Pub Date : 2021-06-27DOI: 10.31849/elsya.v3i2.6730
Orvi Banja Uru, A. Sudirman, Andhi Dwi Nugroho
Cohesion has become a crucial component of academic writing that promotes the semantic connection within phrases and sentences. The objectives of this literature review research are to identify different forms of cohesions and the most common form of cohesion in articles on EFL academic writing. This study extracted records from Google Scholar and Scopus databases and selected 20 studies in the last five years out of 700 on the use of cohesions in the writing of EFL students. The data was gathered by sorting similar messages, finding cohesions, clarifying cohesions, and counting the cohesions with the highest percentage. The research results show that the published articles containing cohesions represent the reference (35%), paired conjunctions (15%), reiteration (40%), and collocation (10%). The most common type of cohesion is reiteration, which is essential for comprehending what the authors mean in their published works. Cohesions in theoretical and practical grounds contribute to the explicitness of semantic components of words or phrases to generate the messages conveyed to readers.
{"title":"Exploring Cohesions in EFL Academic Writing: A State of the Art on the Study of Cohesions","authors":"Orvi Banja Uru, A. Sudirman, Andhi Dwi Nugroho","doi":"10.31849/elsya.v3i2.6730","DOIUrl":"https://doi.org/10.31849/elsya.v3i2.6730","url":null,"abstract":"Cohesion has become a crucial component of academic writing that promotes the semantic connection within phrases and sentences. The objectives of this literature review research are to identify different forms of cohesions and the most common form of cohesion in articles on EFL academic writing. This study extracted records from Google Scholar and Scopus databases and selected 20 studies in the last five years out of 700 on the use of cohesions in the writing of EFL students. The data was gathered by sorting similar messages, finding cohesions, clarifying cohesions, and counting the cohesions with the highest percentage. The research results show that the published articles containing cohesions represent the reference (35%), paired conjunctions (15%), reiteration (40%), and collocation (10%). The most common type of cohesion is reiteration, which is essential for comprehending what the authors mean in their published works. Cohesions in theoretical and practical grounds contribute to the explicitness of semantic components of words or phrases to generate the messages conveyed to readers.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128799890","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 : 2021-06-27DOI: 10.31849/elsya.v3i2.6777
Neni Nurkhamidah
The most obvious impact of Covid-19 in the education field is the shifting of face-to-face classroom meetings into online learning. Since fully online learning is new for most universities in Indonesia, teachers have to abruptly prepare effective learning material and activities to support student learning in distance. Several studies on listening classes in Indonesia have been carried out during the Covid-19 pandemic, but studies that focus on student’s perspectives on the material and activities in English listening class in higher education have not been conducted yet. This study fills this research gap because students’ perspectives are important to improve the quality of listening-focused courses. This study is conducted on January 2021 by involving nine English Education students enrolled in the Basic Listening class at the STKIP Media Nusantara Citra. Questionnaires and interviews are employed to collect qualitative data. Despite the abruptness of creating and adapting new materials with an unfamiliar learning style, results showed that students have a positive perspective toward the effect of the lecturers’ materials on their learning motivation, the usefulness of the material, the level of difficulty and quantity of the material and activities, the variety of material and activities, the usefulness of pre- and post-listening activities, the quality of audio and the suitability of worksheet.
新冠肺炎疫情对教育领域最明显的影响是面对面的课堂会议向在线学习的转变。由于完全在线学习对印度尼西亚的大多数大学来说是一种新事物，教师不得不突然准备有效的学习材料和活动，以支持学生的远程学习。在新冠肺炎大流行期间，印度尼西亚开展了几项关于听力课的研究，但尚未开展关于学生对高等教育英语听力课材料和活动的看法的研究。本研究填补了这一研究空白，因为学生的观点对于提高听力课程的质量非常重要。本研究是在2021年1月进行的，共有9名在STKIP Media Nusantara Citra参加基础听力课程的英语教育学生参与。采用问卷调查和访谈法收集定性数据。尽管以不熟悉的学习方式创造和适应新材料的过程很突然，但结果显示，学生对讲师的材料对他们的学习动机、材料的有用性、材料和活动的难度和数量、材料和活动的种类、听前和听后活动的有用性、音频的质量和工作表的适宜性的影响持积极态度。
{"title":"University Students’ Perspective on Material and Activities in English Listening Class During Pandemic","authors":"Neni Nurkhamidah","doi":"10.31849/elsya.v3i2.6777","DOIUrl":"https://doi.org/10.31849/elsya.v3i2.6777","url":null,"abstract":"The most obvious impact of Covid-19 in the education field is the shifting of face-to-face classroom meetings into online learning. Since fully online learning is new for most universities in Indonesia, teachers have to abruptly prepare effective learning material and activities to support student learning in distance. Several studies on listening classes in Indonesia have been carried out during the Covid-19 pandemic, but studies that focus on student’s perspectives on the material and activities in English listening class in higher education have not been conducted yet. This study fills this research gap because students’ perspectives are important to improve the quality of listening-focused courses. This study is conducted on January 2021 by involving nine English Education students enrolled in the Basic Listening class at the STKIP Media Nusantara Citra. Questionnaires and interviews are employed to collect qualitative data. Despite the abruptness of creating and adapting new materials with an unfamiliar learning style, results showed that students have a positive perspective toward the effect of the lecturers’ materials on their learning motivation, the usefulness of the material, the level of difficulty and quantity of the material and activities, the variety of material and activities, the usefulness of pre- and post-listening activities, the quality of audio and the suitability of worksheet.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128309168","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 : 2021-03-30DOI: 10.31849/elsya.v3i2.6214
Raymond Willinsky, Cindy Liana, Vontricia Velora, Sri Ninta Tarigan
The purpose of this research is to find out whether pantomime videos of WH-Questions, i.e., who, what, when, where, why, which and how, are able to improve students’ narrative text writing ability. Involving students from 10th grade computer network engineering (X TKJ1) of SMK Swasta Imelda Medan, the method used in this research is classroom action research. The action research was conducted in two cycles and analysed two types of data, namely qualitative and quantitative, obtained with instruments of writing test and open-ended questionnaire. The results of the research show that the obvious improvement is, by using pantomime video as guided, students were able to create a variety of better ways to start a story or narrative. Besides, the students could make sure that they used the appropriate verb tense in their writing. Moreover, the students could widen their vocabulary in describing the action of the mimes in pantomime video. Remembering the online teaching-learning process held in this pandemic era is hindering students’ engagement with most English skills, the researchers proved that watching pantomime video via Zoom can significantly heighten students’ enthusiasm in learning online and push them to figure out ways, thus using more words, in describing pantomimes than they usually would with traditional lesson instrument of books or written materials.
本研究的目的是研究who, what, when, where, why, which and how这几个WH-Questions的哑剧视频是否能够提高学生的叙事文本写作能力。本研究涉及SMK Swasta Imelda Medan大学计算机网络工程(X TKJ1)十年级的学生，采用课堂行动研究方法。行动研究分两个周期进行，分析了两类数据，即定性和定量，这些数据是通过写作测试和开放式问卷获得的。研究结果表明，明显的改进是，通过使用哑剧视频作为指导，学生能够创造各种更好的方式来开始一个故事或叙述。此外，学生可以确保他们在写作中使用了适当的动词时态。此外，学生在描述哑剧视频中哑剧演员的动作时，可以扩大他们的词汇量。考虑到疫情时代的在线教学过程阻碍了学生对大多数英语技能的参与，研究人员证明，通过Zoom观看哑剧视频可以显着提高学生在线学习的热情，并促使他们找到方法，从而使用更多的单词来描述哑剧，而不是通常使用传统的书本或书面材料教学工具。
{"title":"Using WH-Questions Method in Pantomime Video via Zoom: Improving Students’ Writing Skill in Narrative Text","authors":"Raymond Willinsky, Cindy Liana, Vontricia Velora, Sri Ninta Tarigan","doi":"10.31849/elsya.v3i2.6214","DOIUrl":"https://doi.org/10.31849/elsya.v3i2.6214","url":null,"abstract":"The purpose of this research is to find out whether pantomime videos of WH-Questions, i.e., who, what, when, where, why, which and how, are able to improve students’ narrative text writing ability. Involving students from 10th grade computer network engineering (X TKJ1) of SMK Swasta Imelda Medan, the method used in this research is classroom action research. The action research was conducted in two cycles and analysed two types of data, namely qualitative and quantitative, obtained with instruments of writing test and open-ended questionnaire. The results of the research show that the obvious improvement is, by using pantomime video as guided, students were able to create a variety of better ways to start a story or narrative. Besides, the students could make sure that they used the appropriate verb tense in their writing. Moreover, the students could widen their vocabulary in describing the action of the mimes in pantomime video. Remembering the online teaching-learning process held in this pandemic era is hindering students’ engagement with most English skills, the researchers proved that watching pantomime video via Zoom can significantly heighten students’ enthusiasm in learning online and push them to figure out ways, thus using more words, in describing pantomimes than they usually would with traditional lesson instrument of books or written materials.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131079909","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 : 2020-09-29DOI: 10.31849/ELSYA.V1I3.5033
Natalia Manuhutu
Brainstorming technique is an activity done before the writing process. This technique can help a teacher of English related to writing narrative essays. This technique also helps students in making the outline before writing the narrative essays. The aim of the study was to discover the ability of students to write narrative essays using a brainstorming technique and its effect on the students’ writing ability. The study was used two groups: control and experimental. Each group consisted of 30 students selected by simple random sampling. The data were obtained through test and analyzed by using t-test. The results of the study indicate that the students’ ability in writing narrative essays using brainstorming technique improves significantly.
{"title":"How Brainstorming Technique Rapidly Enhances University Students’ Narrative Writing Skill","authors":"Natalia Manuhutu","doi":"10.31849/ELSYA.V1I3.5033","DOIUrl":"https://doi.org/10.31849/ELSYA.V1I3.5033","url":null,"abstract":"Brainstorming technique is an activity done before the writing process. This technique can help a teacher of English related to writing narrative essays. This technique also helps students in making the outline before writing the narrative essays. The aim of the study was to discover the ability of students to write narrative essays using a brainstorming technique and its effect on the students’ writing ability. The study was used two groups: control and experimental. Each group consisted of 30 students selected by simple random sampling. The data were obtained through test and analyzed by using t-test. The results of the study indicate that the students’ ability in writing narrative essays using brainstorming technique improves significantly.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"344 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123104534","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 examine various interpretations of the principle of cooperation. The principle of cooperation (CP) was first proposed by H.P. Grice in a series of lectures given in 1967. Grice's most influential contribution to linguistics was his theory of implicature. He illustrated that communication follows what he calls the Cooperative Principle (CP) and argues that the fundamental assumption we make when we speak is that we try to work together to build meaningful conversations (1975). The principle of Grice's Cooperation has become controversial in pragmatics. The main source of controversy related to CP is that the term "cooperation" is open to different interpretations. This article uses descriptive qualitative methods. As for the results of the study of this article, the principle of cooperation has always tended to focus too much on the term 'cooperation', rather than looking at and examining the principle titles for motivation given by Grice to the mechanisms that he has identified.
{"title":"Examining Various Interpretations of Grice's Cooperative Principle","authors":"Yona Dwi Tirta Syafitri, Vira Budiarti, Afriyanti Simamora, Rizka Aprilya","doi":"10.31849/elsya.v1i2.3527","DOIUrl":"https://doi.org/10.31849/elsya.v1i2.3527","url":null,"abstract":"This study aims to examine various interpretations of the principle of cooperation. The principle of cooperation (CP) was first proposed by H.P. Grice in a series of lectures given in 1967. Grice's most influential contribution to linguistics was his theory of implicature. He illustrated that communication follows what he calls the Cooperative Principle (CP) and argues that the fundamental assumption we make when we speak is that we try to work together to build meaningful conversations (1975). The principle of Grice's Cooperation has become controversial in pragmatics. The main source of controversy related to CP is that the term \"cooperation\" is open to different interpretations. This article uses descriptive qualitative methods. As for the results of the study of this article, the principle of cooperation has always tended to focus too much on the term 'cooperation', rather than looking at and examining the principle titles for motivation given by Grice to the mechanisms that he has identified.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129268696","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 : 2019-06-03DOI: 10.31849/elsya.v1i2.3524
Yolanda Ramadhan
This paper aims to state that knowledge blindness in educational research has severe obstacles to understanding knowledge development. Karl Maton offers sociological concepts of Legitimation Code Theory (LCT) - 'semantic gravity' and 'semantic density' – systematically. These concepts are used to analyse the way the classroom practices of secondary school learning in Indonesia, especially in Biology and History subjects. The researcher shows that the 'semantic wave' class can be a cumulative class practice. The most significant human society in education has the desire to build cumulative knowledge. Researchers usually produce ideas that have usefulness or attraction beyond the specificity of their original context. This research is useful to make the power to explore more in-depth knowledge with several policies that state that education must prepare students to live and work in a rapidly changing society by providing knowledge and skills that can develop throughout 'lifelong learning'. Educational learning can also be observed not only by context, but meaning and purpose also affect the cumulative and segmental parts. This problem forms the starting point for interdisciplinary research discussed in the papers collected in this special edition. Freebody (2013). At this point, the problem is the range with each discipline as the background of this research.
{"title":"An Analysis of Semantic Waves: Maton’s Legitimation Code Theory for Cumulative Knowledge-Building","authors":"Yolanda Ramadhan","doi":"10.31849/elsya.v1i2.3524","DOIUrl":"https://doi.org/10.31849/elsya.v1i2.3524","url":null,"abstract":"This paper aims to state that knowledge blindness in educational research has severe obstacles to understanding knowledge development. Karl Maton offers sociological concepts of Legitimation Code Theory (LCT) - 'semantic gravity' and 'semantic density' – systematically. These concepts are used to analyse the way the classroom practices of secondary school learning in Indonesia, especially in Biology and History subjects. The researcher shows that the 'semantic wave' class can be a cumulative class practice. The most significant human society in education has the desire to build cumulative knowledge. Researchers usually produce ideas that have usefulness or attraction beyond the specificity of their original context. This research is useful to make the power to explore more in-depth knowledge with several policies that state that education must prepare students to live and work in a rapidly changing society by providing knowledge and skills that can develop throughout 'lifelong learning'. Educational learning can also be observed not only by context, but meaning and purpose also affect the cumulative and segmental parts. This problem forms the starting point for interdisciplinary research discussed in the papers collected in this special edition. Freebody (2013). At this point, the problem is the range with each discipline as the background of this research.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124723903","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 : 2019-06-03DOI: 10.31849/elsya.v1i2.3529
Veronica Saragi, Sikin Nuratika, F. Fransiska, Maya Yolanda, Niki Ardiyanti
Before John Searle wrote the book of Speech Acts, he wrote an article about “What is a Speech Act?” (in Philosophy in America, Max Black, ed. (Ithaca, N.Y.: Cornell University Press, 1965), 221–239). He was born in Denver in 1932. He spent some seven years in Oxford, beginning as an undergraduate in the autumn of 1952 with a Rhodes Scholarship, and concluding as a Lecturer in Philosophy at Christ Church. He has spent almost all of his subsequent life as Professor of Philosophy in Berkeley according to Smith (2003). This article aims to review the speech act theories by Searle (1969) to know what the theories of speech acts according to him to aid researchers understand more on how to apply it in real social life. Moreover, this article’s references are accurate (valid) and they well argued. This article is highly recommended for the philosopher, specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study. Therefore, this paper seen the speech act theories by Searle (1969) will be more effective if we know and understand more about the speech act theories by Searle (1969) to use it in real social life.
{"title":"A Review of Speech Act Theories Focusing on Searle (1969)","authors":"Veronica Saragi, Sikin Nuratika, F. Fransiska, Maya Yolanda, Niki Ardiyanti","doi":"10.31849/elsya.v1i2.3529","DOIUrl":"https://doi.org/10.31849/elsya.v1i2.3529","url":null,"abstract":"Before John Searle wrote the book of Speech Acts, he wrote an article about “What is a Speech Act?” (in Philosophy in America, Max Black, ed. (Ithaca, N.Y.: Cornell University Press, 1965), 221–239). He was born in Denver in 1932. He spent some seven years in Oxford, beginning as an undergraduate in the autumn of 1952 with a Rhodes Scholarship, and concluding as a Lecturer in Philosophy at Christ Church. He has spent almost all of his subsequent life as Professor of Philosophy in Berkeley according to Smith (2003). This article aims to review the speech act theories by Searle (1969) to know what the theories of speech acts according to him to aid researchers understand more on how to apply it in real social life. Moreover, this article’s references are accurate (valid) and they well argued. This article is highly recommended for the philosopher, specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study. Therefore, this paper seen the speech act theories by Searle (1969) will be more effective if we know and understand more about the speech act theories by Searle (1969) to use it in real social life.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"592 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123182639","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}
As a central philosophical subject, the discourse of truth has existed for thousands of years. One of the most influential theories of truth is James & Katz (1975) book entitled “The Meaning of Truth.” This study aims to analyze the different views on the theory of truth from five articles that have reviewed the theory. This study used a descriptive qualitative method to review these five articles, which serve as the data that this study analyzed. The textual analysis identified and classified the different opinions of other researchers who have reviewed the theory in detail. Additionally, this paper also reviewed the strengths and weaknesses of these five review articles that served as a benchmark in reviewing the theory of truth.
{"title":"Insight into the Theory of Truth from the Lens of Five Review Articles","authors":"Farni Wulandari, Cendy Lauren, Anggi Resti Rahmadani","doi":"10.31849/elsya.v1i2.3526","DOIUrl":"https://doi.org/10.31849/elsya.v1i2.3526","url":null,"abstract":"As a central philosophical subject, the discourse of truth has existed for thousands of years. One of the most influential theories of truth is James & Katz (1975) book entitled “The Meaning of Truth.” This study aims to analyze the different views on the theory of truth from five articles that have reviewed the theory. This study used a descriptive qualitative method to review these five articles, which serve as the data that this study analyzed. The textual analysis identified and classified the different opinions of other researchers who have reviewed the theory in detail. Additionally, this paper also reviewed the strengths and weaknesses of these five review articles that served as a benchmark in reviewing the theory of truth.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134291858","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 : 2019-06-03DOI: 10.31849/elsya.v1i2.3530
Rohandi Yusuf, A. Anwar
This study aims to review and look at politeness strategies in the Classroom Context by English University Students. Politeness in English language teaching is still a major concern. This is considered a way of ensuring positive contact in the classroom. As an essential actor in the class, teachers and students must also cultivate politeness as a way to establish positive engagement in the classroom. In order to investigate the politeness phenomenon in EFL interaction, the researchers applied a descriptive qualitative research method. Two sections of English literature were included in this research. The key data sources were the individual student presentations recorded. The recording took fifty transcripts, which lasted between five and seven minutes for each performance. The transcripts were examined and debated on the basis of Brown and Levinson's theory of politeness. The findings of this research indicate that English students used different types of words to express their courtesy within the classroom. Such phrases were in the form of greetings, thanks, apologies and fillers. Some terms were also taken from the vernacular language of students who acted as a tool to soften their presentation. Such words were marked as positive and negative politeness. The results of this study could be used as a means of establishing effective interaction between teachers and students in the classroom.
{"title":"An Article Review on “The Use of Politeness Strategies in the Classroom Context by English University Students\"","authors":"Rohandi Yusuf, A. Anwar","doi":"10.31849/elsya.v1i2.3530","DOIUrl":"https://doi.org/10.31849/elsya.v1i2.3530","url":null,"abstract":"This study aims to review and look at politeness strategies in the Classroom Context by English University Students. Politeness in English language teaching is still a major concern. This is considered a way of ensuring positive contact in the classroom. As an essential actor in the class, teachers and students must also cultivate politeness as a way to establish positive engagement in the classroom. In order to investigate the politeness phenomenon in EFL interaction, the researchers applied a descriptive qualitative research method. Two sections of English literature were included in this research. The key data sources were the individual student presentations recorded. The recording took fifty transcripts, which lasted between five and seven minutes for each performance. The transcripts were examined and debated on the basis of Brown and Levinson's theory of politeness. The findings of this research indicate that English students used different types of words to express their courtesy within the classroom. Such phrases were in the form of greetings, thanks, apologies and fillers. Some terms were also taken from the vernacular language of students who acted as a tool to soften their presentation. Such words were marked as positive and negative politeness. The results of this study could be used as a means of establishing effective interaction between teachers and students in the classroom.","PeriodicalId":284569,"journal":{"name":"Elsya : Journal of English Language Studies","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121455972","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 : 2019-06-03DOI: 10.31849/elsya.v1i2.3528
Nofita Sari Gowasa, Sonia Permata Radiana, Nurul Afifah
This article is a review of the theory of speech act by Searle & Austin (1962). Describe what the action strategies used in the language themselves are speaking and what speech acts are used by a group of prospective teachers while apologizing, complaining, rejecting and giving thanks. Focusing on the paper written by Akdeniz University, Faculty of Education Nihat Bayat, titled ‘A study on the use of speech acts.’ This present paper uses descriptive qualitative analysis in an attempt to address the gap how to determine what type of speech act is used in the Turkish language strategy, which will provide convenience in teaching Turkish as a native and foreign language. Look at using data content analysis obtained from descriptive analysis for deeper processes. The data in this study were collected through asking participants to write the structure of the language they used in apologizing, complaining, rejecting and thanking. This present article aims to review and discuss the findings, as well as the strengths and weaknesses found in Nihat's paper. The article seems to have a clear flow on how to explain these two types of education and made the discourse easy to understand. Therefore, the replication of Nihat's research should be easy enough for similar research purposes.
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