This article aims to describe Miss Universe 2018—2023’s winning answers textually and contextually with qualitative descriptive research to see the use of language functions in a Miss Universe Competition. The data for this research are words, phrases, clauses, and sentences from Miss Universe 2018—2023’s winning answers that are collected using listening and note-taking techniques. This research step includes determining the type of discourse, the unit of analysis, and describing data units. This research found that there are 126 grammatical and lexical elements. In the grammatical aspect, there are 54 references, 2 substitutions, 14 ellipsis, and 33 conjunctions. In the lexical aspect, there are 3 synonyms, 2 antonyms, 2 hyponyms, 6 repetitions, 8 collocations, and 2 equivalences. In the contextual aspect, the discourse is discussed in social cognition and social analysis using Teun Van Dijk's theory. As a result, the discourse was influenced by negative events occurring in society, so the content of the discourse focused on Miss Universe 2018—2023's efforts to influence the target audience to be brave in facing that inequality. This discourse also emerged due to two social factors, the power factor with the prestigious status of Miss Universe and the broad international access factor.
{"title":"DISCOURSE ANALYSIS OF MISS UNIVERSE 2018—2023’s WINNING ANSWERS","authors":"Sotyarani Padmarintan, Ni Gusti Ayu Roselani","doi":"10.31943/wej.v8i1.279","DOIUrl":"https://doi.org/10.31943/wej.v8i1.279","url":null,"abstract":"This article aims to describe Miss Universe 2018—2023’s winning answers textually and contextually with qualitative descriptive research to see the use of language functions in a Miss Universe Competition. The data for this research are words, phrases, clauses, and sentences from Miss Universe 2018—2023’s winning answers that are collected using listening and note-taking techniques. This research step includes determining the type of discourse, the unit of analysis, and describing data units. This research found that there are 126 grammatical and lexical elements. In the grammatical aspect, there are 54 references, 2 substitutions, 14 ellipsis, and 33 conjunctions. In the lexical aspect, there are 3 synonyms, 2 antonyms, 2 hyponyms, 6 repetitions, 8 collocations, and 2 equivalences. In the contextual aspect, the discourse is discussed in social cognition and social analysis using Teun Van Dijk's theory. As a result, the discourse was influenced by negative events occurring in society, so the content of the discourse focused on Miss Universe 2018—2023's efforts to influence the target audience to be brave in facing that inequality. This discourse also emerged due to two social factors, the power factor with the prestigious status of Miss Universe and the broad international access factor.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"36 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140238875","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 research conducted at 4th semester aimed to investigate the influence of vocabulary mastery and reading strategy on students’ reading ability. Ex Post Facto study was implemented, and a simple random sampling technique was used which sample consisted of 3 classes. Data collection was achieved through questionnaires and tests, ensuring instrument validity and reliability. Product Moment Correlation and Multiple Regression were used in data analysis. The results showed that there is significant influence of vocabulary mastery on reading ability with 34,26% of the effective contribution, a significant influence of reading strategy on reading ability with 7,96 of the effective contribution, and a substantial influence on vocabulary mastery and reading strategy combined on the reading ability with 42.3% of the total effective contribution. These findings highlight the importance of vocabulary mastery and reading strategy in improving students' reading ability. When constructing teaching materials and ways to improve students' reading ability, lecturers and curriculum designers should keep these variables in mind. It is suggested for future researchers to explore more advanced methodologies and treatments to improve vocabulary and reading knowledge, perhaps leading to even greater improvements in students' reading ability. Additionally, further research can still provide insights for educators and students.
{"title":"INFLUENCE OF VOCABULARY MASTERY AND READING STRATEGY ON STUDENTS’ READING ABILITY","authors":"Esterria Romauli Panjaitan, Winda Lutfiyanti, Inta Masni Sinaga","doi":"10.31943/wej.v8i1.259","DOIUrl":"https://doi.org/10.31943/wej.v8i1.259","url":null,"abstract":"The research conducted at 4th semester aimed to investigate the influence of vocabulary mastery and reading strategy on students’ reading ability. Ex Post Facto study was implemented, and a simple random sampling technique was used which sample consisted of 3 classes. Data collection was achieved through questionnaires and tests, ensuring instrument validity and reliability. Product Moment Correlation and Multiple Regression were used in data analysis. The results showed that there is significant influence of vocabulary mastery on reading ability with 34,26% of the effective contribution, a significant influence of reading strategy on reading ability with 7,96 of the effective contribution, and a substantial influence on vocabulary mastery and reading strategy combined on the reading ability with 42.3% of the total effective contribution. These findings highlight the importance of vocabulary mastery and reading strategy in improving students' reading ability. When constructing teaching materials and ways to improve students' reading ability, lecturers and curriculum designers should keep these variables in mind. It is suggested for future researchers to explore more advanced methodologies and treatments to improve vocabulary and reading knowledge, perhaps leading to even greater improvements in students' reading ability. Additionally, further research can still provide insights for educators and students.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239531","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 research looks into the use of the Paikem Gembrot model as a method of teaching English to young learners. The study aims to understand the challenges and efforts of kindergarten teachers regarding the Paikem Gembrot method in introducing English to young learners. The study employed a narrative inquiry approach, using a narrative frame to gather data from 40 kindergarten teachers in East Java. The findings show that those teachers have positive perceptions of the Paikem Gembrot model and believe it to be successful in promoting English language learning among young learners. However, they also identified some challenges such as lack of understanding of the concept, insecurity, lack of appropriate learning tools and media, lack of teacher skills in managing the class, low attention span of children, and the young age factor. The teachers have got involved in attending seminars, sharing experiences with other teachers, and learning from a variety of media. They also suggested the development of simple and widely accessible learning tools and carrying out activities with a cheerful tone to address the technical issues.
{"title":"\"PAIKEM GEMBROT IN ENGLISH LANGUAGE TEACHING FOR YOUNG LEARNERS: A NARRATIVE INQUIRY OF TEACHERS' EXPERIENCE\"","authors":"Henny Dwi Iswati, Nilam Kis Arumecendani Rois","doi":"10.31943/wej.v7i1.214","DOIUrl":"https://doi.org/10.31943/wej.v7i1.214","url":null,"abstract":"This research looks into the use of the Paikem Gembrot model as a method of teaching English to young learners. The study aims to understand the challenges and efforts of kindergarten teachers regarding the Paikem Gembrot method in introducing English to young learners. The study employed a narrative inquiry approach, using a narrative frame to gather data from 40 kindergarten teachers in East Java. The findings show that those teachers have positive perceptions of the Paikem Gembrot model and believe it to be successful in promoting English language learning among young learners. However, they also identified some challenges such as lack of understanding of the concept, insecurity, lack of appropriate learning tools and media, lack of teacher skills in managing the class, low attention span of children, and the young age factor. The teachers have got involved in attending seminars, sharing experiences with other teachers, and learning from a variety of media. They also suggested the development of simple and widely accessible learning tools and carrying out activities with a cheerful tone to address the technical issues. \u0000 ","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123633530","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 analyzes and discusses the subtitling strategies of the song translation "All Too Well (10-minute version)" from English to Indonesian. The data are taken from Taylor Swift's official lyrics video and the Indolirik channel on YouTube. The study is descriptive qualitative, and content analysis is applied in studying the data and gaining results. The study uses Gottlieb's (1992) 10 subtitling strategies focusing on audiovisual translation. The results show that there are four strategies found in the translated song lyrics: paraphrase (36%), transfer (32%), condensation (22%), and expansion (10%). The paraphrase strategy is probably used because most of the lyrics contain figurative expressions; therefore, the translator managed to convey their basic meaning rather than translating them with equivalent expressions. Meanwhile, the expansion strategy is the least used in translation because the translator might consider that most lyrics do not need more information in the target text. The song lyrics are generally well-conveyed; hence, the whole lyrics' meaning is interconnected and understandable.
本文对歌曲《All Too Well(10分钟版)》英译印尼语的字幕策略进行了分析和探讨。这些数据来自泰勒·斯威夫特的官方歌词视频和YouTube上的Indolirik频道。本研究采用描述性定性方法，研究数据并得出结果时采用内容分析方法。本研究采用了Gottlieb(1992)的10个字幕策略，重点关注视听翻译。结果表明，歌词翻译中存在四种策略:意译(36%)、迁移(32%)、浓缩(22%)和扩展(10%)。使用释义策略可能是因为大多数歌词包含比喻性表达;因此，译者设法传达了它们的基本意思，而不是用等价的表达来翻译。同时，扩展策略在翻译中使用最少，因为译者可能会考虑到大多数歌词在译文中不需要更多的信息。歌词传达得很好;因此，整个歌词的意思是相互关联的，可以理解的。
{"title":"THE STUDY OF SUBTITLING STRATEGY IN 'ALL TOO WELL' SONG TRANSLATION","authors":"Ivonda Seran, Agus Subiyanto","doi":"10.31943/wej.v7i1.211","DOIUrl":"https://doi.org/10.31943/wej.v7i1.211","url":null,"abstract":"This study analyzes and discusses the subtitling strategies of the song translation \"All Too Well (10-minute version)\" from English to Indonesian. The data are taken from Taylor Swift's official lyrics video and the Indolirik channel on YouTube. The study is descriptive qualitative, and content analysis is applied in studying the data and gaining results. The study uses Gottlieb's (1992) 10 subtitling strategies focusing on audiovisual translation. The results show that there are four strategies found in the translated song lyrics: paraphrase (36%), transfer (32%), condensation (22%), and expansion (10%). The paraphrase strategy is probably used because most of the lyrics contain figurative expressions; therefore, the translator managed to convey their basic meaning rather than translating them with equivalent expressions. Meanwhile, the expansion strategy is the least used in translation because the translator might consider that most lyrics do not need more information in the target text. The song lyrics are generally well-conveyed; hence, the whole lyrics' meaning is interconnected and understandable.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128959466","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 aims to identify the representation of gender in Indonesian government-endorsed English textbooks Specifically, the representation of gender in the textbook was essential because it depicted how society treats gender in a certain region. This study is based on a content-analysis investigation of gender representation in When English Rings the Bell SMP/MTs Kelas VII that the Indonesian government endorsed under the ministry of education. The whole data was collected through the instrument and was specified based on the need for gender representation that was made by Porrecca and was analyzed using Krippendorf's framework. This study reveals that man's representation was depicted as a strong character by depicting man as an outdoor worker with more choices of type of work. The woman's representation is depicted as a domestic worker, such as a chore. In addition, the male gender is represented as a masculine character, which is associated with types of nouns that were frequently associated with strength, wildness, and activeness, while the female gender was presented with typical nouns that were associated with beauty and passivity. The study still needs more exploration with other approaches to discover how gender is represented in the textbook.
本研究旨在确定印尼政府认可的英语教科书中的性别代表性。具体来说，教科书中的性别代表性是必不可少的，因为它描述了社会如何对待性别在某个地区。本研究基于印尼政府在教育部支持下对《当英语敲响钟声》(When English Rings the Bell) SMP/MTs Kelas VII中性别代表性的内容分析调查。整个数据是通过仪器收集的，并根据Porrecca提出的性别代表需求进行了指定，并使用Krippendorf的框架进行了分析。本研究表明，通过将男性描绘成一个有更多工作类型选择的户外工作者，将男性描绘成一个坚强的角色。女人的形象被描绘成一个家务工人，比如做家务。此外，男性被表现为一种男性化的特征，这与经常与力量、野性和主动性相关的名词类型有关，而女性则与与美丽和被动相关的典型名词有关。这项研究还需要更多的探索和其他方法来发现性别在教科书中的表现。
{"title":"GENDER REPRESENTATION IN AN INDONESIAN GOVERNMENT-ENDORSED ENGLISH TEXTBOOK","authors":"M. Irwansyah, Anandayu Suri Ardini","doi":"10.31943/wej.v7i1.191","DOIUrl":"https://doi.org/10.31943/wej.v7i1.191","url":null,"abstract":"This study aims to identify the representation of gender in Indonesian government-endorsed English textbooks Specifically, the representation of gender in the textbook was essential because it depicted how society treats gender in a certain region. This study is based on a content-analysis investigation of gender representation in When English Rings the Bell SMP/MTs Kelas VII that the Indonesian government endorsed under the ministry of education. The whole data was collected through the instrument and was specified based on the need for gender representation that was made by Porrecca and was analyzed using Krippendorf's framework. This study reveals that man's representation was depicted as a strong character by depicting man as an outdoor worker with more choices of type of work. The woman's representation is depicted as a domestic worker, such as a chore. In addition, the male gender is represented as a masculine character, which is associated with types of nouns that were frequently associated with strength, wildness, and activeness, while the female gender was presented with typical nouns that were associated with beauty and passivity. The study still needs more exploration with other approaches to discover how gender is represented in the textbook.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130653528","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 research aimed to improve students’ reading by using Schoology e-learning. With 27 students as participants, this research used classroom action research method (planning, action, observing and reflecting) and descriptive analysis techniques to present the results of students' test. In cycle I, the writers claimed that some students were paying attention when lecturer taught them, responding to questions, and finishing classwork and homework. Meanwhile, several problems appeared because the other students were late to submit, passive in discussion, and difficult to follow Schoology instruction along with the unstable internet connection or unavailable quota. Besides, the writers neither give them motivation in each meeting nor review the previous lesson and give feedback to their results of learning. The students’ score improved from 65 (pre-test) to 69 (post-test) even under the target specified. In cycle II, students were more enthusiastic to follow the learning process. They were able to finish the classwork/homework in Schoology on time. The writers were always giving motivation and trying to do their best so that the students could achieve their targets or the improvement in reading. The mean score of post-tests in cycle II (74,8) showed that reading using schoology seemed to run effectively.
{"title":"IMPROVING STUDENTS’ READING ABILITY USING SCHOOLOGY (AN ACTION RESEARCH OF THE 3rd SEMESTER IN ACADEMIC YEAR 2020/2021 OF STBA JIA, BEKASI)","authors":"Esterria Romauli Panjaitan, Winda Lutfiyanti, Inta Masni Sinaga","doi":"10.31943/wej.v7i1.187","DOIUrl":"https://doi.org/10.31943/wej.v7i1.187","url":null,"abstract":"The research aimed to improve students’ reading by using Schoology e-learning. With 27 students as participants, this research used classroom action research method (planning, action, observing and reflecting) and descriptive analysis techniques to present the results of students' test. In cycle I, the writers claimed that some students were paying attention when lecturer taught them, responding to questions, and finishing classwork and homework. Meanwhile, several problems appeared because the other students were late to submit, passive in discussion, and difficult to follow Schoology instruction along with the unstable internet connection or unavailable quota. Besides, the writers neither give them motivation in each meeting nor review the previous lesson and give feedback to their results of learning. The students’ score improved from 65 (pre-test) to 69 (post-test) even under the target specified. In cycle II, students were more enthusiastic to follow the learning process. They were able to finish the classwork/homework in Schoology on time. The writers were always giving motivation and trying to do their best so that the students could achieve their targets or the improvement in reading. The mean score of post-tests in cycle II (74,8) showed that reading using schoology seemed to run effectively.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129198303","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 is aimed at investigating students’ perceptions of using PowerPoint as a learning medium in English language teaching at a junior high school. The study was carried out at SMPN 1 Kepahiang with 30 students in the seventh grade as the subject of the study. This study combines quantitative and qualitative methodologies to examine students’ perceptions of using PowerPoint as a learning medium in English language teaching. The data was analyzed through quantitative (questionnaire) and qualitative (interview) methods. The results showed that students had positive perceptions of using PowerPoint as a teaching medium in learning English at school and were able to improve and motivate themselves. The interviews' conclusions were confirmed by the interview results, which showed that more students approved of using PowerPoint for learning. Thus, it may be said that students have positive and joyful perceptions of PowerPoint. Additionally, students believe PowerPoint to be more beneficial while learning English, particularly when it comes to boosting English activity, motivation, and competency during the learning process. Future researchers are advised to employ a larger sample, a longer time, and to utilize a PowerPoint presentation that is more appealing and varied, such as one created using Canva or another tool.
{"title":"STUDENTS’ PERCEPTIONS OF USING POWERPOINT AS LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT JUNIOR HIGH SCHOOL","authors":"Neris Mayang Ledy, Syafryadin Syafryadin","doi":"10.31943/wej.v7i1.218","DOIUrl":"https://doi.org/10.31943/wej.v7i1.218","url":null,"abstract":"This study is aimed at investigating students’ perceptions of using PowerPoint as a learning medium in English language teaching at a junior high school. The study was carried out at SMPN 1 Kepahiang with 30 students in the seventh grade as the subject of the study. This study combines quantitative and qualitative methodologies to examine students’ perceptions of using PowerPoint as a learning medium in English language teaching. The data was analyzed through quantitative (questionnaire) and qualitative (interview) methods. The results showed that students had positive perceptions of using PowerPoint as a teaching medium in learning English at school and were able to improve and motivate themselves. The interviews' conclusions were confirmed by the interview results, which showed that more students approved of using PowerPoint for learning. Thus, it may be said that students have positive and joyful perceptions of PowerPoint. Additionally, students believe PowerPoint to be more beneficial while learning English, particularly when it comes to boosting English activity, motivation, and competency during the learning process. Future researchers are advised to employ a larger sample, a longer time, and to utilize a PowerPoint presentation that is more appealing and varied, such as one created using Canva or another tool.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114450644","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 aims to describe the students’ perspective toward the use of Google Classroom; 2) to describe how Google Classroom was applied in teaching writing. This qualitative study was conducted in the first semester of the law department of Universitas Muhammadiyah Bima. It was qualitative research with five participants. The theme-based analysis was used in this study. The finding showed that Google Classroom has affected the students' attitudes toward writing skills. The data from all the participants have proved that there has been significant improvement such as 1) writing enthusiasm; 2) effectiveness of timeliness; 3) easily for access to the material; 4) practicality for writing tests; 5) efficiency of google classroom for students writing. They have shown positive and negative attitudes which affected their achievement in writing. The negative aspects that appeared were the students were less confident seeing their names on the last list which means that their scores were among the lowest. Drawing on the findings, the Google Classroom application can be used to teach writing skills because it is more practical than traditional methods. This study suggests further investigation into the wider aspect of the effectiveness of Google Classroom in teaching writing.
{"title":"STUDENTS’ PERSPECTIVE OF USING GOOGLE CLASSROOM AS THE LEARNING MANAGEMENT SYSTEM FOR STUDENTS’ WRITING SKILL","authors":"H. Hadijah","doi":"10.31943/wej.v7i1.198","DOIUrl":"https://doi.org/10.31943/wej.v7i1.198","url":null,"abstract":"This study aims to describe the students’ perspective toward the use of Google Classroom; 2) to describe how Google Classroom was applied in teaching writing. This qualitative study was conducted in the first semester of the law department of Universitas Muhammadiyah Bima. It was qualitative research with five participants. The theme-based analysis was used in this study. The finding showed that Google Classroom has affected the students' attitudes toward writing skills. The data from all the participants have proved that there has been significant improvement such as 1) writing enthusiasm; 2) effectiveness of timeliness; 3) easily for access to the material; 4) practicality for writing tests; 5) efficiency of google classroom for students writing. They have shown positive and negative attitudes which affected their achievement in writing. The negative aspects that appeared were the students were less confident seeing their names on the last list which means that their scores were among the lowest. Drawing on the findings, the Google Classroom application can be used to teach writing skills because it is more practical than traditional methods. This study suggests further investigation into the wider aspect of the effectiveness of Google Classroom in teaching writing.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121081342","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}
Ananda Putri Rizkila Janwarini, Z. Lestari, Paulina Novarita
This study aimed to describe students' perceptions of using e-portfolio in writing descriptive text and to find out the impact of the use of e-portfolio in writing descriptive text. This research was conducted with a qualitative approach with a case study. The questionnaire, interview, and students’ artifacts were used in collecting the data. The participants in this research were 32 students from first grade (X MIPA) in Mekar Arum senior high school in Bandung, West Java. There were 32 students, consisting of 28 female and four male students, who were involved in this research. The result showed that E-portfolio is easy, efficient, and useful. E-portfolio help students improve their descriptive text writing cognitively. It also had a positive impact on students' writing. It was indicated by their artifacts, in relation to the use of e-portfolios in producing descriptive texts. The students perceived the use of e-portfolio in writing descriptive text as effective in writing descriptive text. It helped them develop in many ways, especially their cognitive writing in descriptive text. This study is limited to the effectiveness of the E-portfolio. It needs further investigation in terms of examining the effectiveness of E-portfolio in teaching descriptive text to more complex variables such as the genre and level of education.
{"title":"A VIEWS OF STUDENTS REGARDING THE USE OF THE E-PORTFOLIO IN THE CREATION OF DESCRIPTIVE TEXT","authors":"Ananda Putri Rizkila Janwarini, Z. Lestari, Paulina Novarita","doi":"10.31943/wej.v7i1.193","DOIUrl":"https://doi.org/10.31943/wej.v7i1.193","url":null,"abstract":"This study aimed to describe students' perceptions of using e-portfolio in writing descriptive text and to find out the impact of the use of e-portfolio in writing descriptive text. This research was conducted with a qualitative approach with a case study. The questionnaire, interview, and students’ artifacts were used in collecting the data. The participants in this research were 32 students from first grade (X MIPA) in Mekar Arum senior high school in Bandung, West Java. There were 32 students, consisting of 28 female and four male students, who were involved in this research. The result showed that E-portfolio is easy, efficient, and useful. E-portfolio help students improve their descriptive text writing cognitively. It also had a positive impact on students' writing. It was indicated by their artifacts, in relation to the use of e-portfolios in producing descriptive texts. The students perceived the use of e-portfolio in writing descriptive text as effective in writing descriptive text. It helped them develop in many ways, especially their cognitive writing in descriptive text. This study is limited to the effectiveness of the E-portfolio. It needs further investigation in terms of examining the effectiveness of E-portfolio in teaching descriptive text to more complex variables such as the genre and level of education.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114492922","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}
Interpersonal metafunction is an important concept when describing interactions in terms of responding to the act of giving or demanding goods, services, or information (Halliday and Mathiessen (2004). This article examines interpersonal meanings realized in the mood and modality resources of an Interchange Series textbook—the fourth edition textbook used for Grade 3 or Intermediate students. The research u discourse analysis and Systemic Functional Linguistics (SFL) as the main theoretical framework, and the analysis used the mood element as a central resource for the realization of interpersonal meaning. The results show that among the 275 clauses in the 16 texts, declarative sentences dominate (146 or 53.09 percent). Interrogative clauses are much less common (64, or 23.27 percent). None of the texts, therefore, utilize any of the imperative clauses. Furthermore, the number of modalization used in the sixteen texts are probability (26 or 9.45%), usuality (10 or 3.64%), and obligation (9 or 3.27%). This research suggests that forthcoming language textbooks may include examples of interpersonal meaning in terms of speech functions as resources for interaction. The implication is that language teachers could explicitly and systematically teach students interpersonal grammar of exchange that deals with the semantics of speech functions and modality. Teachers and students should be able to critically question textbooks as socio-semiotic agents since interpersonal meaning grammar helps people learn to deconstruct or interactively create spoken texts.
{"title":"THE REALIZATION OF INTERPERSONAL MEANING OF SPOKEN TEXTS IN AN EFL INTERNATIONAL TEXTBOOK: A SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE","authors":"E. Yanto, Hikmah Pravitasari","doi":"10.31943/wej.v7i1.190","DOIUrl":"https://doi.org/10.31943/wej.v7i1.190","url":null,"abstract":"Interpersonal metafunction is an important concept when describing interactions in terms of responding to the act of giving or demanding goods, services, or information (Halliday and Mathiessen (2004). This article examines interpersonal meanings realized in the mood and modality resources of an Interchange Series textbook—the fourth edition textbook used for Grade 3 or Intermediate students. The research u discourse analysis and Systemic Functional Linguistics (SFL) as the main theoretical framework, and the analysis used the mood element as a central resource for the realization of interpersonal meaning. The results show that among the 275 clauses in the 16 texts, declarative sentences dominate (146 or 53.09 percent). Interrogative clauses are much less common (64, or 23.27 percent). None of the texts, therefore, utilize any of the imperative clauses. Furthermore, the number of modalization used in the sixteen texts are probability (26 or 9.45%), usuality (10 or 3.64%), and obligation (9 or 3.27%). This research suggests that forthcoming language textbooks may include examples of interpersonal meaning in terms of speech functions as resources for interaction. The implication is that language teachers could explicitly and systematically teach students interpersonal grammar of exchange that deals with the semantics of speech functions and modality. Teachers and students should be able to critically question textbooks as socio-semiotic agents since interpersonal meaning grammar helps people learn to deconstruct or interactively create spoken texts.","PeriodicalId":248828,"journal":{"name":"Wiralodra English Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133215297","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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