The objectives of this research are to identify the linguistic features contained in K 13 English textbook revised edition of grades X, XI, and XII published by the Ministry of Education and Culture of the Republic of Indonesia in terms of sentence pattern, types of tenses, voice, and aspect. This research is descriptive quantitative research. The sample of this research is thirty-nine reading passages were extracted from K13 English textbook revised edition published by the Indonesian Ministry of Education and Culture for senior high school students in Indonesia. All reading passages are taken as a sample, including fourteen texts of grade X, nine texts of grade XI, and sixteen texts of grade XII. The data were gathered by using a checklist and were analyzed by content analysis method. The findings showed that 1) The most common sentence patterns found are simple sentences. 2) Simple past tense is the majority of tenses used in reading the passages, especially at grade X and XI textbooks, while simple present tense is the dominant tenses found at grade XII. 3) The use of active voice dominates all reading passages at all grade levels. 4) The intensity of using the perfective aspect is higher than the imperfective aspect. 5) This result also implies that there are some differences in the findings of linguistic features from the three levels of this book. First, in terms of sentence patterns used in textbooks, at grade X the order of sentence patterns begins from the simple to the complicated one; simple sentences, then compound sentences, next complex sentences, and finally compound-complex sentences. Meanwhile, at grades XI and XII, the most complicated sentence patterns, namely compound-complex sentences, are less than compound sentences. Second, in terms of the types of tenses, the difference is that at grade X and XI textbooks, it is found that the dominant tenses used are simple past tense, while at grade XII textbooks, the most common tenses are simple present tense. these results indicate that the four linguistic features contained in English textbooks for high school In conclusion students in Indonesia need to be taught to students so that students can more easily understand and capture the meanings contained in the textbooks.
{"title":"Linguistics Features of Reading Passage in English Text Book K-13 Revised Edition for Senior High School Students in Indonesia: Analysis of Basic Text Properties","authors":"Selvi Maryati, Safnil Arsyad, Syafryadin Syafryadin","doi":"10.32663/edu-ling.v5i1.2022","DOIUrl":"https://doi.org/10.32663/edu-ling.v5i1.2022","url":null,"abstract":"The objectives of this research are to identify the linguistic features contained in K 13 English textbook revised edition of grades X, XI, and XII published by the Ministry of Education and Culture of the Republic of Indonesia in terms of sentence pattern, types of tenses, voice, and aspect. This research is descriptive quantitative research. The sample of this research is thirty-nine reading passages were extracted from K13 English textbook revised edition published by the Indonesian Ministry of Education and Culture for senior high school students in Indonesia. All reading passages are taken as a sample, including fourteen texts of grade X, nine texts of grade XI, and sixteen texts of grade XII. The data were gathered by using a checklist and were analyzed by content analysis method. The findings showed that 1) The most common sentence patterns found are simple sentences. 2) Simple past tense is the majority of tenses used in reading the passages, especially at grade X and XI textbooks, while simple present tense is the dominant tenses found at grade XII. 3) The use of active voice dominates all reading passages at all grade levels. 4) The intensity of using the perfective aspect is higher than the imperfective aspect. 5) This result also implies that there are some differences in the findings of linguistic features from the three levels of this book. First, in terms of sentence patterns used in textbooks, at grade X the order of sentence patterns begins from the simple to the complicated one; simple sentences, then compound sentences, next complex sentences, and finally compound-complex sentences. Meanwhile, at grades XI and XII, the most complicated sentence patterns, namely compound-complex sentences, are less than compound sentences. Second, in terms of the types of tenses, the difference is that at grade X and XI textbooks, it is found that the dominant tenses used are simple past tense, while at grade XII textbooks, the most common tenses are simple present tense. these results indicate that the four linguistic features contained in English textbooks for high school In conclusion students in Indonesia need to be taught to students so that students can more easily understand and capture the meanings contained in the textbooks.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115076957","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 : 2021-12-31DOI: 10.32663/edu-ling.v4i2.2200
Yuneva Yuneva, M. Melati, E. Utami, S. Masitah, Febrilia Syarayani
The aimed of this research was to know the causes of pronunciation errors made by the students and whether the method of learning English prounciation using song can improve the student�s pronouncing English words at SMAN 8 Bengkulu. The method used in this research is a qualitative descriptive. The informants in this research were students from X IPS 1 Data collection is done by interview and quistionnaire. The data obtained were analyzed by reduction of data, presentation of data, and drawing conclusions.The research results show that most of studens of X IPS 1 more interested and understanding if learning English pronunciation using songs because they can follow a native speaker to say English words correctly. The causes error of their English pronunciation is a lack of their confidence when they speaking English and the media can also be an easy or difficult factor for students to learning English pronunciation. It can be concluded that is the right media for students English pronunciation.
{"title":"An Analysis of Students� Comprehension in Pronouncing English Words by Using Song","authors":"Yuneva Yuneva, M. Melati, E. Utami, S. Masitah, Febrilia Syarayani","doi":"10.32663/edu-ling.v4i2.2200","DOIUrl":"https://doi.org/10.32663/edu-ling.v4i2.2200","url":null,"abstract":"The aimed of this research was to know the causes of pronunciation errors made by the students and whether the method of learning English prounciation using song can improve the student�s pronouncing English words at SMAN 8 Bengkulu. The method used in this research is a qualitative descriptive. The informants in this research were students from X IPS 1 Data collection is done by interview and quistionnaire. The data obtained were analyzed by reduction of data, presentation of data, and drawing conclusions.The research results show that most of studens of X IPS 1 more interested and understanding if learning English pronunciation using songs because they can follow a native speaker to say English words correctly. The causes error of their English pronunciation is a lack of their confidence when they speaking English and the media can also be an easy or difficult factor for students to learning English pronunciation. It can be concluded that is the right media for students English pronunciation.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124222966","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 : 2021-12-31DOI: 10.32663/edu-ling.v5i1.2462
L. Rakhmanina, M. Melati, Haimah Haimah
Abstract The objective of this research was to gain a deep understanding of the educational values in Tere Liye's novel, Hujan. This novel, Hujan, served as the basis for the research. The novel's educational values served as the research's data. The research method was descriptive qualitative. According to the study, Tere Liye's novel Hujan reflects educational values for his readers in the following ways: first, the moral value of education: always help, perseverance, and responsibility. Second, there is the value of social education in terms of humanity, caring, and empathy. Third, there is the value of cultural education in terms of mutual cooperation, obedient rules, and mutual respect. Tere Liye's Hujan was suggested as an alternative to literary teaching materials in high school.
{"title":"Analysis of Educational Values in Tere Liye's �Hujan� Novel as Literary Teaching Materials in High School","authors":"L. Rakhmanina, M. Melati, Haimah Haimah","doi":"10.32663/edu-ling.v5i1.2462","DOIUrl":"https://doi.org/10.32663/edu-ling.v5i1.2462","url":null,"abstract":"Abstract \u0000The objective of this research was to gain a deep understanding of the educational values in Tere Liye's novel, Hujan. This novel, Hujan, served as the basis for the research. The novel's educational values served as the research's data. The research method was descriptive qualitative. According to the study, Tere Liye's novel Hujan reflects educational values for his readers in the following ways: first, the moral value of education: always help, perseverance, and responsibility. Second, there is the value of social education in terms of humanity, caring, and empathy. Third, there is the value of cultural education in terms of mutual cooperation, obedient rules, and mutual respect. Tere Liye's Hujan was suggested as an alternative to literary teaching materials in high school.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127399657","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 : 2021-12-31DOI: 10.32663/edu-ling.v5i1.2314
Leil Badrah Zaki, Destrin Destrin
Online learning is used because of the Covid-19 virus outbreak and the lecturers and students must use online platform to teach the students. As for the learning, online platforms may have some benefits and problems either for students and lecturers. UIB have implemented the online learning by using Microsoft Teams and Moodle. This research are sought to find what are the students obstacles with online learning in UIB. The subjects of this research are 335 UIB students from 1st semester English class 1 students batch 2020/2021. This research used quantitative approach which of collecting data that yield results such as words or pictures. The data collection used questionnaire that spreaded to 335 UIB students from all major via social media: Whatsapp, Line, etc. This research has 6 lists of obstacles from various researchers which are: Lack of interest, Lack of motivation, Lack of digital devices, Lack of competence in using technology, Role of motivation, and English curriculum. The list of obstacles will be explained in this research to find the similarly comparison from the various researchers with this research. The result of the research could become a suggestion from the students' view for the UIB in conducting the online learning. The suggestions for UIB are repair the LMS server so that the students can submit or download the learning materials without any problem. Then, maybe for the LMS application can add some new features such as notification for the assignment deadline; sort and separate the list of learning materials and assignment from all major so the students can find the learning materials and their assignment easily. Also, increase the file capacity for submitting assignment, material file or video assignment will make the students easier to submit their assignment without have to redo the work to adjust the size of file to submit it on LMS.
{"title":"Analyzing Students� Obstacles of Online Learning for UIB English Class","authors":"Leil Badrah Zaki, Destrin Destrin","doi":"10.32663/edu-ling.v5i1.2314","DOIUrl":"https://doi.org/10.32663/edu-ling.v5i1.2314","url":null,"abstract":"Online learning is used because of the Covid-19 virus outbreak and the lecturers and students must use online platform to teach the students. As for the learning, online platforms may have some benefits and problems either for students and lecturers. UIB have implemented the online learning by using Microsoft Teams and Moodle. This research are sought to find what are the students obstacles with online learning in UIB. The subjects of this research are 335 UIB students from 1st semester English class 1 students batch 2020/2021. This research used quantitative approach which of collecting data that yield results such as words or pictures. The data collection used questionnaire that spreaded to 335 UIB students from all major via social media: Whatsapp, Line, etc. This research has 6 lists of obstacles from various researchers which are: Lack of interest, Lack of motivation, Lack of digital devices, Lack of competence in using technology, Role of motivation, and English curriculum. The list of obstacles will be explained in this research to find the similarly comparison from the various researchers with this research. The result of the research could become a suggestion from the students' view for the UIB in conducting the online learning. The suggestions for UIB are repair the LMS server so that the students can submit or download the learning materials without any problem. Then, maybe for the LMS application can add some new features such as notification for the assignment deadline; sort and separate the list of learning materials and assignment from all major so the students can find the learning materials and their assignment easily. Also, increase the file capacity for submitting assignment, material file or video assignment will make the students easier to submit their assignment without have to redo the work to adjust the size of file to submit it on LMS.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132099350","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 : 2021-12-31DOI: 10.32663/edu-ling.v5i1.2524
Ferri Susanto
The research was to find the simple effect of a graphic organizer which is one of the cooperative learning strategies by using Venn diagrams to improve reading comprehension of descriptive texts in English class for Law IAIN Bengkulu. The Venn Diagram has a positive effect on students. The research is Quays experimental with a non-equivalent control group design in English Specific Purpose for Law. The populations were second-semester students of the Faculty of Law. They are class A consisting of 16 students as an experimental class (international class) and class B consisting of 16 students (international class) as a control class. The totality sample is used, the researcher took the sixth step, namely; first, students were given Pre-Test for both classes to determine the experimental and the control class. Second, giving treatment for three meetings in the experimental and control classes. Third, the researcher conducted a Post-Test, in the experimental and control classes to determine the effect of the Venn Diagram. Fourth, the researcher analyzed the test using the assessment criteria. Fifth, the researcher used the t-test formula to determine the significance of the use of it from the experimental class. Sixth discusses conclusions based on the data. The results indicate that Venn Diagrams can improve students' understanding of reading descriptive texts. It can be seen after being calculated by the T-test formula that the T-Count is higher than the T-table (2.25 > 2.0423) and the average value of the two classes increased by about 9.68 points for the experimental class and 2.19 points for the control class that it has a positive effect on students' law. Furthermore, suggested that the Venn diagram is applied by students for reading comprehension.
{"title":"The Effect Of �The Venn Diagram� As A Cooperative Learning Strategy to Improve Reading Comprehension in Legal Description Texts During the Covid-19 Pandemic Period","authors":"Ferri Susanto","doi":"10.32663/edu-ling.v5i1.2524","DOIUrl":"https://doi.org/10.32663/edu-ling.v5i1.2524","url":null,"abstract":"The research was to find the simple effect of a graphic organizer which is one of the cooperative learning strategies by using Venn diagrams to improve reading comprehension of descriptive texts in English class for Law IAIN Bengkulu. The Venn Diagram has a positive effect on students. The research is Quays experimental with a non-equivalent control group design in English Specific Purpose for Law. The populations were second-semester students of the Faculty of Law. They are class A consisting of 16 students as an experimental class (international class) and class B consisting of 16 students (international class) as a control class. The totality sample is used, the researcher took the sixth step, namely; first, students were given Pre-Test for both classes to determine the experimental and the control class. Second, giving treatment for three meetings in the experimental and control classes. Third, the researcher conducted a Post-Test, in the experimental and control classes to determine the effect of the Venn Diagram. Fourth, the researcher analyzed the test using the assessment criteria. Fifth, the researcher used the t-test formula to determine the significance of the use of it from the experimental class. Sixth discusses conclusions based on the data. The results indicate that Venn Diagrams can improve students' understanding of reading descriptive texts. It can be seen after being calculated by the T-test formula that the T-Count is higher than the T-table (2.25 > 2.0423) and the average value of the two classes increased by about 9.68 points for the experimental class and 2.19 points for the control class that it has a positive effect on students' law. Furthermore, suggested that the Venn diagram is applied by students for reading comprehension.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114830648","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 : 2021-12-30DOI: 10.32663/edu-ling.v5i1.2460
Herlina Emilda, Safnil Safnil, Ira Maisarah
Although the teachers commonly used many languages in the classroom, but that doesn't guarantee avoiding code switching. This research explores the perceptions and beliefs of teachers regarding the use of code switching in Islamic Senior High School classrooms. It also examines the roles and functions of code switching in the classroom. The sample of this research was twenty two Islamic Senior High School English Teacher in Bengkulu were involved in this research. Data were collected through questionnaires and semi-structured interviews. The result from this research were, 1) Islamic Senior High School English teachers generally have positive and negative views about the practice of code switching in the classroom. 2) There were 25 reasons why do the teacher use code switching in the classroom, 3) The major function of teachers� code switching mainly for curriculum access and for maintaining interpersonal relations. Furthermore, Teachers also would be well advised to have strategies for effectively managing code switching in the English Teaching classroom to avoid its negative implications on the language learning process. It can be concluded that teachers also used code switching to maintain interpersonal relations, specifically to encourage students� participation in classroom activities, to increase students� motivation in and confidence in learning the target language.
{"title":"An Analysis of Islamic Senior High School English Teacher�s Perception of Using Code Switching in the Classsroom English Teaching","authors":"Herlina Emilda, Safnil Safnil, Ira Maisarah","doi":"10.32663/edu-ling.v5i1.2460","DOIUrl":"https://doi.org/10.32663/edu-ling.v5i1.2460","url":null,"abstract":"Although the teachers commonly used many languages in the classroom, but that doesn't guarantee avoiding code switching. This research explores the perceptions and beliefs of teachers regarding the use of code switching in Islamic Senior High School classrooms. It also examines the roles and functions of code switching in the classroom. The sample of this research was twenty two Islamic Senior High School English Teacher in Bengkulu were involved in this research. Data were collected through questionnaires and semi-structured interviews. The result from this research were, 1) Islamic Senior High School English teachers generally have positive and negative views about the practice of code switching in the classroom. 2) There were 25 reasons why do the teacher use code switching in the classroom, 3) The major function of teachers� code switching mainly for curriculum access and for maintaining interpersonal relations. Furthermore, Teachers also would be well advised to have strategies for effectively managing code switching in the English Teaching classroom to avoid its negative implications on the language learning process. It can be concluded that teachers also used code switching to maintain interpersonal relations, specifically to encourage students� participation in classroom activities, to increase students� motivation in and confidence in learning the target language.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122943803","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 : 2021-09-25DOI: 10.32663/edu-ling.v4i2.1834
Niadaniati Silitonga, A. Pasaribu
This study aims to analyze the politeness strategy produced by Indonesian Netizents On Anies Baswedan�s Twitter And Instagram Account. The research design of this study is qualitative. The data of this research collected from netizens� comments on Twitter and Instagran accounts. The data collection of this research are observing and documenting. To get the data, the researcher uses screenshot comment from Anies Baswedan�s Twitter and Instagram account. From researchers� analysis it can be conclude that, the comments of Indonesian netizens on Anies Baswedan�s Twitter and Instagram accounts, four Politeness Strategies are used. There are Bald on Record, Positive Politeness, Negative Politeness, and Off Record. In Twitter accounts, there were 35 (33,65%) comments. In total, there are 2 (100%) Bald on Records, 13 (37,14%) Positive Politeness, 9 (25,71%) Negative Politeness, and 11 (31,42%) Off Record. While in Instagram account there were 69 (66,34%) comments. In total, not used comments in Bald on Record, 36 (52,17%) Positive Politeness, 22 (31,88%) Negative Politeness, and 11 (15,94%) Off Records. From the analysis, the researcher found that the Positive Politeness Strategy that often netizens use when commenting on Anies Baswedan�s Twitter and Instagram accounts.
{"title":"POLITENESS STRATEGY USED BY INDONESIAN NETIZENS ON ANIES BASWEDAN�S TWITTER AND INSTAGRAM ACCOUNT","authors":"Niadaniati Silitonga, A. Pasaribu","doi":"10.32663/edu-ling.v4i2.1834","DOIUrl":"https://doi.org/10.32663/edu-ling.v4i2.1834","url":null,"abstract":"This study aims to analyze the politeness strategy produced by Indonesian Netizents On Anies Baswedan�s Twitter And Instagram Account. The research design of this study is qualitative. The data of this research collected from netizens� comments on Twitter and Instagran accounts. The data collection of this research are observing and documenting. To get the data, the researcher uses screenshot comment from Anies Baswedan�s Twitter and Instagram account. From researchers� analysis it can be conclude that, the comments of Indonesian netizens on Anies Baswedan�s Twitter and Instagram accounts, four Politeness Strategies are used. There are Bald on Record, Positive Politeness, Negative Politeness, and Off Record. In Twitter accounts, there were 35 (33,65%) comments. In total, there are 2 (100%) Bald on Records, 13 (37,14%) Positive Politeness, 9 (25,71%) Negative Politeness, and 11 (31,42%) Off Record. While in Instagram account there were 69 (66,34%) comments. In total, not used comments in Bald on Record, 36 (52,17%) Positive Politeness, 22 (31,88%) Negative Politeness, and 11 (15,94%) Off Records. From the analysis, the researcher found that the Positive Politeness Strategy that often netizens use when commenting on Anies Baswedan�s Twitter and Instagram accounts.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130397859","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 : 2021-08-15DOI: 10.32663/edu-ling.v4i2.1701
N. Suwastini, Putu Dita Marantika, N. L. P. S. Adnyani, Made Astawa Kusuma Mandala, N. N. Artini
In the 21st century, the development of technology has made a lot of influence on the educational process. Technology brings many new approaches to the classroom such as multimodal teaching. The current study intended to review the implementation and effectiveness of multimodal teaching in the context of English language teaching. The review followed Aveyard's (2010) design, with the criteria of selecting the articles used as sources of data are research articles from journals. The result of the review found that the characteristics, benefits, and procedures of multimodal teaching vary greatly according to the needs and abilities of teachers to design the teaching and learning activities. The review also found that multimodal teaching affected students' motivation, productive skills, reading skills, and learning autonomy. This study suggests the implementation of multimodal teaching in ELT classrooms.
{"title":"Multimodal Teaching in EFL Context: A Literature Review","authors":"N. Suwastini, Putu Dita Marantika, N. L. P. S. Adnyani, Made Astawa Kusuma Mandala, N. N. Artini","doi":"10.32663/edu-ling.v4i2.1701","DOIUrl":"https://doi.org/10.32663/edu-ling.v4i2.1701","url":null,"abstract":"In the 21st century, the development of technology has made a lot of influence on the educational process. Technology brings many new approaches to the classroom such as multimodal teaching. The current study intended to review the implementation and effectiveness of multimodal teaching in the context of English language teaching. The review followed Aveyard's (2010) design, with the criteria of selecting the articles used as sources of data are research articles from journals. The result of the review found that the characteristics, benefits, and procedures of multimodal teaching vary greatly according to the needs and abilities of teachers to design the teaching and learning activities. The review also found that multimodal teaching affected students' motivation, productive skills, reading skills, and learning autonomy. This study suggests the implementation of multimodal teaching in ELT classrooms.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124381186","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 : 2021-08-15DOI: 10.32663/edu-ling.v4i2.1728
H. Herman, Dewi Sri Lumbantobing, Bloner Sinurat
This research aims to find out the figurative language in Michael Jackson song lyrics. Therefore, the researchers formulated a question as the problem. As follows: (1) what are the kinds of figurative language in Michael Jackson�s song lyrics? (2) What is the dominant type of figurative language in Michael Jackson�s song lyrics? This research used Perrine theories to analysis kinds of figurative language in Michael Jackson song lyrics. There are 12 types of figurative language according to Perrine they are: simile, metaphor, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole/overstatement, understatement, and irony. The researchers used qualitative design because data are collected by using document in form of word and a procedure of systematic analysis of context text (words, phrase, sentences, document, etc), analysis content by qualitative enable researchers to understand the text by grouping words that have same meaning into categories. The researchers used ten song from the website Genius.com as an instrument to find the data to be analyzed based types of figurative language. The researchers finding showed that are 6 types of figurative language that found in Michael Jackson�s Songs namely: personification, apostrophe, metaphor, hyperbole, simile and symbol. While, there are 6 types of figurative language weren�t found in Michael Jackson�s Songs namely: synecdoche, metonymy, allegory, paradox, understatement, and irony. After analyzing all the data the researchers found the types of figurative language are dominantly used in Michael Jackson�s songs are hyperbole consists of 11 sentences (30%).
{"title":"AN ANALYSIS OF FIGURATIVE LANGUAGE IN MICHAEL JACKSON SONG LYRICS","authors":"H. Herman, Dewi Sri Lumbantobing, Bloner Sinurat","doi":"10.32663/edu-ling.v4i2.1728","DOIUrl":"https://doi.org/10.32663/edu-ling.v4i2.1728","url":null,"abstract":"This research aims to find out the figurative language in Michael Jackson song lyrics. Therefore, the researchers formulated a question as the problem. As follows: (1) what are the kinds of figurative language in Michael Jackson�s song lyrics? (2) What is the dominant type of figurative language in Michael Jackson�s song lyrics? This research used Perrine theories to analysis kinds of figurative language in Michael Jackson song lyrics. There are 12 types of figurative language according to Perrine they are: simile, metaphor, personification, apostrophe, synecdoche, metonymy, symbol, allegory, paradox, hyperbole/overstatement, understatement, and irony. The researchers used qualitative design because data are collected by using document in form of word and a procedure of systematic analysis of context text (words, phrase, sentences, document, etc), analysis content by qualitative enable researchers to understand the text by grouping words that have same meaning into categories. The researchers used ten song from the website Genius.com as an instrument to find the data to be analyzed based types of figurative language. The researchers finding showed that are 6 types of figurative language that found in Michael Jackson�s Songs namely: personification, apostrophe, metaphor, hyperbole, simile and symbol. While, there are 6 types of figurative language weren�t found in Michael Jackson�s Songs namely: synecdoche, metonymy, allegory, paradox, understatement, and irony. After analyzing all the data the researchers found the types of figurative language are dominantly used in Michael Jackson�s songs are hyperbole consists of 11 sentences (30%).","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133556893","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 : 2021-08-15DOI: 10.32663/edu-ling.v4i2.2083
H. Herlina, M. Melati, L. Rakhmanina
The objective of this study is to find out whether or not there is any significant correlation between reading and writing skills at Informatics Program University of Bina Insan in Academic Year of 2020/2021. The problem is there any significant correlation between students� reading skill and their writing skill at Informatics Program University of Bina Insan in Academic Year of 2020/2021?. There were two hypotheses in this study, null hypothesis (Ho) is stated that there is no significant correlation between the first students� reading skill and writing skill at Informatics Program University of Bina Insan the Academic Year of 2020/2021 (robtained
{"title":"Correlation Between Reading and Writing on First Semester Students at Informatics Program University of Bina Insan","authors":"H. Herlina, M. Melati, L. Rakhmanina","doi":"10.32663/edu-ling.v4i2.2083","DOIUrl":"https://doi.org/10.32663/edu-ling.v4i2.2083","url":null,"abstract":"The objective of this study is to find out whether or not there is any significant correlation between reading and writing skills at Informatics Program University of Bina Insan in Academic Year of 2020/2021. The problem is there any significant correlation between students� reading skill and their writing skill at Informatics Program University of Bina Insan in Academic Year of 2020/2021?. There were two hypotheses in this study, null hypothesis (Ho) is stated that there is no significant correlation between the first students� reading skill and writing skill at Informatics Program University of Bina Insan the Academic Year of 2020/2021 (robtained<rtable) and alternative hypothesis (Ha) is states that there�s significant correlation between the first students� reading and writing skills at Informatics Program University of Bina insan Academic Year of 2020/2021 (robtained<rtable). In this study, descriptive correlation method was used. The population of this study was the first students at Informatics Program University of Bina Insan Academic Year of 2020/2021. The sample of this study was all class which consisted of 34 students. The sampling technique used in this study was total sampling. In order to collect the data, the documentation was used. To analyze the data, the Pearson Product Moment formula was applied. The result of this research was 0.473. While, critical value of rtable was 0.349 at the level of significant 0.05 or 95% in two tailed test. It indicated that there was moderate correlation. The null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that there was moderate correlation between students� reading and writing skills at Informatics Program University of Bina in Academic Year of 2020/2021.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121211364","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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