assessment, in simple terms, is a method of measuring a person’s ability, knowledge, or performance in given domain (Brown, 2004:3). Component of keywords related to this definition can be seen as (1) method – a set of techniques, procedures, or items that requires performance of the test-taker, (2) measure – to measure general ability, (3) individual’s ability, competence and performance – to understand who the test-takers are and (4) domain – a sample that represents general competence.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133468679","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}
This paper aims at exploring the use of closing utterances in conversation in one of Indonesian television program. The results show that there are three types of strategies implemented close conversation and all of it is the part of positive face-saving strategies. These three strategies are: positive comment, excuse (reason), and the imperative to end strategy (imperative to end the conversation). Positive comments applied if the speakers actually enjoy the conversation, but he or she had to end it for some reasons. Excuse strategy is used to close the conversation by providing an alternative motivation or alternative explanations for the hearer which potentially exposed to the threat of the face. Lastly, imperative to end the conversation strategy applied by the use of imperative words/sentences to close the conversation, but the speaker still trying to save his/her partner’s face. In general, the positive face-saving strategies used by speakers to close the conversation also consider the feelings of the hearer, giving positive comments or express a reason why a conversation should end. Key words: Closing Conversation Strategies, Indonesian Television Program
{"title":"The Closing Conversation Strategies In Indonesian Television Program","authors":"Agwin Degaf","doi":"10.31316/eltics.v3i1.13","DOIUrl":"https://doi.org/10.31316/eltics.v3i1.13","url":null,"abstract":"This paper aims at exploring the use of closing utterances in conversation in one of Indonesian television program. The results show that there are three types of strategies implemented close conversation and all of it is the part of positive face-saving strategies. These three strategies are: positive comment, excuse (reason), and the imperative to end strategy (imperative to end the conversation). Positive comments applied if the speakers actually enjoy the conversation, but he or she had to end it for some reasons. Excuse strategy is used to close the conversation by providing an alternative motivation or alternative explanations for the hearer which potentially exposed to the threat of the face. Lastly, imperative to end the conversation strategy applied by the use of imperative words/sentences to close the conversation, but the speaker still trying to save his/her partner’s face. In general, the positive face-saving strategies used by speakers to close the conversation also consider the feelings of the hearer, giving positive comments or express a reason why a conversation should end. Key words: Closing Conversation Strategies, Indonesian Television Program","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"44 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126816699","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}
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