The integration of culture into language teaching, particularly in the English as a Foreign Language (EFL) class, is widely regarded as an essential aspect of English teaching. The objective of this study is to explore the 7th-grade teachers’ awareness of Junior High school on introducing culture in EFL class. The research employed a quantitative survey in 26 junior high schools located in Palembang, South Sumatra. The data were collected from 115 English teachers who responded to a set of questionnaire items. Subsequently, the data underwent analysis by the use of descriptive statistics. The findings revealed that English teachers at the seventh-grade level are aware of incorporating cultural components within the context of English language teaching. To begin with, it is evident that the teachers possess a comprehensive understanding of the significance of culture and context in interpreting meaning. Furthermore, the teachers have a fundamental experience of the significance of being able to analyze and contrast cultures concerning their shared characteristics and distinctions. Thirdly, the teachers widely acknowledge that cultural learning has a predominantly positive influence within the English classroom. In the realm of English teaching, the teachers have a consensus regarding the significance of incorporating cultural learning activities into the classroom setting. Ultimately, junior high school English teachers exhibit a predominantly favorable disposition towards the significance of including cultural learning activities inside the English instructional setting
{"title":"Introducing Culture in EFL Class: The Junior High School Teachers’ Awareness","authors":"Annisa Astrid, Fitri Alya Okta Sukma, Eko Saputra, Muhamad Chalik Chairuman","doi":"10.24256/ideas.v11i2.4157","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.4157","url":null,"abstract":"The integration of culture into language teaching, particularly in the English as a Foreign Language (EFL) class, is widely regarded as an essential aspect of English teaching. The objective of this study is to explore the 7th-grade teachers’ awareness of Junior High school on introducing culture in EFL class. The research employed a quantitative survey in 26 junior high schools located in Palembang, South Sumatra. The data were collected from 115 English teachers who responded to a set of questionnaire items. Subsequently, the data underwent analysis by the use of descriptive statistics. The findings revealed that English teachers at the seventh-grade level are aware of incorporating cultural components within the context of English language teaching. To begin with, it is evident that the teachers possess a comprehensive understanding of the significance of culture and context in interpreting meaning. Furthermore, the teachers have a fundamental experience of the significance of being able to analyze and contrast cultures concerning their shared characteristics and distinctions. Thirdly, the teachers widely acknowledge that cultural learning has a predominantly positive influence within the English classroom. In the realm of English teaching, the teachers have a consensus regarding the significance of incorporating cultural learning activities into the classroom setting. Ultimately, junior high school English teachers exhibit a predominantly favorable disposition towards the significance of including cultural learning activities inside the English instructional setting","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789299","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}
Building up Students’ Reading Comprehension through Peer Review Strategy using Aunthentic Materials at SMP Negeri 10 Palopo. The objective of this research was to find out the effectiveness of Peer Review Strategy using Aunthentic Materials in teaching reading comprehension at SMP Negeri 10 Palopo. The researcher applied pre-experimental design. The population of this research was the eighth grade students of SMP Negeri 10 Palopo. The total number of population was 247 students. In determining the sample, the researcher used cluster random sampling technique and the researcher took 24 students as sample. The instrument of this research were reading test. The result of the research shows that the use of Peer Review strategy using Authentic materials is effective in teching reading comprehension. It is proven that the mean score of the pre-test is 53.08 and the mean score of the post-test is 70.96. The standard deviation of pre-test is 16.795 and the standard deviation of post-test is 15.730. While t-test = 0,000, (α) = 0.05. It means that t-test is smaller than (α), so there is a significant different between pre-test and post-test of students reading comprehension before and after the researcher gave the treatment. It is showed that the null hypothesis (Ho) is rejected, while the alternative hypothesis (H1) is accepted. Therefore, it can be conculded that Peer Review Starategy in Authentic Materials is effective in teaching reading comprehension.
通过使用真实材料的同行评议策略培养学生的阅读理解能力。本研究的目的是了解使用真实材料的同伴评议策略在SMP Negeri 10 Palopo阅读理解教学中的有效性。研究者采用了预实验设计。本研究的人群为Negeri 10 Palopo SMP的八年级学生。总人数为247人。在样本的确定上，研究者采用整群随机抽样技术，选取了24名学生作为样本。本研究的工具是阅读测验。研究结果表明，使用真实材料的同行评议策略在阅读理解教学中是有效的。结果表明，前测的平均得分为53.08，后测的平均得分为70.96。前测标准差为16.795，后测标准差为15.730。t检验= 0000，(α) = 0.05。这意味着t检验小于(α)，因此在研究者给予治疗前后，学生的阅读理解的前测和后测之间存在显著差异。结果表明，零假设(Ho)被拒绝，备择假设(H1)被接受。因此，我们可以得出结论，《真实材料》中的同伴评议策略在阅读理解教学中是有效的。
{"title":"Building up Students’ Reading Comprehension Through Strategy Using Authentic Materials at Senior High School","authors":"Nurul Jihad, Nasriandi Nasriandi, Jusriati Jusriati","doi":"10.24256/ideas.v11i2.3721","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.3721","url":null,"abstract":"Building up Students’ Reading Comprehension through Peer Review Strategy using Aunthentic Materials at SMP Negeri 10 Palopo. The objective of this research was to find out the effectiveness of Peer Review Strategy using Aunthentic Materials in teaching reading comprehension at SMP Negeri 10 Palopo. The researcher applied pre-experimental design. The population of this research was the eighth grade students of SMP Negeri 10 Palopo. The total number of population was 247 students. In determining the sample, the researcher used cluster random sampling technique and the researcher took 24 students as sample. The instrument of this research were reading test. The result of the research shows that the use of Peer Review strategy using Authentic materials is effective in teching reading comprehension. It is proven that the mean score of the pre-test is 53.08 and the mean score of the post-test is 70.96. The standard deviation of pre-test is 16.795 and the standard deviation of post-test is 15.730. While t-test = 0,000, (α) = 0.05. It means that t-test is smaller than (α), so there is a significant different between pre-test and post-test of students reading comprehension before and after the researcher gave the treatment. It is showed that the null hypothesis (Ho) is rejected, while the alternative hypothesis (H1) is accepted. Therefore, it can be conculded that Peer Review Starategy in Authentic Materials is effective in teaching reading comprehension.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136094677","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 : 2023-09-29DOI: 10.24256/ideas.v11i2.3676
Windi Windi, Nasriandi Nasriandi, Syahrir Syahrir
This article aims to discover whether there is a relationship between students reading speed and students' reading comprehension. The research approach is quantitative in nature, in which the authors use SPSS 22 to calculate students' reading speed and the number of correct answers they have answered. Research participants were 20 students of class XI IPA 2 Madrasah Alyah Negeri Palopo. The research instrument was nrtive text, where students read the text quickly and the researcher counted the time using a stopwatch, then students answered questions based on the text. As a result of the study, the authors found that there is a relationship between reading speed and students' reading comprehension where the Pearson correlation value showed 0.000 or lower than 0.05.
本文旨在探究学生的阅读速度与学生的阅读理解能力之间是否存在关系。研究方法是定量的，作者使用SPSS 22来计算学生的阅读速度和正确答案的数量。研究参与者是20名ipa2 Madrasah Alyah Negeri Palopo班的学生。研究工具是自然文本，学生快速阅读文本，研究人员用秒表计算时间，然后学生根据文本回答问题。通过研究，作者发现阅读速度与学生的阅读理解之间存在一定的关系，Pearson相关值为0.000或小于0.05。
{"title":"Reading Skill : Correlation Between Reading Speed and Reading Comprehension","authors":"Windi Windi, Nasriandi Nasriandi, Syahrir Syahrir","doi":"10.24256/ideas.v11i2.3676","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.3676","url":null,"abstract":"This article aims to discover whether there is a relationship between students reading speed and students' reading comprehension. The research approach is quantitative in nature, in which the authors use SPSS 22 to calculate students' reading speed and the number of correct answers they have answered. Research participants were 20 students of class XI IPA 2 Madrasah Alyah Negeri Palopo. The research instrument was nrtive text, where students read the text quickly and the researcher counted the time using a stopwatch, then students answered questions based on the text. As a result of the study, the authors found that there is a relationship between reading speed and students' reading comprehension where the Pearson correlation value showed 0.000 or lower than 0.05.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296700","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 : 2023-09-29DOI: 10.24256/ideas.v11i2.4182
Syah Ibi Hamma, Syamsiarna Nappu, Erwin Akib
This research aimed to find out the score of students’ higher-order thinking skills (HOTS) in Reading Comprehension and the challenges faced by the students when solving HOTS. This research used a quantitative descriptive design. The data were obtained by using tests and questionnaires. The subjects of this research were 22 students who studied in the Twelfth Grade IPA 1 in SMA Pesantren IMMIM Makassar. By definition, Higher-Order Thinking is divided into 3 Categories which were Higher-Order Thinking As Transfer (C4), Higher-Order Thinking as Critical Thinking (C5), and Higher-Order Thinking as Problem Solving (C6). The students answered the test and the questions were at the HOTS level. In challenges, this research investigated the challenges faced by the students when solving HOTS by analyzing the questionnaire. The findings of this research revealed that the score of students’ HOTS was 64,54% which was considered Good, It shows that students scored Higher-Order Thinking as Transfer (C4) was 81,8%, while Higher-Order Thinking as Critical Thinking (C5) was 54,5% and Higher-Order Thinking as Problem Solving (C6) was 9.1%, and as for the challenges faced by students when solving HOTS was 16.63% students facing difficulties in understanding the Meaning of Word (C4), 27.72% facing difficulties in Making Inferences (C5) and 28.81% students facing difficulties in Determining the Main Idea (C6) when solving HOTS Questions. It can be concluded that the student’s Higher-Order Thinking as Transfer (C4) was Excellent, Higher-Order Thinking as Critical Thinking (C5) was good and Higher-Order Thinking as Problem-Solving was Poor, and the challenges that the students faced when solving HOTS Questions were mostly determining the main idea and making inference.
{"title":"Assessing Students' Higher-Order Thinking Skills In Reading Comprehension","authors":"Syah Ibi Hamma, Syamsiarna Nappu, Erwin Akib","doi":"10.24256/ideas.v11i2.4182","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.4182","url":null,"abstract":"This research aimed to find out the score of students’ higher-order thinking skills (HOTS) in Reading Comprehension and the challenges faced by the students when solving HOTS. This research used a quantitative descriptive design. The data were obtained by using tests and questionnaires. The subjects of this research were 22 students who studied in the Twelfth Grade IPA 1 in SMA Pesantren IMMIM Makassar. By definition, Higher-Order Thinking is divided into 3 Categories which were Higher-Order Thinking As Transfer (C4), Higher-Order Thinking as Critical Thinking (C5), and Higher-Order Thinking as Problem Solving (C6). The students answered the test and the questions were at the HOTS level. In challenges, this research investigated the challenges faced by the students when solving HOTS by analyzing the questionnaire. The findings of this research revealed that the score of students’ HOTS was 64,54% which was considered Good, It shows that students scored Higher-Order Thinking as Transfer (C4) was 81,8%, while Higher-Order Thinking as Critical Thinking (C5) was 54,5% and Higher-Order Thinking as Problem Solving (C6) was 9.1%, and as for the challenges faced by students when solving HOTS was 16.63% students facing difficulties in understanding the Meaning of Word (C4), 27.72% facing difficulties in Making Inferences (C5) and 28.81% students facing difficulties in Determining the Main Idea (C6) when solving HOTS Questions. It can be concluded that the student’s Higher-Order Thinking as Transfer (C4) was Excellent, Higher-Order Thinking as Critical Thinking (C5) was good and Higher-Order Thinking as Problem-Solving was Poor, and the challenges that the students faced when solving HOTS Questions were mostly determining the main idea and making inference.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135296705","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 : 2023-09-27DOI: 10.24256/ideas.v11i2.3717
Nesa Nesa, Puspa Sari, Jusriati Jusriati
In this research, researchers make grammar and applications as the focus of research to improve students' abilities in learning grammar. This study used an experimental method with a quasi-experimental design. Participants in this study were divided into two groups, namely the control group and the experimental group. Based on the data processing, it can be concluded that improving the grammar skills of this English grammar application has a positive impact on improving students' English grammar skills.
{"title":"Application of the 'English Grammar' Application in improving student Grammar","authors":"Nesa Nesa, Puspa Sari, Jusriati Jusriati","doi":"10.24256/ideas.v11i2.3717","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.3717","url":null,"abstract":"In this research, researchers make grammar and applications as the focus of research to improve students' abilities in learning grammar. This study used an experimental method with a quasi-experimental design. Participants in this study were divided into two groups, namely the control group and the experimental group. Based on the data processing, it can be concluded that improving the grammar skills of this English grammar application has a positive impact on improving students' English grammar skills.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134904023","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 : 2023-09-27DOI: 10.24256/ideas.v11i2.3590
Asriadi Rasyid
The main problems of this research were how to improve the speaking ability of EFL students converting grammar, vocabulary, pronunciation, discourse, and strategies. therefore, how to encourage them to use English. This research aimed to see whether the combination of British Parliamentary Debate and Peer Assessment may enhance the speaking ability of EFL students. A quasi-experimental method with non-equivalent group design was carried out in this research. The population was the third semester of English Department students at Universitas Muhammadiyah Parepare. Two classes from the population, representing the experimental class and the control class, were selected using the cluster random selection technique as the study's sample. This research used an interview test with a variety of themes as its instrument. Pre-test, treatment, and post-test were the three steps that made up the data collection processes. The data that obtained by the test were then submitted to a quantitative analysis. The research findings demonstrate that the experimental class students' speaking abilities were better to those of the control class. The data from the experimental class showed that the students' mean score was higher compared to the control class (59,68 > 49,06). In conclusion, the combination of British Parliamentary Debate and Peer Assessment was improved the students’ speaking ability.
{"title":"The Combination of British Parliamentary Debate and Peer Assessment in Teaching Speaking","authors":"Asriadi Rasyid","doi":"10.24256/ideas.v11i2.3590","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.3590","url":null,"abstract":"The main problems of this research were how to improve the speaking ability of EFL students converting grammar, vocabulary, pronunciation, discourse, and strategies. therefore, how to encourage them to use English. This research aimed to see whether the combination of British Parliamentary Debate and Peer Assessment may enhance the speaking ability of EFL students. A quasi-experimental method with non-equivalent group design was carried out in this research. The population was the third semester of English Department students at Universitas Muhammadiyah Parepare. Two classes from the population, representing the experimental class and the control class, were selected using the cluster random selection technique as the study's sample. This research used an interview test with a variety of themes as its instrument. Pre-test, treatment, and post-test were the three steps that made up the data collection processes. The data that obtained by the test were then submitted to a quantitative analysis. The research findings demonstrate that the experimental class students' speaking abilities were better to those of the control class. The data from the experimental class showed that the students' mean score was higher compared to the control class (59,68 > 49,06). In conclusion, the combination of British Parliamentary Debate and Peer Assessment was improved the students’ speaking ability.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134904021","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 : 2023-09-23DOI: 10.24256/ideas.v11i2.3624
Annisa Annisa
The research aimed to explore the students’ argumentative ability in their thesis introduction and to explore the most difficult moves for students in their thesis introduction. Students’ argumentative ability refers to the way students write their thesis introductions by following swales’ pattern (1990). Swales’ Pattern consist of three moves, establishing a research territory, establishing a niche, and occupying the niche.This research used a Descriptive Quantitative Method. The sample of this research were graduate students thesis from the Graduate Program of English Language Education at Muhammadiyah University of Makassar who completed their studies in 2021. The total sample was sixteen graduate students thesis. The procedure of this research was collected by analysing the students’ thesis introduction by using a rubric.The results of research found that 1) Students’ argumentative ability in the graduate thesis introductions was good which the students wrote their introduction by claiming the importance of the research (move 1 step 1), reviewing items of previous research (move 1 step 2), indicating a gap (move 2 step 2) and outlining the purposes (move 3 step 1). 2) The most difficult moves for students were move one step two (reviewing items of previous research), and move two step one (indicating a gap). It was identified based on the lowest score got by the students in each move. Therefore, it can be concluded that in writing thesis introductions, the students from Graduate Program of English Language Education at Muhammadiyah University of Makassar who completed their studies in 2021 followed Swales’ Pattern (1990).
{"title":"Students’ Argumentative Ability in the Graduate Thesis Introductions","authors":"Annisa Annisa","doi":"10.24256/ideas.v11i2.3624","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.3624","url":null,"abstract":"The research aimed to explore the students’ argumentative ability in their thesis introduction and to explore the most difficult moves for students in their thesis introduction. Students’ argumentative ability refers to the way students write their thesis introductions by following swales’ pattern (1990). Swales’ Pattern consist of three moves, establishing a research territory, establishing a niche, and occupying the niche.This research used a Descriptive Quantitative Method. The sample of this research were graduate students thesis from the Graduate Program of English Language Education at Muhammadiyah University of Makassar who completed their studies in 2021. The total sample was sixteen graduate students thesis. The procedure of this research was collected by analysing the students’ thesis introduction by using a rubric.The results of research found that 1) Students’ argumentative ability in the graduate thesis introductions was good which the students wrote their introduction by claiming the importance of the research (move 1 step 1), reviewing items of previous research (move 1 step 2), indicating a gap (move 2 step 2) and outlining the purposes (move 3 step 1). 2) The most difficult moves for students were move one step two (reviewing items of previous research), and move two step one (indicating a gap). It was identified based on the lowest score got by the students in each move. Therefore, it can be concluded that in writing thesis introductions, the students from Graduate Program of English Language Education at Muhammadiyah University of Makassar who completed their studies in 2021 followed Swales’ Pattern (1990).","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136010922","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 : 2023-09-23DOI: 10.24256/ideas.v11i2.3560
Renaldi Galura Djajakusuma, Zia Hisni Mubarak
This research was focused on investigating the types of conjunction used in NATO General Stoltenberg’s speech. To determine the types of conjunction the theory by Halliday and Hasan (1976) was employed. The research used qualitative method in analyzing the data. The speech used as a data source was NATO General Stoltenberg’s speech at 15 June about Russia’s aggression towards Ukraine. There are 67 conjunctions found in the speech which divided into 4 types. The additive conjunctions were the most type with 48 occurrences, followed by 14 Causal conjunctions, and 5 temporal conjunctions. The additive conjunction was not found in the speech. It can be conclude that the speech contains lots of information which unified into one single text. It can be said that the NATO General wants to emphasize many things that NATO already doing and planned ahead regarding Russia’s aggression towards Ukraine.
{"title":"Analysis of Conjunction Types Found in NATO General Stoltenberg’s Speech: Study of Discourse Analysis","authors":"Renaldi Galura Djajakusuma, Zia Hisni Mubarak","doi":"10.24256/ideas.v11i2.3560","DOIUrl":"https://doi.org/10.24256/ideas.v11i2.3560","url":null,"abstract":"This research was focused on investigating the types of conjunction used in NATO General Stoltenberg’s speech. To determine the types of conjunction the theory by Halliday and Hasan (1976) was employed. The research used qualitative method in analyzing the data. The speech used as a data source was NATO General Stoltenberg’s speech at 15 June about Russia’s aggression towards Ukraine. There are 67 conjunctions found in the speech which divided into 4 types. The additive conjunctions were the most type with 48 occurrences, followed by 14 Causal conjunctions, and 5 temporal conjunctions. The additive conjunction was not found in the speech. It can be conclude that the speech contains lots of information which unified into one single text. It can be said that the NATO General wants to emphasize many things that NATO already doing and planned ahead regarding Russia’s aggression towards Ukraine.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136010933","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 : 2023-08-27DOI: 10.24256/ideas.v11i1.3521
Desinta Sitohang, Robby Satria
The goal of this research is to describe different types of expressive speaking acts in “Free Guy” movie. It is a part of the descriptive qualitative methodology. The observational approach and non-participatory technique were used in this study's data collection. As a method and approach for data analysis, the referential identity method and pragmatic competence-in-equalizing technique were used. This study employed the (Searle, 1969) theory of expressive acts. The study's findings indicate that “Free Guy” movie has three different types of expressive speech acts. There were 4 data for compliment, 3 data for thanking, and 4 data for greeting
{"title":"Types of Expressive Act Found in “Free Guy” Movie","authors":"Desinta Sitohang, Robby Satria","doi":"10.24256/ideas.v11i1.3521","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3521","url":null,"abstract":"The goal of this research is to describe different types of expressive speaking acts in “Free Guy” movie. It is a part of the descriptive qualitative methodology. The observational approach and non-participatory technique were used in this study's data collection. As a method and approach for data analysis, the referential identity method and pragmatic competence-in-equalizing technique were used. This study employed the (Searle, 1969) theory of expressive acts. The study's findings indicate that “Free Guy” movie has three different types of expressive speech acts. There were 4 data for compliment, 3 data for thanking, and 4 data for greeting","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135181287","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 research aimed to improved the students’ vocabulary through short video and role play technique, this research was conducted in SDIT Azzahrah Gowa. In this research, the researcher collaborate video and role play to improving students’ English vocabulary. The data had been counted by the researcher, then the researcher consider about the improvement of the students. In conducted this research, the researcher gave the students two technique for improving their vocabulary, especially verb and adjective, the technique were through watching video, and playing role play. The data were got using the test for the students, then the data counted by researcher by using quantitative method of data collection technique, and also through documentation with 6 students in the classroom. The Results of this research showed that role play together the videos can improve the students’ vocabulary, especially in verb and adjective vocabulary, it proven by the results of the test, where all of students get significant improvement in every cycle of test.
{"title":"Improving Students English Vocabulary Through Watching Video, and Role Play, An action Research at the Forth Grade Students of SDIT Azzahrah Gowa","authors":"Sakinah Islah Hunnufus, Syamsiarna Syamsiarna, Erwin Akib","doi":"10.24256/ideas.v11i1.3493","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3493","url":null,"abstract":"This research aimed to improved the students’ vocabulary through short video and role play technique, this research was conducted in SDIT Azzahrah Gowa. In this research, the researcher collaborate video and role play to improving students’ English vocabulary. The data had been counted by the researcher, then the researcher consider about the improvement of the students. In conducted this research, the researcher gave the students two technique for improving their vocabulary, especially verb and adjective, the technique were through watching video, and playing role play. The data were got using the test for the students, then the data counted by researcher by using quantitative method of data collection technique, and also through documentation with 6 students in the classroom. The Results of this research showed that role play together the videos can improve the students’ vocabulary, especially in verb and adjective vocabulary, it proven by the results of the test, where all of students get significant improvement in every cycle of test.","PeriodicalId":34645,"journal":{"name":"Ideas","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135181498","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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