Pub Date : 2020-04-04DOI: 10.31002/metathesis.v4i1.2179
Baiatun Nisa, A. G. Asi, Sulhizah Wulan Sari
Deixis is one of the important studies in pragmatics. It is a word or phrase that can refer to a person, place, or time in the speakers' utterance. Usually, each deixis has a different function. That function relies on the context of deixis both implicitly and explicitly. Then, the objective of this research is to find the types of deixis and divulge the function which is applied in the speaker utterance. The writers used the descriptive qualitative method to analyze deixis in the two soundtracks lyric of The Greatest Showman movie, they are the greatest show and This is me. The results of the analysis found that there are five types of deixis in the two lyrics; person deixis, spatial deixis, temporal deixis, discourse deixis, and social deixis. The functions showed that deixis provides the information and gives a reference to the deixis word. This analysis is important to understand the speaker's intends in the song by the use of context deixis.
指示语是语用学研究的重要内容之一。它是一个词或短语，可以指说话者所说的人、地点或时间。通常，每个指示语都有不同的功能。这个功能既隐式地又显式地依赖于指示语的上下文。其次，本研究的目的是找出指示语的类型，揭示指示语在说话人话语中的作用。作者运用描述性定性的方法分析了电影《The Greatest Showman》的两首原声歌曲《they are The Greatest show》和《This is me》中的指示语。分析结果发现，两首歌词中存在五种指示语类型;人称指示、空间指示、时间指示、话语指示和社会指示。这些功能表明，指示语提供了指示词的信息，并对指示词进行了参考。这种分析对于通过使用语境指示来理解说话人在歌曲中的意图是很重要的。
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The fact that most of the students in Junior High School are lack of vocabulary, lazy in reading a long text and low motivation in reading textbooks can be solved by choosing an appropriate method in teaching reading. The aimed of this research was to find out whether the probing-prompting technique was effective for the students' reading achievement. The word “Probing” means research and explore, meanwhile “prompting” means push and guide. In probing-prompting, students are required to answer the question by their own words or sentences. Two groups design was applied, and the participants were eighth students of Junior High School in Tegal. We used reading testing in collecting the data, pre and post-test were conducted. And the data analysis calculated using SPSS program. Based on data analysis using an independent sample t-test, it was revealed that the t-test was higher than t-table (4.332>1.672). We state a conclusion; the use of probing prompting technique is effective because students who taught using probing-prompting technique perform better achievement on reading.
{"title":"The Effect of Probing – Prompting Technique on Reading Achievement","authors":"Rizqi Nadia Putri, Taufiqulloh Taufiqulloh, Endang Sulistianingsih","doi":"10.31002/metathesis.v4i1.1699","DOIUrl":"https://doi.org/10.31002/metathesis.v4i1.1699","url":null,"abstract":"The fact that most of the students in Junior High School are lack of vocabulary, lazy in reading a long text and low motivation in reading textbooks can be solved by choosing an appropriate method in teaching reading. The aimed of this research was to find out whether the probing-prompting technique was effective for the students' reading achievement. The word “Probing” means research and explore, meanwhile “prompting” means push and guide. In probing-prompting, students are required to answer the question by their own words or sentences. Two groups design was applied, and the participants were eighth students of Junior High School in Tegal. We used reading testing in collecting the data, pre and post-test were conducted. And the data analysis calculated using SPSS program. Based on data analysis using an independent sample t-test, it was revealed that the t-test was higher than t-table (4.332>1.672). We state a conclusion; the use of probing prompting technique is effective because students who taught using probing-prompting technique perform better achievement on reading. ","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76700411","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 : 2019-11-30DOI: 10.31002/metathesis.v3i2.1982
Dyah Aminatun, L. Oktaviani
To master English language, students cannot only learn English from what is learned in the classroom given by the teacher. They need to explore many things to support their understanding about language. Therefore, independent learning skill is crucially needed. The students are the one who knows what they need to study according to their priority. However, sometimes, it is hard for students to build their independent learning skill since there is no encouragement from the teacher to promote it, and also students’ lack of awareness related to what they are learning. The role of technology like online learning application nowadays really helps teachers and students overcome this problem. This study is aimed to explore the use of language learning application named Memrise to enhance students’ autonomous learning skill outside the class, especially in studying English. A descriptive study was conducted to eighteen Management students taking English for Business II subject. The data gained from questioner and interview showed that Memrise helps students learn English and especially improve their vocabulary. Moreover, because it can be accessed anywhere and anytime, students can always learn English whenever they want to. Thus, it really supports students’ independent learning skill and boosts their English skills.
{"title":"Memrise: Promoting Students’ Autonomous Learning Skill through Language Learning Application","authors":"Dyah Aminatun, L. Oktaviani","doi":"10.31002/metathesis.v3i2.1982","DOIUrl":"https://doi.org/10.31002/metathesis.v3i2.1982","url":null,"abstract":"To master English language, students cannot only learn English from what is learned in the classroom given by the teacher. They need to explore many things to support their understanding about language. Therefore, independent learning skill is crucially needed. The students are the one who knows what they need to study according to their priority. However, sometimes, it is hard for students to build their independent learning skill since there is no encouragement from the teacher to promote it, and also students’ lack of awareness related to what they are learning. The role of technology like online learning application nowadays really helps teachers and students overcome this problem. This study is aimed to explore the use of language learning application named Memrise to enhance students’ autonomous learning skill outside the class, especially in studying English. A descriptive study was conducted to eighteen Management students taking English for Business II subject. The data gained from questioner and interview showed that Memrise helps students learn English and especially improve their vocabulary. Moreover, because it can be accessed anywhere and anytime, students can always learn English whenever they want to. Thus, it really supports students’ independent learning skill and boosts their English skills.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77705775","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 : 2019-11-30DOI: 10.31002/metathesis.v3i2.1921
Tubagus Zam Zam Al Arif
This study aims to examine the use of social media in English language learning by the students of English Study Program at Jambi University. This study applied an exploratory study to investigate the use of social media for English language learning. The researcher employed a survey and semi-structured interview in collecting the data. Sixty-seven students participated to answer the questionnaire and ten participants were interviewed, randomly selected from participants who answered the questionnaire. Basic statistical analysis was used to analyze quantitative data from the questionnaire, and the data from interviews were analyzed using phenomenological case analysis combined with coding thematically. The findings indicated that a range of social media especially Instagram and Facebook are used by the students. Consequently, the students spent more time in using social media for general purposes than English learning purposes. However, they showed positive attitudes towards the use of social media in English language learning. The students perceive that social media plays an important role to improve their English language skills. Furthermore, it promotes social media use and encourages students to use social media to improve their English language skills. In addition, the social media, which is mostly used in learning English by the university students of English Study Program at Jambi University, is Instagram, and they usually use the social media for learning English at home.
{"title":"THE USE OF SOCIAL MEDIA FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY OF EFL UNIVERSITY STUDENTS","authors":"Tubagus Zam Zam Al Arif","doi":"10.31002/metathesis.v3i2.1921","DOIUrl":"https://doi.org/10.31002/metathesis.v3i2.1921","url":null,"abstract":"This study aims to examine the use of social media in English language learning by the students of English Study Program at Jambi University. This study applied an exploratory study to investigate the use of social media for English language learning. The researcher employed a survey and semi-structured interview in collecting the data. Sixty-seven students participated to answer the questionnaire and ten participants were interviewed, randomly selected from participants who answered the questionnaire. Basic statistical analysis was used to analyze quantitative data from the questionnaire, and the data from interviews were analyzed using phenomenological case analysis combined with coding thematically. The findings indicated that a range of social media especially Instagram and Facebook are used by the students. Consequently, the students spent more time in using social media for general purposes than English learning purposes. However, they showed positive attitudes towards the use of social media in English language learning. The students perceive that social media plays an important role to improve their English language skills. Furthermore, it promotes social media use and encourages students to use social media to improve their English language skills. In addition, the social media, which is mostly used in learning English by the university students of English Study Program at Jambi University, is Instagram, and they usually use the social media for learning English at home.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83532581","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 : 2019-11-14DOI: 10.31002/metathesis.v3i2.1665
Rika Riwayatiningsih
Driving students to be a critical thinker in their process of writing is hardly a challenge. As an effective process of writing depend on how well they develop their critical thinking skills, helping them build the critical thinking in writing is considered as a way to make a correct judgment independently and create an environment that raises their best writing. The current study attempts to investigate whether the use of questions could generate students’ critical thinking in their writing process. The participants were 38 English Department students who encountered argumentative writing class in University degree. The subjects were assigned into a mix method on a quasi- experimental study involving pretest - posttest with some features of semi structured interview to know their level of satisfaction from the gained score. The results of the study showed that the significance of exploring questions in helping students’ critical thinking for meaningful learning, especially in the connectivity and coherency of their writing product and also the flow of the sentences. Moreover, the students are being actively involved in meaningful communicative language during the process of writing. This good engagement contributes for the positive classroom management.
{"title":"Improving Writing Skill with Questioning: A Path on Critical Thinking Skill","authors":"Rika Riwayatiningsih","doi":"10.31002/metathesis.v3i2.1665","DOIUrl":"https://doi.org/10.31002/metathesis.v3i2.1665","url":null,"abstract":"Driving students to be a critical thinker in their process of writing is hardly a challenge. As an effective process of writing depend on how well they develop their critical thinking skills, helping them build the critical thinking in writing is considered as a way to make a correct judgment independently and create an environment that raises their best writing. The current study attempts to investigate whether the use of questions could generate students’ critical thinking in their writing process. The participants were 38 English Department students who encountered argumentative writing class in University degree. The subjects were assigned into a mix method on a quasi- experimental study involving pretest - posttest with some features of semi structured interview to know their level of satisfaction from the gained score. The results of the study showed that the significance of exploring questions in helping students’ critical thinking for meaningful learning, especially in the connectivity and coherency of their writing product and also the flow of the sentences. Moreover, the students are being actively involved in meaningful communicative language during the process of writing. This good engagement contributes for the positive classroom management. ","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77137901","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 : 2019-11-05DOI: 10.31002/metathesis.v3i2.1736
M. Yamin
This article aims to describe the students' ability in writing a paragraph. It is a descriptive qualitative in which the number of respondents is 60 students. All samples are taken from the guided writing class as the first subject series of a writing class. The data collection is obtained through a number of assignments they did and uploaded in a blog. From all assignments of writing task, only six assignments of writing task were taken and analyzed, based on top ones in writing quality starting from topic sentence, supporting sentences, and concluding sentence. Based on the analysis result, students’ ability is located on weakness in determining the topic sentence, starting the topic sentence, and writing supporting sentences. Their weakness appears because of the inability to formulate the topic, topic sentence, and difficulty to find the relevant supporting sentences to write for supporting the topic sentence. The inability of formulating topic, topic sentence, and supporting sentences contributes towards inability to apply the unity knowledge in making supporting sentences united.
{"title":"Learning From Students’ Experiences in Writing Paragraph","authors":"M. Yamin","doi":"10.31002/metathesis.v3i2.1736","DOIUrl":"https://doi.org/10.31002/metathesis.v3i2.1736","url":null,"abstract":"This article aims to describe the students' ability in writing a paragraph. It is a descriptive qualitative in which the number of respondents is 60 students. All samples are taken from the guided writing class as the first subject series of a writing class. The data collection is obtained through a number of assignments they did and uploaded in a blog. From all assignments of writing task, only six assignments of writing task were taken and analyzed, based on top ones in writing quality starting from topic sentence, supporting sentences, and concluding sentence. Based on the analysis result, students’ ability is located on weakness in determining the topic sentence, starting the topic sentence, and writing supporting sentences. Their weakness appears because of the inability to formulate the topic, topic sentence, and difficulty to find the relevant supporting sentences to write for supporting the topic sentence. The inability of formulating topic, topic sentence, and supporting sentences contributes towards inability to apply the unity knowledge in making supporting sentences united.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"771 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89163132","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 : 2019-11-04DOI: 10.31002/metathesis.v3i2.1740
A. Rahmat, Muhammad Akbar
The objectives of this research are to find out (1) the motivation of the rural and urban students (2) the types of motivation influence the rural and urban students (3) the factors influence the motivation of the rural and urban students (4) the effective ways to foster the motivation of the rural and urban students. This research employed descriptive qualitative research design. The subject of this research is the ninth grade students of MTs Muhammadiyah Lempangang as urban students and the ninth grade students of MTs N 4 Bulukumba as rural students. The number of participants is 20 students. The result of research showed that (1) all of the informants of MTs N 4 Bulukumba as a rural area are motivated in Learning EFL. It is similar with the informants of MTs Muhammadiyah Lempangang as an urban area. They are also motivated. Both of areas are different in the level of motivation(2)the types of motivation dominantly influence in the rural students are both of integrative and instrumental motivation whereas in the urban students are instrumental motivation(3)the similarity between both of students area either internal or external factors are the expectancy, the teachers and the activities and materials whereas the difference from both of them are the relevance, the goal setting and the school environment(4)the effective ways to foster the motivation of the rural students in learning EFL is the teacher always trains the pronunciation of the vocabulary whereas the urban students is the teacher should have more practice activity in learning and teaching process.
{"title":"A Comparative Analysis of English Learning Motivation between the Rural and Urban Students","authors":"A. Rahmat, Muhammad Akbar","doi":"10.31002/metathesis.v3i2.1740","DOIUrl":"https://doi.org/10.31002/metathesis.v3i2.1740","url":null,"abstract":"The objectives of this research are to find out (1) the motivation of the rural and urban students (2) the types of motivation influence the rural and urban students (3) the factors influence the motivation of the rural and urban students (4) the effective ways to foster the motivation of the rural and urban students. This research employed descriptive qualitative research design. The subject of this research is the ninth grade students of MTs Muhammadiyah Lempangang as urban students and the ninth grade students of MTs N 4 Bulukumba as rural students. The number of participants is 20 students. The result of research showed that (1) all of the informants of MTs N 4 Bulukumba as a rural area are motivated in Learning EFL. It is similar with the informants of MTs Muhammadiyah Lempangang as an urban area. They are also motivated. Both of areas are different in the level of motivation(2)the types of motivation dominantly influence in the rural students are both of integrative and instrumental motivation whereas in the urban students are instrumental motivation(3)the similarity between both of students area either internal or external factors are the expectancy, the teachers and the activities and materials whereas the difference from both of them are the relevance, the goal setting and the school environment(4)the effective ways to foster the motivation of the rural students in learning EFL is the teacher always trains the pronunciation of the vocabulary whereas the urban students is the teacher should have more practice activity in learning and teaching process.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77488356","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 : 2019-11-04DOI: 10.31002/metathesis.v3i2.1682
Endah Ratnaningsih, A. Wulanjani
English Education students in Universitas Tidar have attended in the Intensive Listening Subject in the Academic Year of 2018/2019. This was a case-study which focused on the perspectives of the students toward the activities and materials displayed in ELICA website. There were 4 classes of Intensive Listening which were participated in this semester with 110 as the number of the students joined. A set of questionnaires and an interview were used in this research. From the result, it was found that most of the students agreed that the activities and the materials displayed in the ELICA can be used for making their listening skill improved.
{"title":"The Students’ Perspectives toward the Activities and Materials Displayed in ELICA (English Listening Interactive Café) Web","authors":"Endah Ratnaningsih, A. Wulanjani","doi":"10.31002/metathesis.v3i2.1682","DOIUrl":"https://doi.org/10.31002/metathesis.v3i2.1682","url":null,"abstract":"English Education students in Universitas Tidar have attended in the Intensive Listening Subject in the Academic Year of 2018/2019. This was a case-study which focused on the perspectives of the students toward the activities and materials displayed in ELICA website. There were 4 classes of Intensive Listening which were participated in this semester with 110 as the number of the students joined. A set of questionnaires and an interview were used in this research. From the result, it was found that most of the students agreed that the activities and the materials displayed in the ELICA can be used for making their listening skill improved.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77315775","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 : 2019-10-21DOI: 10.31002/metathesis.v3i2.1473
A. Suherman
This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacher-assessment, as opposed to under half of them favoured peer-assessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform EFL teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions.
{"title":"The Effects of Three Different Assessment Types on Text Revisions: A Study of Indonesian EFL Learners","authors":"A. Suherman","doi":"10.31002/metathesis.v3i2.1473","DOIUrl":"https://doi.org/10.31002/metathesis.v3i2.1473","url":null,"abstract":"This research article aimed at exploring the effects of three different assessments (self-, peer-, and teacher-) on students’ text revision. Ten Indonesian tertiary-level EFL students participated in this study. It investigated the extent to which three types of assessment facilitate text revision, and analyzed students’ perception of these assessments. The research methods used were students’ text revision and semi-structure interview. The findings revealed two main points. First, the results showed that students made the total of 2,096 revision changes across 40 drafts, with lower percentage of self-feedback incorporated into their revision. Furthermore, the findings indicated that students had a tendency to engage in self-assessment practice more often when revising their drafts. Second, students mostly appreciated teacher-assessment, as opposed to under half of them favoured peer-assessment. In contrast, self-assessment showed a balanced response between positive and negative comments. The implications of this study were provide practical insight to EFL teachers into how three assessment types (teacher-, peer-, and self-) can be developed to help improve students’ writing performance, and to inform EFL teachers with some suggestions to explore students’ perceptions regarding the three assessments to help facilitate quality-enhancing text revisions.","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83947047","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 purpose of the analysis is to find out the attitude of trust showed by King David in Holy Bible in the book of Psalm. This analysis reveals the attitude of trust that is stated by words in poetry in the book of Psalm. Descriptive Qualitative method is used to analyze primary and secondary data from the book of Psalm and also from the articles or books that support the data by using some steps or procedures that is : to organize and prepare all the data needed, read the data which is the book of Psalm and other references then analyze data by identifying the sentences that represent the statement of having a trust of King David to God. The meaning of this learning both theory and practice is expected to give contribution to the readers about what and how trust is and how they apply it well and correctly. Keywords: attitude of trust, Holy Bible, The Book of Psalm, King David
{"title":"THE ATTITUDE OF TRUST SHOWED BY KING DAVID IN HOLY BIBLE IN THE BOOK OF PSALM “THE LITERARY WORK THROUGH POETRY FOR CHARACTER EDUCATION”","authors":"Maryam Lughu","doi":"10.36412/jellt.v4i1.938","DOIUrl":"https://doi.org/10.36412/jellt.v4i1.938","url":null,"abstract":"The purpose of the analysis is to find out the attitude of trust showed by King David in Holy Bible in the book of Psalm. This analysis reveals the attitude of trust that is stated by words in poetry in the book of Psalm. Descriptive Qualitative method is used to analyze primary and secondary data from the book of Psalm and also from the articles or books that support the data by using some steps or procedures that is : to organize and prepare all the data needed, read the data which is the book of Psalm and other references then analyze data by identifying the sentences that represent the statement of having a trust of King David to God. The meaning of this learning both theory and practice is expected to give contribution to the readers about what and how trust is and how they apply it well and correctly. Keywords: attitude of trust, Holy Bible, The Book of Psalm, King David","PeriodicalId":34019,"journal":{"name":"Metathesis Journal of English Language Literature and Teaching","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84046759","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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