Pub Date : 2023-07-27DOI: 10.24256/ideas.v11i1.3825
Laila Marfirah, Afriana Afriana
The aim of study discovers the different types of negative politeness methods is classified as descriptive qualitative research. The study's findings were derived from words recognized the character "The Menu” as negative politeness techniques and analyzed using theory presented by Brown and Levinson (1987). The observation and non-participatory methods were used to collect data. In addition, the pragmatic identity method was employed to analyze the data. The findings of this study are as follows: 2 Be conveniently indirect, 4 Question and Hedge, 1 Be pessimistic, 1 Minimize the Imposition, 1 Give Deference,2 Apologize, 1 Impersonalize interlocutors, 1 State the FTA as general Rule, 1 Nominalize , 1 Go on record as incurring a debt , or as not indebting H. We have 15 negative politeness strategies overall. In The Menu Movie, the main character's refusal to connect with the other character became the most common technique. We have 15 negative politeness strategies overall. In The Menu Movie, the main character's refusal to connect with the other character became the most common technique.
{"title":"Negative Politeness Strategies in ”The Menu” Movie","authors":"Laila Marfirah, Afriana Afriana","doi":"10.24256/ideas.v11i1.3825","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3825","url":null,"abstract":"The aim of study discovers the different types of negative politeness methods is classified as descriptive qualitative research. The study's findings were derived from words recognized the character \"The Menu” as negative politeness techniques and analyzed using theory presented by Brown and Levinson (1987). The observation and non-participatory methods were used to collect data. In addition, the pragmatic identity method was employed to analyze the data. The findings of this study are as follows: 2 Be conveniently indirect, 4 Question and Hedge, 1 Be pessimistic, 1 Minimize the Imposition, 1 Give Deference,2 Apologize, 1 Impersonalize interlocutors, 1 State the FTA as general Rule, 1 Nominalize , 1 Go on record as incurring a debt , or as not indebting H. We have 15 negative politeness strategies overall. In The Menu Movie, the main character's refusal to connect with the other character became the most common technique. We have 15 negative politeness strategies overall. In The Menu Movie, the main character's refusal to connect with the other character became the most common technique.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135756479","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 : 2023-07-02DOI: 10.24256/ideas.v11i1.3804
Atalisi Zalukhu, Mitra Gusmeni Hia
Speaking is the ability to convey information or expressing to convey everything in their mind orally. Therefore, it is important for students to master speaking in their daily life because through speaking students can express their ideas, feelings, opinions, and knowledge. There were some problems faced by the students in speaking in Second grade of SMP ADHYAKSA namely: the students lacked vocabularies, and the students are not able to deliver their suggestion and advice. Therefore, to overcome the problems, the researcher conducted this research by using “Whip Around” Strategy in second grade of SMP ADHYAKSA. The purpose of the research is to increase the students’ ability in speaking by using whip around Strategy at the second grade of SMP adhyaksa. To achieve the purpose, the researcher conducted CAR Method. The result of the data in Cycle I showed the average of students’ value was 60, the maximum score was 78 and the minimum score was 41. While in Cycle II 20 students (100%), the student got the maximum score was 83 and the minimum score was 75. From the result o the research, it can be concluded that “Whip Around” Strategy increases the students’ speaking ability in second grade of SMP adhyaksa. Finally, the researcher suggested all English teacher to use this strategy in teaching speaking skill because “Whip Around” Strategy is effective to increase the students’ ability in speaking. “Whip Around” Strategy encourages the students’ to express their suggestion and advice orally and engaged the student high motivation during the teaching and learning process.
{"title":"Increasing the students’ speaking ability in giving suggestions and advice by the using of \"whip around\" strategy","authors":"Atalisi Zalukhu, Mitra Gusmeni Hia","doi":"10.24256/ideas.v11i1.3804","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3804","url":null,"abstract":"Speaking is the ability to convey information or expressing to convey everything in their mind orally. Therefore, it is important for students to master speaking in their daily life because through speaking students can express their ideas, feelings, opinions, and knowledge. There were some problems faced by the students in speaking in Second grade of SMP ADHYAKSA namely: the students lacked vocabularies, and the students are not able to deliver their suggestion and advice. Therefore, to overcome the problems, the researcher conducted this research by using “Whip Around” Strategy in second grade of SMP ADHYAKSA. The purpose of the research is to increase the students’ ability in speaking by using whip around Strategy at the second grade of SMP adhyaksa. To achieve the purpose, the researcher conducted CAR Method. The result of the data in Cycle I showed the average of students’ value was 60, the maximum score was 78 and the minimum score was 41. While in Cycle II 20 students (100%), the student got the maximum score was 83 and the minimum score was 75. From the result o the research, it can be concluded that “Whip Around” Strategy increases the students’ speaking ability in second grade of SMP adhyaksa. Finally, the researcher suggested all English teacher to use this strategy in teaching speaking skill because “Whip Around” Strategy is effective to increase the students’ ability in speaking. “Whip Around” Strategy encourages the students’ to express their suggestion and advice orally and engaged the student high motivation during the teaching and learning process.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803050","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 : 2023-07-02DOI: 10.24256/ideas.v11i1.3749
Muhammad Ahsan Tampubolon, Nurmawati Nurmawati, Sukma Septian Nasution
This study aims to find the types of diglossia and the factors of the use of language variations in the videos of “Steve Tv show, Netflix is a Joke, ABC, The Tonight Show Starring Jimmy Fallon” on the YouTube channel. Diglossia is defined as a situation where two language variations occur at the same time. This is a content analysis and the data were taken from conversations in the video analyzed using Trudgill's theory. Further, factors of the occurrence of diglossia in the use of language variations are based on Yule's theory of diglossia. Using observation as main instrument of collecting data, all diglossia occurring in the selected videos are classified into high, medium, and low classes to be tallied to come to the final findings. The findings highlight that diglossia is found in six of the eight videos. The writers identified standard English as dominant on the Tonight Show Starring Jimmy Fallon's YouTube channel. While the use of non-standard English is more dominant in videos on the Steve Tv Show, Netflix is a Joke and ABC channel. The factor that causes a lot of language variation is the ethnic background where this factor is found on 3 YouTube channels, the age factor on 2 YouTube channels, the speech community factor on 2 YouTube channels, and the gender factor on 1 YouTube channel. From the two types of language variation and four of the five factors of diglossia found in the videos, high language variation and ethnic background factors are language variations and dominating factors
本研究旨在找出YouTube频道上的“Steve Tv show”、“Netflix is a Joke”、“ABC”、“the Tonight show Starring Jimmy Fallon”等视频中diglossia的类型及其语言变异使用的因素。Diglossia被定义为两种语言同时发生变化的情况。这是一个内容分析，数据来自视频中的对话，使用特鲁吉尔的理论进行分析。此外，根据Yule的双说理论，分析了语言变体使用中双说发生的因素。采用观察法作为收集数据的主要手段，将所选视频中出现的所有对话分为高、中、低三个等级进行统计，得出最终结果。研究结果强调，在这8个视频中，有6个发现了解密。编剧们认为标准英语在《吉米·法伦今夜秀》的YouTube频道中占据主导地位。虽然非标准英语的使用在史蒂夫电视节目的视频中占主导地位，但Netflix是一个笑话和ABC频道。导致大量语言差异的因素是种族背景，在3个YouTube频道中发现了这个因素，在2个YouTube频道中发现了年龄因素，在2个YouTube频道中发现了语言社区因素，在1个YouTube频道中发现了性别因素。从视频中发现的两种语言变异和五种diglosia因素中的四种来看，高度语言变异和种族背景因素是语言变异和主导因素
{"title":"The Presence of Diglossia in American-Based Talk Shows","authors":"Muhammad Ahsan Tampubolon, Nurmawati Nurmawati, Sukma Septian Nasution","doi":"10.24256/ideas.v11i1.3749","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3749","url":null,"abstract":"This study aims to find the types of diglossia and the factors of the use of language variations in the videos of “Steve Tv show, Netflix is a Joke, ABC, The Tonight Show Starring Jimmy Fallon” on the YouTube channel. Diglossia is defined as a situation where two language variations occur at the same time. This is a content analysis and the data were taken from conversations in the video analyzed using Trudgill's theory. Further, factors of the occurrence of diglossia in the use of language variations are based on Yule's theory of diglossia. Using observation as main instrument of collecting data, all diglossia occurring in the selected videos are classified into high, medium, and low classes to be tallied to come to the final findings. The findings highlight that diglossia is found in six of the eight videos. The writers identified standard English as dominant on the Tonight Show Starring Jimmy Fallon's YouTube channel. While the use of non-standard English is more dominant in videos on the Steve Tv Show, Netflix is a Joke and ABC channel. The factor that causes a lot of language variation is the ethnic background where this factor is found on 3 YouTube channels, the age factor on 2 YouTube channels, the speech community factor on 2 YouTube channels, and the gender factor on 1 YouTube channel. From the two types of language variation and four of the five factors of diglossia found in the videos, high language variation and ethnic background factors are language variations and dominating factors","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803051","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 : 2023-07-02DOI: 10.24256/ideas.v11i1.3588
Setiana Sri Wahyuni Sitepu, Eka Safitri, Nur Najibah Sukmawati, Sukma Septian Nasution, Laksmy Ady Kusumoriny
This study aims to increase the students' motivation in learning vocabulary using song lyrics in the seventh grade of SMP Citra Bangsa. This classroom action research uses tests, observations, questionnaires, and documentation to determine the improvement that occurs in each cycle. Tests given to Pre-Test, Post-Test cycle 1, and Post-Test cycle 2 showed that the average score of each vocabulary test in the class increased significantly. In the Pre-Test, the mean score was 41.25. Then in the Post-Test cycle 1 the average score raised to 56. In the Post-Test cycle 2, the average score reached 63.5. The improvements proved that song lyrics is worth implementing in teaching vocabulary. It is supported by the results of observations which showed an increase in terms of students' motivation in learning vocabulary. The results of the questionnaire also showed an increase in the number of positive questions. While the number of negative questions decreased. Thus, it can be concluded that there is a significant increase in motivation and vocabulary achievement of seventh grade students of SMP Citra Bangsa after they are taught to use song lyrics.
{"title":"Improving the Students’ Motivation in Learning Vocabulary Using Song Lyrics","authors":"Setiana Sri Wahyuni Sitepu, Eka Safitri, Nur Najibah Sukmawati, Sukma Septian Nasution, Laksmy Ady Kusumoriny","doi":"10.24256/ideas.v11i1.3588","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3588","url":null,"abstract":"This study aims to increase the students' motivation in learning vocabulary using song lyrics in the seventh grade of SMP Citra Bangsa. This classroom action research uses tests, observations, questionnaires, and documentation to determine the improvement that occurs in each cycle. Tests given to Pre-Test, Post-Test cycle 1, and Post-Test cycle 2 showed that the average score of each vocabulary test in the class increased significantly. In the Pre-Test, the mean score was 41.25. Then in the Post-Test cycle 1 the average score raised to 56. In the Post-Test cycle 2, the average score reached 63.5. The improvements proved that song lyrics is worth implementing in teaching vocabulary. It is supported by the results of observations which showed an increase in terms of students' motivation in learning vocabulary. The results of the questionnaire also showed an increase in the number of positive questions. While the number of negative questions decreased. Thus, it can be concluded that there is a significant increase in motivation and vocabulary achievement of seventh grade students of SMP Citra Bangsa after they are taught to use song lyrics.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803052","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 : 2023-07-01DOI: 10.24256/ideas.v11i1.3799
Kristiani Lisma Vera Br Ginting, Arsen Nahum Pasaribu
In classroom, politeness is needed to be applied to build a good relationship, good social interaction, and comfortable communication between teacher and students and avoid conflict which possibly happens. The purpose of this research is to know the types of politeness strategies used by students and teachers in classroom interaction and to describe the politeness strategies are realized in the teacher – student’s classroom interaction. This research are expected to be valuable for the teacher as the model in English teaching, the teacher can teach moral education in the teaching and learning process. Students will aware of the importance of politeness in English teaching and learning. The people who use polite language will be more honored and accepted in community. Polite in communication make conversation get closer between sepaker and hearer. There are four types of polieness strategies, there are Blad On Record, Positive Politeness Strategies, Negative Politeness Strategies and Off Recordthe researcher found the dominant strategy in teacher-students communication was Bald On Record Strategy which has 13 frequency (44,82%), and followed by Positive which has 10 fruquency (34,48%)In communication among students, the researcher found the most dominant politeness strategy used among students is positive politeness which has 21 frequency (46,66%) and followed by bald on record 17 frequency (37,77%).
{"title":"Politeness Strategies in Classroom Interaction between Teacher and Students and among Students at Senior High School","authors":"Kristiani Lisma Vera Br Ginting, Arsen Nahum Pasaribu","doi":"10.24256/ideas.v11i1.3799","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3799","url":null,"abstract":"In classroom, politeness is needed to be applied to build a good relationship, good social interaction, and comfortable communication between teacher and students and avoid conflict which possibly happens. The purpose of this research is to know the types of politeness strategies used by students and teachers in classroom interaction and to describe the politeness strategies are realized in the teacher – student’s classroom interaction. This research are expected to be valuable for the teacher as the model in English teaching, the teacher can teach moral education in the teaching and learning process. Students will aware of the importance of politeness in English teaching and learning. The people who use polite language will be more honored and accepted in community. Polite in communication make conversation get closer between sepaker and hearer. There are four types of polieness strategies, there are Blad On Record, Positive Politeness Strategies, Negative Politeness Strategies and Off Recordthe researcher found the dominant strategy in teacher-students communication was Bald On Record Strategy which has 13 frequency (44,82%), and followed by Positive which has 10 fruquency (34,48%)In communication among students, the researcher found the most dominant politeness strategy used among students is positive politeness which has 21 frequency (46,66%) and followed by bald on record 17 frequency (37,77%).","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856451","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 : 2023-06-30DOI: 10.24256/ideas.v11i1.3921
Musfirah Musfirah, Ahmad Munawir, Fajriani Fajriani, Ridwan Ridwan
The objective of this study was to find out whether the implementation of the Cooperative Script technique could improve students’ speaking skills at SMA Negeri 3 Majene of second grade students. The method used in this study was quantitative research through a quasi-experimental design. The population was the social second grade students of SMA Negeri 3 Majene. There was XI IPS 1 as the experimental class and XI IPS 2 as the control class. The sample used for the research consisted of saturated sampling, consisting of two classes: XI IPS 1 and XI IPS 2. The result of this research shows that the Cooperative Script technique has a positive result in improving students’ speaking skills. It can be proven by the students’ average scores from pre-test and post-test. It means that the Cooperative Script technique has a significant effect on students’ speaking skills. It proved by the result of the testing Independent Sample T-test with the value of Sig. (2-tailed) was 000,0 < 0,05. It can be concluded that Ha means Cooperative Script technique has significance effect to improve students’ speaking skill was accepted and H0 means Cooperative Script technique has no significance to improves students’ speaking skill was rejected. Then, the results of the questionnaire analysis regarding students’ perception of the Cooperative Script technique, it showed that most students agreed that Cooperative Script technique makes them more active and easier to express opinions during the learning process, in this case helps students in speaking English.
本研究的目的是为了了解在SMA Negeri 3 Majene小学二年级学生中，合作文字技巧的实施是否能提高学生的口语能力。本研究采用准实验设计的定量研究方法。人群为SMA Negeri 3 Majene的社会二年级学生。本研究结果表明，合作脚本技术对提高学生的口语能力有积极的效果。这可以从学生的前测和后测平均分中得到证明。这意味着合作脚本技术对学生的口语技能有显著的影响。独立样本t检验的值Sig(双尾)为000,0 <0 05。可以得出，Ha表示协作脚本技术对提高学生口语能力有显著作用被接受，H0表示协作脚本技术对提高学生口语能力没有显著作用被拒绝。然后，对学生对合作剧本技巧的看法进行问卷分析，结果表明，大多数学生认为合作剧本技巧使他们在学习过程中更加主动，更容易表达意见，在这种情况下有助于学生的英语口语。
{"title":"The Implementation of Cooperative Script Technique to Improve the Students’ Speaking Skill","authors":"Musfirah Musfirah, Ahmad Munawir, Fajriani Fajriani, Ridwan Ridwan","doi":"10.24256/ideas.v11i1.3921","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3921","url":null,"abstract":"The objective of this study was to find out whether the implementation of the Cooperative Script technique could improve students’ speaking skills at SMA Negeri 3 Majene of second grade students. The method used in this study was quantitative research through a quasi-experimental design. The population was the social second grade students of SMA Negeri 3 Majene. There was XI IPS 1 as the experimental class and XI IPS 2 as the control class. The sample used for the research consisted of saturated sampling, consisting of two classes: XI IPS 1 and XI IPS 2. The result of this research shows that the Cooperative Script technique has a positive result in improving students’ speaking skills. It can be proven by the students’ average scores from pre-test and post-test. It means that the Cooperative Script technique has a significant effect on students’ speaking skills. It proved by the result of the testing Independent Sample T-test with the value of Sig. (2-tailed) was 000,0 < 0,05. It can be concluded that Ha means Cooperative Script technique has significance effect to improve students’ speaking skill was accepted and H0 means Cooperative Script technique has no significance to improves students’ speaking skill was rejected. Then, the results of the questionnaire analysis regarding students’ perception of the Cooperative Script technique, it showed that most students agreed that Cooperative Script technique makes them more active and easier to express opinions during the learning process, in this case helps students in speaking English.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136369254","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 : 2023-06-30DOI: 10.24256/ideas.v11i1.3989
Soleman Dapa Taka
This research aims at finding out the efficacy of using Guided Questions in teaching writing especially descriptive text to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Guided Questions effective in teaching writing to Indonesian EFL students? The research can be an addition to the persisting teaching writing in English particularly the descriptive text through the use of guided questions. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering writing descriptive text and the post-test given to find out the students’ improvement in mastering writing descriptive text after giving the treatment by using guided questions. The findings show that using guided questions is effective in teaching writing descriptive text to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the guided questions in developing students’ writing descriptive of Indonesian EFL students.
本研究旨在探讨引导问题在印尼英语作为外语学生写作教学中的效果，尤其是描述性文本教学。本研究的主要问题是:引导问题在印尼英语学生写作教学中是否有效?本研究可以作为英语写作教学的补充，特别是通过使用引导性问题来进行描述性文章的写作教学。本研究以印尼高中SMA Kristen Mercusuar Kupang的十年级学生为研究对象。样本总数为25名学生。本研究采用预实验方法，采用前测和后测设计。通过前测了解学生掌握描述性文本写作的基本能力，通过引导问题处理后进行后测了解学生掌握描述性文本写作的提高情况。研究结果表明，引导问题在印尼英语学生写作描述性文本教学中是有效的。通过SPSS 20程序进行显著性检验的结果支持P为0.00。因此，建议在培养印尼英语学生的写作描述能力时使用引导性问题。
{"title":"The Efficacy of Using Guided Questions in Teaching Writing Descriptive Text to Indonesian English as Foreign Language (EFL) Students","authors":"Soleman Dapa Taka","doi":"10.24256/ideas.v11i1.3989","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3989","url":null,"abstract":"This research aims at finding out the efficacy of using Guided Questions in teaching writing especially descriptive text to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of Guided Questions effective in teaching writing to Indonesian EFL students? The research can be an addition to the persisting teaching writing in English particularly the descriptive text through the use of guided questions. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering writing descriptive text and the post-test given to find out the students’ improvement in mastering writing descriptive text after giving the treatment by using guided questions. The findings show that using guided questions is effective in teaching writing descriptive text to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the guided questions in developing students’ writing descriptive of Indonesian EFL students.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136369384","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 goal of this study is to analyze the lexical and contextual significance of Fajar Sadboy's quotes. Researchers employed qualitative methods to carry out this study. Fajar Sadboy's utterances, obtained from web pages, served as the research's data source. Fajar Sadboy's quotes, which have lexical and contextual interpretations, serve as the study's primary source of data. This study used observation, lexical analysis, and contextual interpretation to collect the data. Fajar Sadboy's quotes were found online and recorded after being found, as well as their lexical and contextual meanings. The data is then examined using the meaning study. There are lexical meanings and contextual meanings based on the analysis of the quotes from Fajar Sadboy that was done for the research. Lexical meanings are dictionary translations of Indonesian and English words. The situation described in the quotes from Fajar Sadboy serves as the contextual meanings.
{"title":"The Lexical and Contextual Meaning in Fajar Sadboy's Quotes","authors":"Vivi Novalia Sitinjak, Rifkha Sinambela, Dian Elizabeth Nababan, Yance Cerelina Sihotang, Grace Widya Hutagalung","doi":"10.24256/ideas.v11i1.3597","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3597","url":null,"abstract":"The goal of this study is to analyze the lexical and contextual significance of Fajar Sadboy's quotes. Researchers employed qualitative methods to carry out this study. Fajar Sadboy's utterances, obtained from web pages, served as the research's data source. Fajar Sadboy's quotes, which have lexical and contextual interpretations, serve as the study's primary source of data. This study used observation, lexical analysis, and contextual interpretation to collect the data. Fajar Sadboy's quotes were found online and recorded after being found, as well as their lexical and contextual meanings. The data is then examined using the meaning study. There are lexical meanings and contextual meanings based on the analysis of the quotes from Fajar Sadboy that was done for the research. Lexical meanings are dictionary translations of Indonesian and English words. The situation described in the quotes from Fajar Sadboy serves as the contextual meanings.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135155910","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}
{"title":"Infancia, niñez y desigualdades en las Américas","authors":"gilda charrier, Edna Hernández González, Jean-Marc Serme","doi":"10.4000/ideas.16685","DOIUrl":"https://doi.org/10.4000/ideas.16685","url":null,"abstract":"","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135503977","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}
{"title":"Rethinking Dobbs and Its Impact: The Devil is in the Constitutional Details","authors":"Yvonne-Marie Rogez","doi":"10.4000/ideas.16584","DOIUrl":"https://doi.org/10.4000/ideas.16584","url":null,"abstract":"","PeriodicalId":34645,"journal":{"name":"Ideas","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135503981","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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