Teachers teaching in the 21 st century find classroom teaching and learning more challenging than it used to me. Generation Y are known to have problems with communication and generation Z are known to prefer learning tasks that contain the use of technology and activities that include the elements of fun. The use of songs has been successfully used in the teaching of English as a second/foreign language. Songs are known to motivate learners in the classroom. However, some language teachers report facing problems when they use English songs as teaching materials. This pilot study explores the challenges teachers face when they use of English songs in the English classrooms. Respondents were chosen from a public university in Malaysia. The instrument used is a questionnaire. Findings of the study revealed that teachers and learners face challenges such as pronunciation and meaning when English songs are used in the English classrooms. Article visualizations:
{"title":"INVESTIGATING CHALLENGES FOR LEARNING ENGLISH THROUGH SONGS","authors":"N. Muhamad, Noor Hanim Rahmat","doi":"10.46827/EJEL.V6I1.3270","DOIUrl":"https://doi.org/10.46827/EJEL.V6I1.3270","url":null,"abstract":"Teachers teaching in the 21 st century find classroom teaching and learning more challenging than it used to me. Generation Y are known to have problems with communication and generation Z are known to prefer learning tasks that contain the use of technology and activities that include the elements of fun. The use of songs has been successfully used in the teaching of English as a second/foreign language. Songs are known to motivate learners in the classroom. However, some language teachers report facing problems when they use English songs as teaching materials. This pilot study explores the challenges teachers face when they use of English songs in the English classrooms. Respondents were chosen from a public university in Malaysia. The instrument used is a questionnaire. Findings of the study revealed that teachers and learners face challenges such as pronunciation and meaning when English songs are used in the English classrooms. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131688845","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}
While political analysts, economists, cultural studies scholars have all been offering insightful analyses of the different matters relating to immigrant life in different parts of the world, this article reaches for a first-hand testimony in two autobiographical novels by two internationally recognized Maghrebian novelists who respectively represent the first and second generations of Maghrebian immigrants in France. In a rather innovative manner, the portrayal of immigrant life in the two novels is analyzed from a cognitive stylistic perspective, and informed by the author’s multiple research viewpoints, those of a Maghrebian literature critic, a francophone postcolonial studies researcher and a frequent visitor to France carrying the concerns of an extended family based there. The interest in style during our close reading of these largely autobiographical narratives is based on the assumption that an author's style is a reflection of their attitude and worldview. Chraibi’s novel Les Boucs (1955) is as timely now as it was in the day of its first appearance for its balanced and largely objective analysis of the sociological, psychological and economic conditions of North African immigrants. Stylistically, Les boucs features a close correlation between its form and content in that the chaotic nature of immigrant life is formally embodied in Chraibi's non-linear mode of writing. In contrast to the bleak picture presented throughout Chraibi's text, Begag's convivial approach oozes hope for his readers who come to realize the futility of continuing to curse the state of deprivation and inequity while there can always be ways setbacks can be turned into opportunities. The study uses a qualitative method of stylistic analysis and applies the two necessary principles of 'contextualization' and 'comprehensiveness' to ensure a high degree of analytical and interpretive validity.
{"title":"Representations of Maghrebians' Immigrant Life in France in Two Literary Generations: A Multilevel Cognitive Stylistic Reading of Driss Chraibi’s Les boucs and Azouz Begag’s Le gone du Chaaba","authors":"Khalid Majhad","doi":"10.21462/JELTL.V5I2.408","DOIUrl":"https://doi.org/10.21462/JELTL.V5I2.408","url":null,"abstract":"While political analysts, economists, cultural studies scholars have all been offering insightful analyses of the different matters relating to immigrant life in different parts of the world, this article reaches for a first-hand testimony in two autobiographical novels by two internationally recognized Maghrebian novelists who respectively represent the first and second generations of Maghrebian immigrants in France. In a rather innovative manner, the portrayal of immigrant life in the two novels is analyzed from a cognitive stylistic perspective, and informed by the author’s multiple research viewpoints, those of a Maghrebian literature critic, a francophone postcolonial studies researcher and a frequent visitor to France carrying the concerns of an extended family based there. The interest in style during our close reading of these largely autobiographical narratives is based on the assumption that an author's style is a reflection of their attitude and worldview. Chraibi’s novel Les Boucs (1955) is as timely now as it was in the day of its first appearance for its balanced and largely objective analysis of the sociological, psychological and economic conditions of North African immigrants. Stylistically, Les boucs features a close correlation between its form and content in that the chaotic nature of immigrant life is formally embodied in Chraibi's non-linear mode of writing. In contrast to the bleak picture presented throughout Chraibi's text, Begag's convivial approach oozes hope for his readers who come to realize the futility of continuing to curse the state of deprivation and inequity while there can always be ways setbacks can be turned into opportunities. The study uses a qualitative method of stylistic analysis and applies the two necessary principles of 'contextualization' and 'comprehensiveness' to ensure a high degree of analytical and interpretive validity.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126962955","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}
Recent efforts have addressed the new challenges related to conceptualizing, understanding and improving reading competency. Several literacy researchers have perceived reading as a developmental skill that is not situated exclusively within student’s cognition, or within family processes, or within classroom or school processes. Rather, reading development has been viewed as a result of the dynamic interaction among reader, family, classroom, and school system (Jaeger, 2017). Following on from this, systems theory approach and more specifically the ecological model allows for the examination of reading skill development from a holistic perspective. It provides an inclusive frame for describing and explaining how the educational opportunities are distributed at the micro, meso, exo, and macro systems and how these systems interact to explain students’ reading differences amon. It also delineates how developing readers’ individual characteristics transact with both proximal and distal processes to craft their reading ecologies. Future policy, practice and research are recommended to be based on the ecological model premises to have a comprehensive view of reading development.
{"title":"An Ecological Perspective on Reading Development: a Theoretical Framework to Guide Empirical Research","authors":"Neirouz Nadori","doi":"10.21462/JELTL.V5I2.397","DOIUrl":"https://doi.org/10.21462/JELTL.V5I2.397","url":null,"abstract":"Recent efforts have addressed the new challenges related to conceptualizing, understanding and improving reading competency. Several literacy researchers have perceived reading as a developmental skill that is not situated exclusively within student’s cognition, or within family processes, or within classroom or school processes. Rather, reading development has been viewed as a result of the dynamic interaction among reader, family, classroom, and school system (Jaeger, 2017). Following on from this, systems theory approach and more specifically the ecological model allows for the examination of reading skill development from a holistic perspective. It provides an inclusive frame for describing and explaining how the educational opportunities are distributed at the micro, meso, exo, and macro systems and how these systems interact to explain students’ reading differences amon. It also delineates how developing readers’ individual characteristics transact with both proximal and distal processes to craft their reading ecologies. Future policy, practice and research are recommended to be based on the ecological model premises to have a comprehensive view of reading development.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127149744","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}
Muhammad Hasyimsyah Batubara, Dina Syarifah Nasution
This research related to speech functions in cigarette billboard texts. The objectives are to describe the category and to derive dominantly used and explain the factors of the phenomenon of speech functions. The research method used descriptive qualitative. Data was collected by applying documentary techniques from commercial cigarette billboard texts (headline, subhead, slogan and images) in public places around the city center of Medan. The finding describes of the four speech functions available only three are used in commercial cigarette billboard text, statement constitutes 18 (69.25 %), question 1 (3. 8 %), command 7 (26. 9%), and offer 0 from 26 billboard texts. Statement genre used as the dominant one because it is suitable with the pattern of commercial billboard texts, where the viewer assumed only briefly saw the display of images and written text of the billboard with a duration of 5-7 seconds when they were driving. Thus, simple and powerful information in speech function of functional grammar and the language used must be efficient, effective and able to hypnotize readers so that results in positive action on the item being advertised .
{"title":"The Dominant Speech Functions in Cigarette Billboard Texts","authors":"Muhammad Hasyimsyah Batubara, Dina Syarifah Nasution","doi":"10.21462/JELTL.V5I2.407","DOIUrl":"https://doi.org/10.21462/JELTL.V5I2.407","url":null,"abstract":"This research related to speech functions in cigarette billboard texts. The objectives are to describe the category and to derive dominantly used and explain the factors of the phenomenon of speech functions. The research method used descriptive qualitative. Data was collected by applying documentary techniques from commercial cigarette billboard texts (headline, subhead, slogan and images) in public places around the city center of Medan. The finding describes of the four speech functions available only three are used in commercial cigarette billboard text, statement constitutes 18 (69.25 %), question 1 (3. 8 %), command 7 (26. 9%), and offer 0 from 26 billboard texts. Statement genre used as the dominant one because it is suitable with the pattern of commercial billboard texts, where the viewer assumed only briefly saw the display of images and written text of the billboard with a duration of 5-7 seconds when they were driving. Thus, simple and powerful information in speech function of functional grammar and the language used must be efficient, effective and able to hypnotize readers so that results in positive action on the item being advertised .","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132882357","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 online learning should be limited by principles and apply proper strategies. One of them is Self-Regulated Learning (SRL) strategy. Applying this strategy must be guided by proper instructions and procedures. In reading skill teaching and learning, this strategy is considered suitable to make students learn independently without letting them lost in the processes. This study aims to; 1) develop tasks instructions on reading comprehension skill to help students learn independently during outbreak era, 2) get students’ perspectives on how SRL works on them. The method is research and development cycle. The students’ perspectives are measured using Likert scale. The results showed that there need to be specific and clear instructions stating time, purposes of the tasks, giving students log to monitor their learning process, encouraging them to get help from lecturers or peers, and encouraging themselves to evaluate the process to find proper strategy for them.
{"title":"Self-Regulated Learning Strategy Instructions in Reading Comprehension Skill Learning During Outbreak Era","authors":"R. Nurjanah, M. F. R. Pratama","doi":"10.21462/JELTL.V5I2.409","DOIUrl":"https://doi.org/10.21462/JELTL.V5I2.409","url":null,"abstract":"The online learning should be limited by principles and apply proper strategies. One of them is Self-Regulated Learning (SRL) strategy. Applying this strategy must be guided by proper instructions and procedures. In reading skill teaching and learning, this strategy is considered suitable to make students learn independently without letting them lost in the processes. This study aims to; 1) develop tasks instructions on reading comprehension skill to help students learn independently during outbreak era, 2) get students’ perspectives on how SRL works on them. The method is research and development cycle. The students’ perspectives are measured using Likert scale. The results showed that there need to be specific and clear instructions stating time, purposes of the tasks, giving students log to monitor their learning process, encouraging them to get help from lecturers or peers, and encouraging themselves to evaluate the process to find proper strategy for them.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":" 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113951019","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 study was an attempt to examine pragmatic strategies and questioning types employed by English teachers in classroom interactions. Delivering the functions of questions by their types is insufficient to manage the flow of interaction. As such, the teachers need a certain pragmatic strategy. Data were gathered from three Indonesian English teachers. Purposefully selected teachers were observed, audio-recorded, and analyzed by using Gricean cooperative principle and politeness principle following the principle of Conservation Analysis (CA). The conservation analysis revealed that the use of external devices- adjunct to the head acts or enquirers (grounder, sweetener, and disarmer) and internal modifiers (syntactic interrogative downgraders and lexical consultative downgraders) were mostly used by the teachers in employing questions to mitigate the illocutionary act of questioning as a request. In addition, the teachers intentionally violated the maxim for the sake of managing the flow of conservation. Subsequently, this study mirrors previous research findings that display questions as the most frequent strategies used to extend the talk and to invite learner response. Instead of analyzing questions that conventionally associate those with speech act theory, social aspects of interpersonal normativity (being responsible and autonomous) might be of benefit in sharing social-communicative intentions in order to extend the classroom talk.
{"title":"Pragmatic Strategy of Indonesian English Teachers in Questioning","authors":"H. Darong","doi":"10.21462/JELTL.V5I2.398","DOIUrl":"https://doi.org/10.21462/JELTL.V5I2.398","url":null,"abstract":"This study was an attempt to examine pragmatic strategies and questioning types employed by English teachers in classroom interactions. Delivering the functions of questions by their types is insufficient to manage the flow of interaction. As such, the teachers need a certain pragmatic strategy. Data were gathered from three Indonesian English teachers. Purposefully selected teachers were observed, audio-recorded, and analyzed by using Gricean cooperative principle and politeness principle following the principle of Conservation Analysis (CA). The conservation analysis revealed that the use of external devices- adjunct to the head acts or enquirers (grounder, sweetener, and disarmer) and internal modifiers (syntactic interrogative downgraders and lexical consultative downgraders) were mostly used by the teachers in employing questions to mitigate the illocutionary act of questioning as a request. In addition, the teachers intentionally violated the maxim for the sake of managing the flow of conservation. Subsequently, this study mirrors previous research findings that display questions as the most frequent strategies used to extend the talk and to invite learner response. Instead of analyzing questions that conventionally associate those with speech act theory, social aspects of interpersonal normativity (being responsible and autonomous) might be of benefit in sharing social-communicative intentions in order to extend the classroom talk.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116138791","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 skill of grammatical cohesion is required for EFL learners to be able to write cohesive texts. It includes having a command of reference cohesive devices (both anaphorically and cataphorically) of the foreign language. The aim of the current research was to explore the cases of anaphoric pronoun resolution of university level Kurdish Learners of English (KLEs). The secondary aim of the study was to find out the reason why participants did not use that cohesive device properly. To this end, the writing assignments of 60 senior English department students were analysed. The results showed the use of pronoun reference, reiteration of expressions (lack of using pronoun reference), and unsuccessful use of pronoun reference. The results also showed possible cases of Cross Linguistic Influence (in both its positive and negative forms). The study concluded that lack of suitable instructional strategies was the reason behind inappropriate use of reference. In the light of the results, it is recommended that Kurdish EFL learners need more efficient instructional strategies to use grammatical cohesive devices. Article visualizations:
{"title":"GRAMMATICAL COHESION SKILL FOR EFL LEARNERS: THE CASE OF UNIVERSITY LEVEL KURDISH LEARNERS OF ENGLISH","authors":"Jamal Ali Omar, S. Hamad, Burhan Qadr Saleem","doi":"10.46827/EJEL.V5I4.3255","DOIUrl":"https://doi.org/10.46827/EJEL.V5I4.3255","url":null,"abstract":"The skill of grammatical cohesion is required for EFL learners to be able to write cohesive texts. It includes having a command of reference cohesive devices (both anaphorically and cataphorically) of the foreign language. The aim of the current research was to explore the cases of anaphoric pronoun resolution of university level Kurdish Learners of English (KLEs). The secondary aim of the study was to find out the reason why participants did not use that cohesive device properly. To this end, the writing assignments of 60 senior English department students were analysed. The results showed the use of pronoun reference, reiteration of expressions (lack of using pronoun reference), and unsuccessful use of pronoun reference. The results also showed possible cases of Cross Linguistic Influence (in both its positive and negative forms). The study concluded that lack of suitable instructional strategies was the reason behind inappropriate use of reference. In the light of the results, it is recommended that Kurdish EFL learners need more efficient instructional strategies to use grammatical cohesive devices. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131569960","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 : 2020-08-11DOI: 10.24036/jelt.v9i2.109293
Mike Okmawati
Educational systems worldwide has been affected by the Covid-19 pandemic , leading to the near-total closures of schools, and colleges. Most governments around the world have temporarily closed educational institutions in order to restrain the spread of Covid-19. This requires all elements of education to adapt and to continue the teaching learning process. The Indonesia Government assigns the distance learning sistem using online learning. This is effective solution to activate classroom eventhough school have been closed to reduce the spread of covid-19. Many platforms of digital sources have been implemented by school, one of them is using Google Classroom. This research aims to get review of using Google Classroom during this pandemic. This study was library research that describe the phenemenon of using Google Classroom. The result of the research finding prove that it is effective to use this platform. It is one way to be considered by the schools and teachers to provide students by e learning that can be attracted for the students, while the process of teacher learning move to virtual classes.
{"title":"The Use of Google Classroom during Pandemic","authors":"Mike Okmawati","doi":"10.24036/jelt.v9i2.109293","DOIUrl":"https://doi.org/10.24036/jelt.v9i2.109293","url":null,"abstract":"Educational systems worldwide has been affected by the Covid-19 pandemic , leading to the near-total closures of schools, and colleges. Most governments around the world have temporarily closed educational institutions in order to restrain the spread of Covid-19. This requires all elements of education to adapt and to continue the teaching learning process. The Indonesia Government assigns the distance learning sistem using online learning. This is effective solution to activate classroom eventhough school have been closed to reduce the spread of covid-19. Many platforms of digital sources have been implemented by school, one of them is using Google Classroom. This research aims to get review of using Google Classroom during this pandemic. This study was library research that describe the phenemenon of using Google Classroom. The result of the research finding prove that it is effective to use this platform. It is one way to be considered by the schools and teachers to provide students by e learning that can be attracted for the students, while the process of teacher learning move to virtual classes.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114347803","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}
Language is part of one's identity. Many a research has been conducted to prove that there is a strong relationship between language and identity. Nelson Mandela in his appease quotes once said, “ If you talk to a man in a language he understands, that goes to his head. If you talk to him in his mother tonguage, that goes to his heart. ” We all acknowledge, language is a means of communication, words establish meanings within the discourses and discourse vary in power. Language is having one of the powerful objects which completely shape one’s personal Identity. Without language, no culture can maintain its existence. Language is one of the primary and powerful means to explain us what we want, expect, and convey to the counterpart. In this changing world language is the one which identifies total ins and out of a speaker and listener. Today’s world is based on multilingualism; however, the scope of the mother tongue cannot be undermined. It is the mother tongue which established our identity, who we are, and from where we come from. It is the mother tongue which reveals about me and my location in macro and micro level. This paper discusses about how our language related to our identity, and the impact of cultural identity in teaching English as a foreign language. Article visualizations:
{"title":"YOUR LANGUAGE, YOUR IDENTITY: THE IMPACT OF CULTURAL IDENTITY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE","authors":"Waquar Ahmad Khan","doi":"10.46827/EJEL.V5I4.3249","DOIUrl":"https://doi.org/10.46827/EJEL.V5I4.3249","url":null,"abstract":"Language is part of one's identity. Many a research has been conducted to prove that there is a strong relationship between language and identity. Nelson Mandela in his appease quotes once said, “ If you talk to a man in a language he understands, that goes to his head. If you talk to him in his mother tonguage, that goes to his heart. ” We all acknowledge, language is a means of communication, words establish meanings within the discourses and discourse vary in power. Language is having one of the powerful objects which completely shape one’s personal Identity. Without language, no culture can maintain its existence. Language is one of the primary and powerful means to explain us what we want, expect, and convey to the counterpart. In this changing world language is the one which identifies total ins and out of a speaker and listener. Today’s world is based on multilingualism; however, the scope of the mother tongue cannot be undermined. It is the mother tongue which established our identity, who we are, and from where we come from. It is the mother tongue which reveals about me and my location in macro and micro level. This paper discusses about how our language related to our identity, and the impact of cultural identity in teaching English as a foreign language. Article visualizations:","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125947295","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}
Morphology and Syntax are very important studies in learning English. Morphology learns about how the words are structured and how they are put together from smaller part. It can be considered as the grammar of words. Meanwhile, Syntax discusses how the sentence is structured. The objectives of the research are to find out inflectional morphemes, derivational morphemes, and the patterns of clause structure which are found in political news on online Tempo in January 2019. This research used qualitative design and content analysis design where the source of data was article political news on Online Tempo in January, 2019. The major instrument of this research is the researchers themselves because they actively obtained and clustered the data and the secondary data was data sheet. The findings revealed three types of morphosyntactic, firstly, the researchers found 5 patterns of inflectional morpheme with 26 words. The most dominant pattern of inflectional morpheme was singular changing to the plural. Secondly, for derivational morpheme, it identified two types of classes including class-changing and class-mantaining. There were 3 patterns with 10 words in class-changing and 1 pattern with 1 word in class-mantaining. The study also showed that the common pattern of derivational morpheme was class-changing pattern (verb to noun). Thirdly, there were 7 patterns with 15 clauses that were used in political news. The result of this study proved that the dominant pattern of clause structure was S-V- to Infinitive pattern with 4 clauses.
{"title":"Morphosyntactic Analysis of Political News on Online Tempo","authors":"Pertiwi Rini Nurdiani, Umar Fauzan","doi":"10.21462/JELTL.V5I2.412","DOIUrl":"https://doi.org/10.21462/JELTL.V5I2.412","url":null,"abstract":"Morphology and Syntax are very important studies in learning English. Morphology learns about how the words are structured and how they are put together from smaller part. It can be considered as the grammar of words. Meanwhile, Syntax discusses how the sentence is structured. The objectives of the research are to find out inflectional morphemes, derivational morphemes, and the patterns of clause structure which are found in political news on online Tempo in January 2019. This research used qualitative design and content analysis design where the source of data was article political news on Online Tempo in January, 2019. The major instrument of this research is the researchers themselves because they actively obtained and clustered the data and the secondary data was data sheet. The findings revealed three types of morphosyntactic, firstly, the researchers found 5 patterns of inflectional morpheme with 26 words. The most dominant pattern of inflectional morpheme was singular changing to the plural. Secondly, for derivational morpheme, it identified two types of classes including class-changing and class-mantaining. There were 3 patterns with 10 words in class-changing and 1 pattern with 1 word in class-mantaining. The study also showed that the common pattern of derivational morpheme was class-changing pattern (verb to noun). Thirdly, there were 7 patterns with 15 clauses that were used in political news. The result of this study proved that the dominant pattern of clause structure was S-V- to Infinitive pattern with 4 clauses.","PeriodicalId":149821,"journal":{"name":"Journal on English Language Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127969357","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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