Ayu Amartha Sabhagani, N. Malini, Made Detriasmita Saientisna
The study discusses lexical hedges in reflecting gender differences through the movie and analyzes the features of lexical hedges used in Sierra Burgess Is a Loser movie. The data were processed by categorizing the data into components of lexical hedges based on the framework of hedges proposed by Namasaraev (1997) and the sequential positions of lexical hedges proposed by Rosanti&Jaelani (2016). The use of nine types of lexical hedges conforming to its classification by the male and female characters showed a different number of results. As a result, female characters tend to more used lexical hedges rather than men characters. The female characters were mostly used lexical hedges as fillers yeah in their utterance to show their feelings, emotion, or opinion in the movie. The total data showed the number of female characters in using lexical hedges was 92 words sequentially from the most commonly used, i.e. fillers, lexical verbs, modal auxiliary verbs, adverb of frequency, adverb, and noun. Meanwhile, male characters used 40 words of lexical hedges and fillers as the most commonly used hedges through the word; like. In this movie, there were two sequential positions of lexical hedges, namely; the initial and medial position. Besides that, the female characters had a wide range of types in uttering the words that contained lexical hedges, whereas the male characters were not too often in selecting the words of lexical hedges. Penelitian ini membahas mengenai penggambaran lexical hedges dalam perbedaan gender melalu isebuah film, serta untuk menganalisis fitur lexical hedges yang digunakan dalam film Sierra Burgess Is a Loser. Data sudah diproses dengan mengkategorikan data menjadi komponen lexical hedges berdasarkan kerangka hedges yang disusun oleh Namasaraev (1997) dan posisi sekuensial lexical hedges yang diusulkan oleh Rosanti & Jaelani (2016). Penggunaan dari sembilan tipe lexical hedges berdasarkan klasifikasi oleh karakter pria dan wanita menampilkan hasil yang berbeda. Hasilnya, karakter wanita cenderung menggunakan lexical hedges dibandingkan dengan karakter pria. Karakter wanita paling sering menggunakan fitur lexical hedges sebagai fillers yaitu; yeah dalam ucapan mereka untuk menunjukkan perasaan, emosi, dan opini di dalam film. Total data menunjukkan penggunaan lexical hedges oleh karakter wanita berjumlah 92 kata yang secara beruratan dari yang paling sering digunakan yakni fillers, lexical verbs, modal auxiliary verbs, adverb of frequency, adverb, dan noun. Sedangkan, karakter pria menggunakan 40 kata lexical hedges dan fillers like sebagai fitur hedges yang paling sering digunakan. Di dalam film ini, terdapat dua posisi sekuensial dari lexical hedges yakni posisi awal dan posisi tengah. Disamping itu, karakter wanita memiliki jangkauan yang luas mengenai tipe-tipe dalam penyampaian kata yang mengandung fitur lexical hedges, sedangkan karakter pria tidak terlalu sering menggunakan kata lexical hedges didalam pemilihan kata
本研究探讨了词汇限制语在电影中对性别差异的反映，并分析了《塞拉·伯吉斯是个失败者》电影中词汇限制语的特点。根据Namasaraev(1997)提出的模糊限制语框架和Rosanti&Jaelani(2016)提出的词汇模糊限制语的顺序位置，将数据分类为词汇模糊限制语的组成部分。对符合男女字分类的九类模糊限制语的使用显示出不同数量的结果。因此，女性汉字比男性汉字更倾向于使用模糊限制语。在电影中，女性角色大多使用模糊的词汇作为填充物，在她们的话语中表达她们的感受、情感或观点。结果表明，女性词汇限制语的使用数量为92个，依次为最常用的填充词、词汇动词、情态助动词、频率副词、副词和名词。与此同时，男性角色使用40个词汇模糊限制语和填充语作为最常用的模糊限制语;喜欢的。在这部电影中，词汇模糊限制语有两个顺序的位置，即;初始位置和中间位置。此外，女性汉字对模糊限制词的选择类型较多，而男性汉字对模糊限制词的选择类型较少。Penelitian ini成员mengenai penggambaran词汇hedges dalam perbedaan和性别melalu isebuah电影，serta untuk menganalis fitur词汇hedges yang digunakan dalam电影Sierra Burgess Is a Loser。Data sudah diproses dengan mengkategorikan数据menjadi komponen词汇模糊限制、dasarkan kerangka模糊限制、yang disusun oleh Namasaraev(1997)和posisi sekuensial词汇模糊限制、yang diusulkan oleh Rosanti & Jaelani(2016)。彭古那达语sembilan类型词汇模糊限制词berdasarkan klasifikasi oleh karakter pria dan wanita menampilkan hasil yang berbeda。哈希尔尼亚，karakter wanita cenderung menggunakan词汇模糊限制词dibandingkan dengan karakter pria。卡拉卡特·万尼塔·佩林、蒙古纳坎语、语用模糊限制语、语用填充物;是的，dalam ucapan mereka untuk menunjukkan perasaan, emosi, Dan opini di dalam电影。总资料:menunjukkan penggunaan词汇限制语oleh karakter wanita berjumlah 92 kata yang secara beruratan dari yang paling sering digunakan yakni填充语，词汇动词，情态助动词，频率副词，副词，名词。40种类型的词汇限制语和填充语，如sebagai、fitur、hedges、yang paling、sering、digunakan。didalam film ini, terdapat dua posisi sekuensial dari词汇篱yakni posisi awal dan posisi tengah。Disamping itu, karakter wanita memoriliki jangkauan yang luas mengenai tipe-tipe dalam penyampaian kata yang mengandung fitur词性限制，sedangkan karakter pria tiak terlalu sering menggunakan kata词性限制didalam pemilihan kata
{"title":"Lexical Hedges in Reflecting Gender Differences","authors":"Ayu Amartha Sabhagani, N. Malini, Made Detriasmita Saientisna","doi":"10.33603/rill.v5i1.5192","DOIUrl":"https://doi.org/10.33603/rill.v5i1.5192","url":null,"abstract":"The study discusses lexical hedges in reflecting gender differences through the movie and analyzes the features of lexical hedges used in Sierra Burgess Is a Loser movie. The data were processed by categorizing the data into components of lexical hedges based on the framework of hedges proposed by Namasaraev (1997) and the sequential positions of lexical hedges proposed by Rosanti&Jaelani (2016). The use of nine types of lexical hedges conforming to its classification by the male and female characters showed a different number of results. As a result, female characters tend to more used lexical hedges rather than men characters. The female characters were mostly used lexical hedges as fillers yeah in their utterance to show their feelings, emotion, or opinion in the movie. The total data showed the number of female characters in using lexical hedges was 92 words sequentially from the most commonly used, i.e. fillers, lexical verbs, modal auxiliary verbs, adverb of frequency, adverb, and noun. Meanwhile, male characters used 40 words of lexical hedges and fillers as the most commonly used hedges through the word; like. In this movie, there were two sequential positions of lexical hedges, namely; the initial and medial position. Besides that, the female characters had a wide range of types in uttering the words that contained lexical hedges, whereas the male characters were not too often in selecting the words of lexical hedges. Penelitian ini membahas mengenai penggambaran lexical hedges dalam perbedaan gender melalu isebuah film, serta untuk menganalisis fitur lexical hedges yang digunakan dalam film Sierra Burgess Is a Loser. Data sudah diproses dengan mengkategorikan data menjadi komponen lexical hedges berdasarkan kerangka hedges yang disusun oleh Namasaraev (1997) dan posisi sekuensial lexical hedges yang diusulkan oleh Rosanti & Jaelani (2016). Penggunaan dari sembilan tipe lexical hedges berdasarkan klasifikasi oleh karakter pria dan wanita menampilkan hasil yang berbeda. Hasilnya, karakter wanita cenderung menggunakan lexical hedges dibandingkan dengan karakter pria. Karakter wanita paling sering menggunakan fitur lexical hedges sebagai fillers yaitu; yeah dalam ucapan mereka untuk menunjukkan perasaan, emosi, dan opini di dalam film. Total data menunjukkan penggunaan lexical hedges oleh karakter wanita berjumlah 92 kata yang secara beruratan dari yang paling sering digunakan yakni fillers, lexical verbs, modal auxiliary verbs, adverb of frequency, adverb, dan noun. Sedangkan, karakter pria menggunakan 40 kata lexical hedges dan fillers like sebagai fitur hedges yang paling sering digunakan. Di dalam film ini, terdapat dua posisi sekuensial dari lexical hedges yakni posisi awal dan posisi tengah. Disamping itu, karakter wanita memiliki jangkauan yang luas mengenai tipe-tipe dalam penyampaian kata yang mengandung fitur lexical hedges, sedangkan karakter pria tidak terlalu sering menggunakan kata lexical hedges didalam pemilihan kata","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47369049","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 article reports an on-going research project dealing with intercultural issue that has conducted in the department of English education in a private university. In the framework of case study, this study attempts to describe how students were involved and shared their insights of intercultural learning in the classroom. Forty EFL pre-service teachers were recruited and involved in the current study. The data were drawn from the classroom observation. From the categorized data, critical incidents were captured and interpreted. The findings show the students’ sense of intercultural awareness developed. It concludes this problem-based learning provides authentic and meaningful learning as the students were engaged in real-lives related projects of intercultural exchangesArtikel ini merupakan sebagian laporan dari riset tentang kompetensi lintas budaya yand dilaksanakan di sebuah perguruan tinggi swasta di Cirebon-Indonesia. Dalam kerangka studi kasus, riset ini bertujuan untuk mendeskripsikan bagaimana mahasiswa calon guru terlibat dalam diskusi kasus lintas budaya yang diberikan di dalam kelas. Empat puluh mahasiswa calon guru bahasa Inggris direkrut dan terlibat dalam riset. Semua partisipan telah melalui dan memberikan persetujuan merekan untuk secara suka rela terlibat dalam proyek riset ini. Semua data dikumpulkan dari hasil observasi kelas dan hasilnya diintepretasokan dari setiap critical incident yang muncul. Hasil riset menjelaskan bahwa kemampuan komunikasi lintas budaya mahasiswa semakin terbangun. Hasil ini berkesimpulan bahwa problem-based learning merupakan pembelajaran yang penuh kebermaknaan dan pembelajaran yang otentik yang membuat mahasiswa terlibat dalam proyek-proyek yang menyentuh kehidupan langsung terkait dengan interaksi lintas budaya
{"title":"Using Problem-Based Learning to Develop EFL Pre-service Teachers’ Intercultural Awareness","authors":"Misdi Misdi, Ratna Andhika Mahaputri","doi":"10.33603/rill.v5i1.6982","DOIUrl":"https://doi.org/10.33603/rill.v5i1.6982","url":null,"abstract":"This article reports an on-going research project dealing with intercultural issue that has conducted in the department of English education in a private university. In the framework of case study, this study attempts to describe how students were involved and shared their insights of intercultural learning in the classroom. Forty EFL pre-service teachers were recruited and involved in the current study. The data were drawn from the classroom observation. From the categorized data, critical incidents were captured and interpreted. The findings show the students’ sense of intercultural awareness developed. It concludes this problem-based learning provides authentic and meaningful learning as the students were engaged in real-lives related projects of intercultural exchangesArtikel ini merupakan sebagian laporan dari riset tentang kompetensi lintas budaya yand dilaksanakan di sebuah perguruan tinggi swasta di Cirebon-Indonesia. Dalam kerangka studi kasus, riset ini bertujuan untuk mendeskripsikan bagaimana mahasiswa calon guru terlibat dalam diskusi kasus lintas budaya yang diberikan di dalam kelas. Empat puluh mahasiswa calon guru bahasa Inggris direkrut dan terlibat dalam riset. Semua partisipan telah melalui dan memberikan persetujuan merekan untuk secara suka rela terlibat dalam proyek riset ini. Semua data dikumpulkan dari hasil observasi kelas dan hasilnya diintepretasokan dari setiap critical incident yang muncul. Hasil riset menjelaskan bahwa kemampuan komunikasi lintas budaya mahasiswa semakin terbangun. Hasil ini berkesimpulan bahwa problem-based learning merupakan pembelajaran yang penuh kebermaknaan dan pembelajaran yang otentik yang membuat mahasiswa terlibat dalam proyek-proyek yang menyentuh kehidupan langsung terkait dengan interaksi lintas budaya","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43899958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Japanese, idioms are widely used to express feelings, ideas, and opinions. Idioms have a metaphorical meaning that contains the concept of Japanese people's thinking about something. This research examines the idiomatic forms of the word mizu based on the structure in Japanese. The research approach is qualitative. The research data are idioms which contain the word mizu with the kanji 「水」 which sources from the Japanese idiom dictionary, the book 101 Japanese Idioms and online dictionaries. The analysis stage is to categorize idioms based on conceptual metaphor theory. Then, identify the metaphorical meaning by comparing the lexical meaning using a dictionary. Next, categorize and analyze the types of metaphors. Then, identify the image scheme that underlies the concept of water and interpret the concept of mizu in a conceptual metaphor. Finally, categorize the idioms contained in the data based on the classification of idiom forms. The results showed that based on structure, there were three classifications of the idiom form of the word mizu which consisted of 4 noun, 2 adjective, and 4 verb idioms. This means that the dominant idiom is closely related to everyday experience because most of the memory of human cognition is obtained from water as a source of life which shows that the mizu 'water' metaphor is dominant in the work and efforts of Japanese people who are known as hard workers.
{"title":"Conceptual Metaphor in Japanese Idiom with the Word Mizu ‘Water”","authors":"Nur'ainun Ainun, M. Mulyadi, Mhd. Pujiono","doi":"10.33603/rill.v5i1.5722","DOIUrl":"https://doi.org/10.33603/rill.v5i1.5722","url":null,"abstract":"In Japanese, idioms are widely used to express feelings, ideas, and opinions. Idioms have a metaphorical meaning that contains the concept of Japanese people's thinking about something. This research examines the idiomatic forms of the word mizu based on the structure in Japanese. The research approach is qualitative. The research data are idioms which contain the word mizu with the kanji 「水」 which sources from the Japanese idiom dictionary, the book 101 Japanese Idioms and online dictionaries. The analysis stage is to categorize idioms based on conceptual metaphor theory. Then, identify the metaphorical meaning by comparing the lexical meaning using a dictionary. Next, categorize and analyze the types of metaphors. Then, identify the image scheme that underlies the concept of water and interpret the concept of mizu in a conceptual metaphor. Finally, categorize the idioms contained in the data based on the classification of idiom forms. The results showed that based on structure, there were three classifications of the idiom form of the word mizu which consisted of 4 noun, 2 adjective, and 4 verb idioms. This means that the dominant idiom is closely related to everyday experience because most of the memory of human cognition is obtained from water as a source of life which shows that the mizu 'water' metaphor is dominant in the work and efforts of Japanese people who are known as hard workers.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42854089","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}
Oon Suzana Rahman, Cece Sobarna, E. Sujatna, Lia Maulia Indriyani
The aim this research are to identify the most common morphological process through word formation found in the lexical of English Internet slang, and to identify the most common type of shift of meaning used by netizen on social media.The research Methodology applied in this research is descriptive qualitative-textual analysis (Bhawna & Gobind (2015) and Smith (2017). The data sources are taken from facebook, twitter and teenage English Slang that are selectively chosen on the basis of criteria.The Theory of English Internet Slang taken from Crystal (2003, 2005, 2011, 2013), Gua and Dai (2019). The research findings are:No Morphological process 72% , derivation consisted of 16%, Compounding 4%, Coinned 4%, Clipping 4%. Whereas the type of semantic changes, mostly narrowing consists of 78%, The words that do not change the meanings are 28%. It is recommended for further reseach which is still open for semantic field, especially under the discussion on figurative meaning Tujuan peneltian ini adalah untuk mengidentifikasi proses morfologi yang paling banyak ditemukan di dalam pembentukan kata internet slang berbahasa Inggris, dan untuk mengidentifikasi jenis pergeseran makna yang paling banyak digunakan dalam kata internet slang berbahasa Inggris. Metodologi penelitian yang digunakan yaitu descriptive qualitative –textual analysis dari (Bhawna & Gobind (2015) and Smith (2017). Teori Internet Slang Berbahasa Inggris yang digunakan dalam penelitian berasal dari Crystal (2003, 2011, 2013), Gua dan Dai (2019).Temuan penelitian ini yaitu: tidak terjadi proses morfologis 72%, derivation consisted of 16%, Compounding 4%, Coinned 4%, Compounding 4%. Sedangkan jenis perubahan semantik, yaitu: narrowing yang terdiri dari 72%, Makna kata yang tidak mengalamii pergeseran, yaitu 28 %. Peneliti merekomendasikan untuk penelitian selanjunya yang masih terbuka terutama di bidang semaantik dalam pembahasan makna figurative
{"title":"Semantic Shift of English Internet Slangs Used in Social Media: Morphosemantic Analysis","authors":"Oon Suzana Rahman, Cece Sobarna, E. Sujatna, Lia Maulia Indriyani","doi":"10.33603/rill.v5i1.6387","DOIUrl":"https://doi.org/10.33603/rill.v5i1.6387","url":null,"abstract":"The aim this research are to identify the most common morphological process through word formation found in the lexical of English Internet slang, and to identify the most common type of shift of meaning used by netizen on social media.The research Methodology applied in this research is descriptive qualitative-textual analysis (Bhawna & Gobind (2015) and Smith (2017). The data sources are taken from facebook, twitter and teenage English Slang that are selectively chosen on the basis of criteria.The Theory of English Internet Slang taken from Crystal (2003, 2005, 2011, 2013), Gua and Dai (2019). The research findings are:No Morphological process 72% , derivation consisted of 16%, Compounding 4%, Coinned 4%, Clipping 4%. Whereas the type of semantic changes, mostly narrowing consists of 78%, The words that do not change the meanings are 28%. It is recommended for further reseach which is still open for semantic field, especially under the discussion on figurative meaning Tujuan peneltian ini adalah untuk mengidentifikasi proses morfologi yang paling banyak ditemukan di dalam pembentukan kata internet slang berbahasa Inggris, dan untuk mengidentifikasi jenis pergeseran makna yang paling banyak digunakan dalam kata internet slang berbahasa Inggris. Metodologi penelitian yang digunakan yaitu descriptive qualitative –textual analysis dari (Bhawna & Gobind (2015) and Smith (2017). Teori Internet Slang Berbahasa Inggris yang digunakan dalam penelitian berasal dari Crystal (2003, 2011, 2013), Gua dan Dai (2019).Temuan penelitian ini yaitu: tidak terjadi proses morfologis 72%, derivation consisted of 16%, Compounding 4%, Coinned 4%, Compounding 4%. Sedangkan jenis perubahan semantik, yaitu: narrowing yang terdiri dari 72%, Makna kata yang tidak mengalamii pergeseran, yaitu 28 %. Peneliti merekomendasikan untuk penelitian selanjunya yang masih terbuka terutama di bidang semaantik dalam pembahasan makna figurative","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49486721","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 objective of this study is to identify the kinds of deixes behind the inauguration address of President Joe Biden and to identify the significance of them are shown in the most prevalent deictic words in the Inaugural Speech of Joe Biden. In addition, The study investigates the contribution this research provides to pragmatics teaching. Descriptive qualitative method was employed for data analysis, because it examines the various kinds of deixis seen in this speech. The researchers have written the speech into script, analyzed the deixis utilized, identified the type of deixis, and figure out the deixis contributions in pragmatics class. The findings revealed that three deixis, namely personal, spatial, and temporal deixis were identified in the inauguration address of Joe Biden; Personal deixis (67% data), spatial deixis (21% data) temporal deixis (12% data). After analyzing the three types of deixis in the speech of Joe Biden, the researchers has concluded that in first person deixis the term we become the most commonly used. As President of the United States, he represents the people of the United States in carrying out specified tasks and taking measures that benefit the country. The explanations of deixis also indicated that personal deixis was the most significant type to be found in Joe Biden’s speech inauguration. This research can be utilized by lecturers in particular in the deixis field as teaching material on pragmatics. The research is intended to inform students of the fact that analysis of pragmatics is a solution for those who take a lesson in university Tujuan studi ini adalah untuk mengidentifikasi jenis-jenis deiksis di balik pidato pelantikan presiden Joe Biden serta mengidentifikasi makna penting yang diperlihatkan dalam kata-kata paling umum dalam pidato pelantikan Joe Biden. Selain itu, dalam studi ini bertujuan untuk mengidentifikasi kontribusi dalam penelitian ini terkait pengajaran pragmatis. Metode deskriptif kualitatif digunakan untuk menganalisis data, karena dalam studi ini mengamati beberapa jenis-jenis deixis dalam pidato tersebut. Peneliti telah menulis pidato kedalam naskah, menganalisis deiksis yang muncul, mengidentifikasi jenis deiksis, dan menemukan kontribusi dalam kelas pragmatik. Hasil dari penelitian ini memperlihatkan bahwa terdapat tiga jenis deiksis; personal, spatial, temporal yang telah diidentifikasi. Sebanyak 67% personal deiksis, 21% spatial deiksis, dan 12% temporal deiksis. Setelah menganalisis ketiga tipe deiksis dari pidato Joe Biden, peneliti menyimpulkan bahwa dalam personal deiksis, kata we menjadi kata yang sering dipakai. Sebagai presiden Amerika Serikat, Joe Biden mewakili rakyat Amerika Serikat dalam melaksanakan tugas-tugas tertentu dan mengambil Langkah-langkah yang menguntungkan negara. Penjelasan mengenai deiksis juga menunjukkan bahwa personal deiksis adalah jenis yang paling penting dalam penyajian pidato oleh Joe Biden. Penelitian ini dapat digunakan oleh para dosen khususnya
本研究的目的是识别乔·拜登总统就职演说背后的指示词的种类，并确定它们在乔·拜登总统就职演说中最常见的指示词中所显示的意义。此外，本研究还探讨了本研究对语用学教学的贡献。数据分析采用了描述性定性的方法，因为它检查了这篇演讲中看到的各种指示语。研究者将演讲内容写成文字，分析了指示语的使用，确定了指示语的类型，并分析了指示语在语用课上的贡献。研究发现，拜登就职演说中存在个人指示、空间指示和时间指示三种指示;个人指示语(67%数据)，空间指示语(21%数据)，时间指示语(12%数据)。在分析了乔·拜登演讲中的三种指示语后，研究人员得出结论，在第一人称指示语中，“我们”一词是最常用的。作为美国总统，他代表美国人民执行特定的任务，采取有利于国家的措施。指示语的解释也表明，个人指示语是拜登就职演说中最重要的指示语类型。本研究可作为语用学的教学材料，尤其是指示语领域的讲师。本研究旨在告知学生这样一个事实，即语用学分析对于那些在大学上课的人来说是一种解决方案，图胡安研究，ini adalah untuk mengidentifikasi jenis-jenis deiksis di balik pidato pelantikan总统乔·拜登，serta mengidentifikasi makna penting yang diperlihatkan dalam kata-kata paling umum dalam pidato pelantikan拜登。Selain itu, dalam study ini bertujuan untuk mengidfikasi kontribusi dalam penelitian ini terkait pengajaran pragmatic。方法描述:定性分析数据，定性分析数据，定性分析数据，定性分析数据，定性分析数据，定性分析数据，定性分析数据，定性分析数据，定性分析数据。Peneliti telah menulis pidato kedalam naskah, menganalis deiksis yang muncul, mengidentifikasi jenis deiksis, dan menemukan kontribusi dalam kelas实用主义。哈西尔·达里·佩利特尼的成员，他说:“哈扎尔·佩利特尼。”个人的、空间的、时间的扬telah划分。Sebanyak 67%是个人意愿，21%是空间意愿，12%是时间意愿。拜登，拜登，拜登，拜登，拜登，拜登，拜登，拜登，拜登，拜登，拜登。拜登是美国总统，拜登是美国总统，拜登是美国总统，拜登是美国总统，拜登是美国总统。拜登(美国副总统):拜登(美国副总统)Penelitian ini dapat digunakan oleh para dosen khususnya di bidang deiksis sebagai bahan pengajaran atas语用学。Penelitian ini dimaksukan untuk monmaksukan untuk untuk monmaksukan isiswa sebuah fakta baha分析实用主义adalah sebuah solusi bagi merka yang mengbil pelajaran universitas
{"title":"Deixis in Joe Biden’s Speech Inaguration","authors":"Marlinda Marlinda, D. A. Susanto","doi":"10.33603/rill.v5i1.5648","DOIUrl":"https://doi.org/10.33603/rill.v5i1.5648","url":null,"abstract":"The objective of this study is to identify the kinds of deixes behind the inauguration address of President Joe Biden and to identify the significance of them are shown in the most prevalent deictic words in the Inaugural Speech of Joe Biden. In addition, The study investigates the contribution this research provides to pragmatics teaching. Descriptive qualitative method was employed for data analysis, because it examines the various kinds of deixis seen in this speech. The researchers have written the speech into script, analyzed the deixis utilized, identified the type of deixis, and figure out the deixis contributions in pragmatics class. The findings revealed that three deixis, namely personal, spatial, and temporal deixis were identified in the inauguration address of Joe Biden; Personal deixis (67% data), spatial deixis (21% data) temporal deixis (12% data). After analyzing the three types of deixis in the speech of Joe Biden, the researchers has concluded that in first person deixis the term we become the most commonly used. As President of the United States, he represents the people of the United States in carrying out specified tasks and taking measures that benefit the country. The explanations of deixis also indicated that personal deixis was the most significant type to be found in Joe Biden’s speech inauguration. This research can be utilized by lecturers in particular in the deixis field as teaching material on pragmatics. The research is intended to inform students of the fact that analysis of pragmatics is a solution for those who take a lesson in university Tujuan studi ini adalah untuk mengidentifikasi jenis-jenis deiksis di balik pidato pelantikan presiden Joe Biden serta mengidentifikasi makna penting yang diperlihatkan dalam kata-kata paling umum dalam pidato pelantikan Joe Biden. Selain itu, dalam studi ini bertujuan untuk mengidentifikasi kontribusi dalam penelitian ini terkait pengajaran pragmatis. Metode deskriptif kualitatif digunakan untuk menganalisis data, karena dalam studi ini mengamati beberapa jenis-jenis deixis dalam pidato tersebut. Peneliti telah menulis pidato kedalam naskah, menganalisis deiksis yang muncul, mengidentifikasi jenis deiksis, dan menemukan kontribusi dalam kelas pragmatik. Hasil dari penelitian ini memperlihatkan bahwa terdapat tiga jenis deiksis; personal, spatial, temporal yang telah diidentifikasi. Sebanyak 67% personal deiksis, 21% spatial deiksis, dan 12% temporal deiksis. Setelah menganalisis ketiga tipe deiksis dari pidato Joe Biden, peneliti menyimpulkan bahwa dalam personal deiksis, kata we menjadi kata yang sering dipakai. Sebagai presiden Amerika Serikat, Joe Biden mewakili rakyat Amerika Serikat dalam melaksanakan tugas-tugas tertentu dan mengambil Langkah-langkah yang menguntungkan negara. Penjelasan mengenai deiksis juga menunjukkan bahwa personal deiksis adalah jenis yang paling penting dalam penyajian pidato oleh Joe Biden. Penelitian ini dapat digunakan oleh para dosen khususnya","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48051838","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 shift to online learning milieu due to the Covid-19 pandemic has brought some impact in the practices or teaching learning including the nature of writing corrective feedback (WCF) that should also be migrated to online platforms. Although much research has been conducted on the effectiveness of WCF, less has explored student and teacher preferences and perceptions of online corrective feedback through various platforms in student thesis writing in response to this abrupt learning transformation. Lensing from a case study, we recruited two English teachers and fifteen learners non-randomly with a purposive sampling technique. This study used closed-ended questionnaires and semi-structured interviews. In analyzing the data, the researchers used the formulation of Sudijono (2006) for a closed-ended questionnaire and adapted the steps formulated by Creswell (2003) to analysis the interview data. The result showed that there were differences in preferences and perceptions between teachers and learners regarding the use of different types of WCF: direct and indirect feedback. The teachers prefer to use both types of feedback: direct and indirect feedback. Meanwhile, learners preferred direct corrective feedback. Thus, some pedagogical contribution is also discussed, accordingly.
{"title":"Exploring the Teachers and Learners’ Perceptions of Online Corrective Feedback through Multiple Platforms","authors":"Ris Suliandari, A. Zamzam, K. Khotimah","doi":"10.33603/rill.v5i1.5855","DOIUrl":"https://doi.org/10.33603/rill.v5i1.5855","url":null,"abstract":"The shift to online learning milieu due to the Covid-19 pandemic has brought some impact in the practices or teaching learning including the nature of writing corrective feedback (WCF) that should also be migrated to online platforms. Although much research has been conducted on the effectiveness of WCF, less has explored student and teacher preferences and perceptions of online corrective feedback through various platforms in student thesis writing in response to this abrupt learning transformation. Lensing from a case study, we recruited two English teachers and fifteen learners non-randomly with a purposive sampling technique. This study used closed-ended questionnaires and semi-structured interviews. In analyzing the data, the researchers used the formulation of Sudijono (2006) for a closed-ended questionnaire and adapted the steps formulated by Creswell (2003) to analysis the interview data. The result showed that there were differences in preferences and perceptions between teachers and learners regarding the use of different types of WCF: direct and indirect feedback. The teachers prefer to use both types of feedback: direct and indirect feedback. Meanwhile, learners preferred direct corrective feedback. Thus, some pedagogical contribution is also discussed, accordingly.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims at investigating the impacts of the enactment of Google classroom as instructional media in the context of EFL. E-learning through Google classroom is an effective and interactive media to teach writing and speaking skills during social distancing. This is a qualitative study assessment, interview, and questionnaire in collecting data. Analytic and diagnostic rating scales are the assessment to measure writing and speaking skills. The results show that English Language Teaching in Google classroom promotes innovation in collaborating the use of assessment, students’ background knowledge, and real-world materials. The impact shows that students have great achievement in both writing and speaking skills and Google classroom is more recommended than traditional lecturing. Riset ini bertujuan untuk menggambarkan dampak penggunaan Google classroom sebagai media pembelajaran dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing. E-learning melalui Google classroom merupakan media yang efektif dan interaktif untuk mengajarkan keterampilan menulis dan berbicara selama social distancing. Penelitian ini merupakan penelitian kualitatif yang menggunakan wawancara, dan kuesioner untuk pengumpulan data. Skala penilaian analitik dan diagnostik adalah penilaian yang digunakan untuk mengukur keterampilan menulis dan berbicara. Kuesioner dan wawancara juga digunakan untuk menganalisis hasil temuan. Hasil penelitian menunjukkan bahwa pengajaran Bahasa Inggris melalui Google classroom, mempromosikan inovasi dalam mengkolaborasikan penggunaan penilaian, pengetahuan latar belakang siswa, dan materi dunia nyata. Dampaknya menunjukkan bahwa mahasiswa memiliki prestasi yang lebih baik dalam keahlian menulis dan berbicara. Penggunaan Google classroom lebih direkomendasikan daripada kuliah tradisional secara tatap muka selama pandemi covid 19.
{"title":"Google Classroom as A Web-based Instruction in Teaching English Writing and Speaking during Covid-19","authors":"E. S. Wahyuni, Deasy Arieffiani","doi":"10.33603/rill.v5i1.5659","DOIUrl":"https://doi.org/10.33603/rill.v5i1.5659","url":null,"abstract":"This paper aims at investigating the impacts of the enactment of Google classroom as instructional media in the context of EFL. E-learning through Google classroom is an effective and interactive media to teach writing and speaking skills during social distancing. This is a qualitative study assessment, interview, and questionnaire in collecting data. Analytic and diagnostic rating scales are the assessment to measure writing and speaking skills. The results show that English Language Teaching in Google classroom promotes innovation in collaborating the use of assessment, students’ background knowledge, and real-world materials. The impact shows that students have great achievement in both writing and speaking skills and Google classroom is more recommended than traditional lecturing. Riset ini bertujuan untuk menggambarkan dampak penggunaan Google classroom sebagai media pembelajaran dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing. E-learning melalui Google classroom merupakan media yang efektif dan interaktif untuk mengajarkan keterampilan menulis dan berbicara selama social distancing. Penelitian ini merupakan penelitian kualitatif yang menggunakan wawancara, dan kuesioner untuk pengumpulan data. Skala penilaian analitik dan diagnostik adalah penilaian yang digunakan untuk mengukur keterampilan menulis dan berbicara. Kuesioner dan wawancara juga digunakan untuk menganalisis hasil temuan. Hasil penelitian menunjukkan bahwa pengajaran Bahasa Inggris melalui Google classroom, mempromosikan inovasi dalam mengkolaborasikan penggunaan penilaian, pengetahuan latar belakang siswa, dan materi dunia nyata. Dampaknya menunjukkan bahwa mahasiswa memiliki prestasi yang lebih baik dalam keahlian menulis dan berbicara. Penggunaan Google classroom lebih direkomendasikan daripada kuliah tradisional secara tatap muka selama pandemi covid 19. ","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42188140","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 Indonesian government had announced a large scale of social and physical distancing since the COVID-19 Pandemic occurred in Indonesia in March 2020. It leads to the restriction of educational institutions, particularly formal secondary and elementary schools. Teachers, parents, and students are encouraged to adapt well to the situation. The Indonesian government has released a new temporary learning policy during Pandemic for elementary school students, called the emergency curriculum. It urges elementary school students to learn at home through teacher supervision via online platforms. It is not simple to educate and teach children at home, mainly teaching English for parents busy with their jobs. By employing an ethnographic study in an early childhood education institution in Bogor, this research investigates the online learning and blended learning process during the COVID-19 Pandemic, specifically learning English. The advantages, challenges, and weaknesses of the English teaching-learning process will be explored and related. Recommendation for further studies and other learning management processes during Pandemic will be encouraged as the significance of the research.
{"title":"Pedagogical perspectives on teaching English for pre-school children during Covid-19 pandemic: An ethnographic study","authors":"I. Wahyuni, S. Syihabuddin","doi":"10.33603/rill.v4i3.5320","DOIUrl":"https://doi.org/10.33603/rill.v4i3.5320","url":null,"abstract":"The Indonesian government had announced a large scale of social and physical distancing since the COVID-19 Pandemic occurred in Indonesia in March 2020. It leads to the restriction of educational institutions, particularly formal secondary and elementary schools. Teachers, parents, and students are encouraged to adapt well to the situation. The Indonesian government has released a new temporary learning policy during Pandemic for elementary school students, called the emergency curriculum. It urges elementary school students to learn at home through teacher supervision via online platforms. It is not simple to educate and teach children at home, mainly teaching English for parents busy with their jobs. By employing an ethnographic study in an early childhood education institution in Bogor, this research investigates the online learning and blended learning process during the COVID-19 Pandemic, specifically learning English. The advantages, challenges, and weaknesses of the English teaching-learning process will be explored and related. Recommendation for further studies and other learning management processes during Pandemic will be encouraged as the significance of the research.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46826843","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}
Kulturkunde, a Germany intercultural class, pivoted to online learning due to Covid-19. Meetings switched from face-to-face to synchronous and asynchronous meetings. During these modes, students struggled learning Germany cultures throughout the podcast-mediated project-based learning. Accordingly, the paper attempts to describe how Germany-majored students learn Germany cultures during the online learning. Data were garnered from the Kulturkunde class reflection during podcast-mediated project-based learning in the state university in Yogyakarta. During these online meetings, twelve podcasts containing students’ intercultural projects were published. The findings reveal the students successfully pursued varieties of intercultural awareness. In addition, they also promote their language fluency and accuracy. To end, issues of ICT-based learning is also sought to discuss. Kulturkunde, pembelajaran budaya Jerman berubah dari tatap mukan menjadi tatap maya. Melalui kanal ini, mahasiswa berusahan keras belajar dan memahami nilai-nilai budaya Jerman secara daring melalui bantuan media podcast. Dari sini, tujuan penulisan artikel untuk mendeskripsikan bagaimana mahasiswa jurusan pendidikan bahasa Jerman berlajar budaya Jerman secara daring. Data riset diperoleh melalui kegiatan refleksi selama pembelajaran yang didokumentasikan selama pembealjaran oleh dosen di sebuah universitas negeri di Yogyakarta, Indonesia. Selama kegiatan pembealjaran daring ini, dua belas proyek podcast berhasil dipublikasikan. Hasil riset menunjukkan tidak hanya masalah perolehan nilai-nilai budaya Jerman yang diperoleh dan dipelajari, namun juga adanya kemampuan berbahasa Jerman yang meningkat. Sebagai tambahan, kemampuan pengguanaan teknologi pendidikan juga menjadi berkembang. Kata Kunci: budaya Jerman, kulturkunde, proyek kelas, Podcast
受新冠肺炎疫情影响，德国跨文化课程Kulturkunde转向在线学习。会议从面对面改为同步和异步会议。在这些模式中，学生们通过播客为媒介的项目学习来学习德国文化。因此，本文试图描述德语专业学生如何在网络学习中学习德国文化。数据来自日惹州立大学以播客为媒介的项目学习期间的Kulturkunde课堂反思。在这些在线会议期间，发布了12个包含学生跨文化项目的播客。研究结果表明，学生们成功地追求了各种各样的跨文化意识。此外，他们还提高了他们的语言流利性和准确性。最后，还讨论了基于信息通信技术的学习问题。文化节，pembelajaran budaya Jerman berubah dari tatap mukan menjadi tatap maya。Melalui kanal ini, mahasiswa berusahan keras belajar dan memahami nilai-nilai budaya Jerman secara大胆的Melalui bantuan媒体播客。达里西尼，杜鹃penulisan artikel untuk mendeskripsikan bagaimana mahasiswa jurusan pendidikan bahasa德国berlajar budaya德国secara大胆。数据访问:diperoleh melalui kegiatan refleksi selama pembelajan yang didokumentasikan selama pembelajan oleh dolei，印度尼西亚日惹大学。Selama kegiatan pobealjaran daring ini, dua belas proyek podcast berhasil dipublikasikan。Hasil riset menunjukkan tidak hanya masalah perolehan nilai-nilai budaya Jerman yang diperoleh dan dipelajari, namun juga adanya kemampuan berbahasa Jerman yang mengkat。Sebagai tambahan, kemampuan pengguanaan technologii pendidikan juga menjadi berkembang。Kata Kunci: budaya Jerman, kulturkunde, proyek kelas, Podcast
{"title":"How do students learn German cultural values throughout podcast-mediated project-based learning AMIDST COVID-19 pandemic?","authors":"Iman Santoso","doi":"10.33603/rill.v4i3.6769","DOIUrl":"https://doi.org/10.33603/rill.v4i3.6769","url":null,"abstract":"Kulturkunde, a Germany intercultural class, pivoted to online learning due to Covid-19. Meetings switched from face-to-face to synchronous and asynchronous meetings. During these modes, students struggled learning Germany cultures throughout the podcast-mediated project-based learning. Accordingly, the paper attempts to describe how Germany-majored students learn Germany cultures during the online learning. Data were garnered from the Kulturkunde class reflection during podcast-mediated project-based learning in the state university in Yogyakarta. During these online meetings, twelve podcasts containing students’ intercultural projects were published. The findings reveal the students successfully pursued varieties of intercultural awareness. In addition, they also promote their language fluency and accuracy. To end, issues of ICT-based learning is also sought to discuss. Kulturkunde, pembelajaran budaya Jerman berubah dari tatap mukan menjadi tatap maya. Melalui kanal ini, mahasiswa berusahan keras belajar dan memahami nilai-nilai budaya Jerman secara daring melalui bantuan media podcast. Dari sini, tujuan penulisan artikel untuk mendeskripsikan bagaimana mahasiswa jurusan pendidikan bahasa Jerman berlajar budaya Jerman secara daring. Data riset diperoleh melalui kegiatan refleksi selama pembelajaran yang didokumentasikan selama pembealjaran oleh dosen di sebuah universitas negeri di Yogyakarta, Indonesia. Selama kegiatan pembealjaran daring ini, dua belas proyek podcast berhasil dipublikasikan. Hasil riset menunjukkan tidak hanya masalah perolehan nilai-nilai budaya Jerman yang diperoleh dan dipelajari, namun juga adanya kemampuan berbahasa Jerman yang meningkat. Sebagai tambahan, kemampuan pengguanaan teknologi pendidikan juga menjadi berkembang. Kata Kunci: budaya Jerman, kulturkunde, proyek kelas, Podcast","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545797","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 aim of this research is to find out the role of DRTA and Reading Attitude in improving students’ reading comprehension. Quasi-experimental design was used to establish the effect of method and attitude on students’ reading comprehension. Four classes of management were selected ,and assigned as experimental and control group, The experimental group were taught using DRTA and control classes were taught using regular method. ANOVA was used to examine the influence of the main effects and interaction effects of method and attitude on students’ reading comprehension. The result indicated that there was a significant difference effect between DRTA and Regular Method on students’ reading comprehension. DRTA was more effective in improving reading comprehension. There was, however, no significant difference in students' reading comprehension based on their attitude. This study also found a significant difference effect on students' reading comprehension based on the interaction between method and attitude. DRTA method was to be effective in students with low attitude, while the high attitude was more prone to conventional method.
{"title":"Direct reading thinking activity and students’ reading comprehension: An experimental research","authors":"Diah Purwandari","doi":"10.33603/rill.v4i3.5261","DOIUrl":"https://doi.org/10.33603/rill.v4i3.5261","url":null,"abstract":"The aim of this research is to find out the role of DRTA and Reading Attitude in improving students’ reading comprehension. Quasi-experimental design was used to establish the effect of method and attitude on students’ reading comprehension. Four classes of management were selected ,and assigned as experimental and control group, The experimental group were taught using DRTA and control classes were taught using regular method. ANOVA was used to examine the influence of the main effects and interaction effects of method and attitude on students’ reading comprehension. The result indicated that there was a significant difference effect between DRTA and Regular Method on students’ reading comprehension. DRTA was more effective in improving reading comprehension. There was, however, no significant difference in students' reading comprehension based on their attitude. This study also found a significant difference effect on students' reading comprehension based on the interaction between method and attitude. DRTA method was to be effective in students with low attitude, while the high attitude was more prone to conventional method.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42384141","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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