This research aims to analyze the implementation of Kim’s memory game to improve the vocabulary mastery of the fifth graders at MI Pembangunan. This research used classroom action research design that included 12 students as the subject of the research. In conducting the research, the researchers collaborated with the classroom English teacher. The researcher and the collaborator worked together in planning, implementing, observing, and reflecting. This research used some instruments such as observation sheets and field notes to observe the implementation of Kim’s memory game during the act of conducting research. The findings showed that the implementation of Kim’s memory game in teaching vocabulary could improve the students’ mastery in vocabulary and encourages them to involve in the teaching learning process. The students’ improvement in vocabulary mastery was reflected on their result of the final test in the second cycle. The mean score of their final test in the second cycle reached to 99,5.
本研究旨在分析金氏记忆游戏的实施情况，以提高彭邦古南中学（MI Pembangunan）五年级学生的词汇掌握能力。本研究采用课堂行动研究设计，将 12 名学生作为研究对象。在开展研究的过程中，研究人员与班级英语教师进行了合作。研究人员与合作者共同规划、实施、观察和反思。本研究使用了一些工具，如观察表和现场笔记，以观察在研究过程中 Kim 记忆游戏的实施情况。研究结果表明，在词汇教学中实施金氏记忆游戏可以提高学生对词汇的掌握，并鼓励他们参与教学学习过程。学生对词汇掌握程度的提高反映在第二周期的期末测试结果上。第二周期期末测试的平均分达到了 99.5 分。
Speech acts are what humans perform by speaking, according to linguistics. Speech acts can be seen in the movie as well as in daily life. This research focuses on the speech and the objectives of this research are to define the various speech actions especially assertive acts, and examine the most common ones used by the central character. Additionally, the texts in the form of movie scripts serve as the study's objects. The theory that is used in this research is Searle (1979) of speech acts. In this research, qualitative method was used to analyze the data. To determine which types in assertive act are most frequently used, and there were 15 utterances need to be examined in total. The findings of this research indicate that types use State, suggest, complain, claim, and report in assertive act. In conclusion, following the completion of the research, it contains suggestions to those who will utilize the similar research, especially pragmatics and the usage of the term assertive acts for communication in society or English community is needed.
{"title":"ANALYSIS ASSERTIVE SPEECH ACT IN \"PURPLE HEARTS\" MOVIE BY TESS WAKEFIELD","authors":"Nova Hizkia, Nurma Dhona Handayani","doi":"10.61672/eji.v7i2.2396","DOIUrl":"https://doi.org/10.61672/eji.v7i2.2396","url":null,"abstract":"Speech acts are what humans perform by speaking, according to linguistics. Speech acts can be seen in the movie as well as in daily life. This research focuses on the speech and the objectives of this research are to define the various speech actions especially assertive acts, and examine the most common ones used by the central character. Additionally, the texts in the form of movie scripts serve as the study's objects. The theory that is used in this research is Searle (1979) of speech acts. In this research, qualitative method was used to analyze the data. To determine which types in assertive act are most frequently used, and there were 15 utterances need to be examined in total. The findings of this research indicate that types use State, suggest, complain, claim, and report in assertive act. In conclusion, following the completion of the research, it contains suggestions to those who will utilize the similar research, especially pragmatics and the usage of the term assertive acts for communication in society or English community is needed.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358258","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 purposed to discover the positive politeness strategy and used the theory from Brown and Levinson (1987) of positive politeness. And for the data source, this research took a movie titled “Turning Red”. This study used the descriptive qualitative method from (Creswell, 2013). In collecting and analyzing the data this research applied the theory from (Sudaryanto, 2015). The final result of this study discovered 21 data of positive politeness done by the characters. Offer,promise, occurred 5 times as the most strategy used. And exaggerate occurred 2 times. Use in-group identity markers that appeared 2 times. Seek agreement appeared 1 time. Presuppose appeared 1 time. Assert or presuppose speaker‘s knowledge of and concern for interlocutor‘s wants appeared 2 times. Include both speaker and interlocutor in the activity with 4 times occurrence. Assume or assert reciprocity occurred 3 times, and give a gift occurred 1 time. The results of this study contribute to knowledge of various positive politeness strategies that exist in "Soul" films and the role of research results to broaden understanding
{"title":"POSITIVE POLITENESS STRATEGIES USED BY THE CHARACTERS IN “TURNING RED” MOVIE","authors":"Herti Nurizka Septaria, Ambalegin Ambalegin","doi":"10.61672/eji.v7i2.2580","DOIUrl":"https://doi.org/10.61672/eji.v7i2.2580","url":null,"abstract":"This research purposed to discover the positive politeness strategy and used the theory from Brown and Levinson (1987) of positive politeness. And for the data source, this research took a movie titled “Turning Red”. This study used the descriptive qualitative method from (Creswell, 2013). In collecting and analyzing the data this research applied the theory from (Sudaryanto, 2015). The final result of this study discovered 21 data of positive politeness done by the characters. Offer,promise, occurred 5 times as the most strategy used. And exaggerate occurred 2 times. Use in-group identity markers that appeared 2 times. Seek agreement appeared 1 time. Presuppose appeared 1 time. Assert or presuppose speaker‘s knowledge of and concern for interlocutor‘s wants appeared 2 times. Include both speaker and interlocutor in the activity with 4 times occurrence. Assume or assert reciprocity occurred 3 times, and give a gift occurred 1 time. The results of this study contribute to knowledge of various positive politeness strategies that exist in \"Soul\" films and the role of research results to broaden understanding","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"185 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358282","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}
Collaborative learning is one of the important for students to learn together and share knowledge in writing class. Also, the learning process is carried out in blended learning which technology becomes a tool to support running the learning process in the classroom. However, in EFL classes, most of the students find it difficult in writing a paper effectively. Google Docs is one of the learning platforms that can help students to collaborate in small groups to be more effective that involve all members actively doing discussions. This study aims to describe how Google Docs is an effective learning tool for students in doing collaborative writing in EFL classes. This study uses a Qualitative method using interview sessions with senior high school students. Most students find it helpful in doing collaborative writing in the classroom. This study gives a positive contribution to the teacher as innovative teaching methods.
协作学习是学生在写作课上共同学习和分享知识的重要方式之一。此外，学习过程是在混合式学习中进行的，技术成为支持课堂学习过程的工具。然而，在 EFL 课堂上，大多数学生发现很难有效地撰写论文。谷歌文档（Google Docs）是一个学习平台，它可以帮助学生以小组的形式进行合作，让所有成员都积极地参与讨论，从而提高效率。本研究旨在描述 Google Docs 如何成为学生在 EFL 课堂上进行协作写作的有效学习工具。本研究采用定性方法，对高中学生进行访谈。大多数学生认为它有助于在课堂上进行协作写作。本研究为教师创新教学方法做出了积极贡献。
{"title":"EFFECTIVE COLLABORATIVE WRITING WITH GOOGLE DOCS IN EFL CLASSES","authors":"Putu Sri Suci Ningsih","doi":"10.32520/eji.v7i2.2357","DOIUrl":"https://doi.org/10.32520/eji.v7i2.2357","url":null,"abstract":"Collaborative learning is one of the important for students to learn together and share knowledge in writing class. Also, the learning process is carried out in blended learning which technology becomes a tool to support running the learning process in the classroom. However, in EFL classes, most of the students find it difficult in writing a paper effectively. Google Docs is one of the learning platforms that can help students to collaborate in small groups to be more effective that involve all members actively doing discussions. This study aims to describe how Google Docs is an effective learning tool for students in doing collaborative writing in EFL classes. This study uses a Qualitative method using interview sessions with senior high school students. Most students find it helpful in doing collaborative writing in the classroom. This study gives a positive contribution to the teacher as innovative teaching methods.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358286","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}
Maspufah, Yeni Afriyeni, Diana Zuriati, Gunaldi Masbiran, Stba Persada Bunda
Stressing is one of the most important pronunciation points in English conversation. Without correct stress, other people might difficult to understand what the speakers’ saying. However, the teachers as well as lecturers as the role model sometimes made inaccurate stressing which made the teaching of pronunciation is overlook. This research aimed to find out the students’ perception in utilizing youtube video as learning media in teaching stress pronunciation. The method of the research was descriptive qualitative. The sample was taken by purposive sampling techniqe. Eighteen students from the first semester of 2022/2023 academic year from a private public college in Pekanbaru were taken as the sample. The instrument used to collect data was questionaire from google form. The data were analyzed by using three data analysis theory. After analyzing the data, it was found that utilizing youtube as learning media for students was entertaining and educational. It also provided clear and accurate stress pronunciation by native speaker. Beside that students got opportunity to practice stressing pronunciation while watching the video, and the video itself can be rewound for many times, Thus, it can be concluded that students had a positive perception in utilizing youtube video as learning media in teaching stress pronunciation.
{"title":"STUDENTS’ PERCEPTION IN UTILIZING YOUTUBE VIDEO AS LEARNING MEDIA IN TEACHING STRESS PRONOUNCIATION","authors":"Maspufah, Yeni Afriyeni, Diana Zuriati, Gunaldi Masbiran, Stba Persada Bunda","doi":"10.61672/eji.v7i2.2567","DOIUrl":"https://doi.org/10.61672/eji.v7i2.2567","url":null,"abstract":"Stressing is one of the most important pronunciation points in English conversation. Without correct stress, other people might difficult to understand what the speakers’ saying. However, the teachers as well as lecturers as the role model sometimes made inaccurate stressing which made the teaching of pronunciation is overlook. This research aimed to find out the students’ perception in utilizing youtube video as learning media in teaching stress pronunciation. The method of the research was descriptive qualitative. The sample was taken by purposive sampling techniqe. Eighteen students from the first semester of 2022/2023 academic year from a private public college in Pekanbaru were taken as the sample. The instrument used to collect data was questionaire from google form. The data were analyzed by using three data analysis theory. After analyzing the data, it was found that utilizing youtube as learning media for students was entertaining and educational. It also provided clear and accurate stress pronunciation by native speaker. Beside that students got opportunity to practice stressing pronunciation while watching the video, and the video itself can be rewound for many times, Thus, it can be concluded that students had a positive perception in utilizing youtube video as learning media in teaching stress pronunciation.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358412","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 found out the strategies of request in utterances. The Hustle movie was used as data source of this research. Data of this descriptive qualitative research were utterances of request in the movie. The researchers used observational method and non-participatory technique. The researchers collected data watching and listening to utterances in the movie. The data were analyzed by using pragmatic identity method and pragmatic competence- in equalizing technique. The data were analyzed by using theory from Blum-kulka & Olshtain (1984). Results showed that request strategies had 59 data. Mood derivable consisted of 21 data, explicit performatives consisted of 9 data, hedged performative consisted of 4 data, locution derivable consisted of 5 data, language specific suggester formula consisted of 6 data, reference to prepatory conditions consisted of 7 data, mild hints consisted of 3, scope stating consisted of 1 data and strong hints consisted of 3 data. From all strategies, mood derivable was the most common strategy. The characters used this strategy because the characters were already familiar to one another and the situation made the characters request the others in a direct way.
{"title":"STRATEGIES OF REQUEST IN “THE HUSTLE” MOVIE","authors":"Ajeng Resva Safitri, Ambalegin Ambalegin","doi":"10.61672/eji.v7i2.2579","DOIUrl":"https://doi.org/10.61672/eji.v7i2.2579","url":null,"abstract":"This research found out the strategies of request in utterances. The Hustle movie was used as data source of this research. Data of this descriptive qualitative research were utterances of request in the movie. The researchers used observational method and non-participatory technique. The researchers collected data watching and listening to utterances in the movie. The data were analyzed by using pragmatic identity method and pragmatic competence- in equalizing technique. The data were analyzed by using theory from Blum-kulka & Olshtain (1984). Results showed that request strategies had 59 data. Mood derivable consisted of 21 data, explicit performatives consisted of 9 data, hedged performative consisted of 4 data, locution derivable consisted of 5 data, language specific suggester formula consisted of 6 data, reference to prepatory conditions consisted of 7 data, mild hints consisted of 3, scope stating consisted of 1 data and strong hints consisted of 3 data. From all strategies, mood derivable was the most common strategy. The characters used this strategy because the characters were already familiar to one another and the situation made the characters request the others in a direct way.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358379","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}
English is a very important language for used, apart from being popular, English is also used in various countries and regions. In learning English, many students use various ways to improve English skills, there are listening skills, speaking skills, writing skills and reading skills. In Improving and learning English is also a lot teachers and students who perform various techniques, methods and strategies to improve listening skills, speaking skills, reading skills and writing skills in English. But the results are obtained is not as expected, then the author conducts research on students with the theme of improvement students' reading ability by using games. With this game it will have an effect on increasing students' interest in reading, as well as students' enthusiasm in improving reading skills. This study used a qualitative approach with interview data collection techniques and the focus of the interviews was on students. The author's method use is to investigate how to improve students' reading skills in reading lessons, and also how the effectiveness of the game in skills reading students. The results of this study indicate that (1) students become more enthusiastic in English Subjects (2) students become more quickly know the new vocabulary (3) the student's memory is increasing (4) using games in learning is very effective to use.
Salmiati Salmiati, Felci Tria Sauhana, Ahmad Ahmad
Believe in formative assessment is very important to increase the students’ achievement, and to increase not only the quantities of students but also the qualities of them. This research aims to explore the teachers’ beliefs in the use of formative assessment based on K13 (2013 curriculum). By using qualitative approach, this case study utilized classroom observations and individual semi-structured interviews with data analyzed. Three junior high schools English teachers as sampled in this research and result of the research showed that basically all the teachers believed in the use of formative assessment to motivate the students’ achievement. However, in implementing it based on K13 (2013), it was limited by the students’ background knowledge. The findings show that there were gaps between the definitions believed by the teachers to the application of the formative assessment in the classroom.
{"title":"TEACHERS’ BELIEFS IN THE USE OF FORMATIVE ASSESSMENT IN K 13(2013 CURRICULUM)","authors":"Salmiati Salmiati, Felci Tria Sauhana, Ahmad Ahmad","doi":"10.61672/eji.v7i2.2568","DOIUrl":"https://doi.org/10.61672/eji.v7i2.2568","url":null,"abstract":"Believe in formative assessment is very important to increase the students’ achievement, and to increase not only the quantities of students but also the qualities of them. This research aims to explore the teachers’ beliefs in the use of formative assessment based on K13 (2013 curriculum). By using qualitative approach, this case study utilized classroom observations and individual semi-structured interviews with data analyzed. Three junior high schools English teachers as sampled in this research and result of the research showed that basically all the teachers believed in the use of formative assessment to motivate the students’ achievement. However, in implementing it based on K13 (2013), it was limited by the students’ background knowledge. The findings show that there were gaps between the definitions believed by the teachers to the application of the formative assessment in the classroom.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358062","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 primary goal of this descriptive qualitative study was to investigate the strategies of impoliteness used by the speakers in the Keeping Up With The Kardashians series on YouTube. The utterances which contain the strategies of impoliteness uttered by the speakers within the series were taken as the data. Furthermore, the data were analyzed by identifying the impoliteness strategy according to Culpeper (2005)’s theory. Descriptive qualitative by Creswell & Creswell (2018) was performed in this research. The observational method was used as the method to collect the data. Furthermore, to analyze the data pragmatic identity method was conducted along with equalizing technique. The results showed at least fifteen utterances produced by the speakers with an impoliteness strategy in the three videos of the Keeping Up With The Kardashians series. The four (4) data showed negative impoliteness, four (4) data showed sarcasm / mock politeness, three (3) data showed withhold politeness, two (2) data showed bald on record, and two (2) data showed positive impoliteness. The negative impoliteness was the most frequently used by the speakers in the Keeping Up With The Kardashians series. Impoliteness is not always performed by rude behaviors but a simple utterance can also indicate the act of impoliteness.
这项描述性定性研究的主要目的是调查 YouTube 上《Keeping Up With The Kardashians》系列节目中说话者所使用的无礼策略。研究以包含该系列中说话者所使用的无礼策略的语篇为数据。此外，根据 Culpeper（2005 年）的理论，通过识别无礼策略对数据进行分析。本研究采用了 Creswell & Creswell（2018）的描述性定性方法。本研究采用了观察法作为收集数据的方法。此外，为了分析数据，还采用了语用认同法和均衡技术。结果显示，在《与卡戴珊姐妹同行》（Keeping Up With The Kardashians）系列的三段视频中，至少有十五个语篇的说话者使用了无礼策略。其中四（4）个数据表现出消极无礼，四（4）个数据表现出讽刺/嘲讽无礼，三（3）个数据表现出隐忍无礼，两（2）个数据表现出记录光头，两（2）个数据表现出积极无礼。在《与卡戴珊姐妹同行》系列中，说话者最常使用的是消极无礼。无礼并不总是通过粗鲁的行为表现出来的，简单的话语也可以表示无礼行为。
The spread of COVID-19 in Indonesia has had a major impact on the education sector, requiring schools to close and change the learning system, which becomes an online learning system. The purpose of this study was to find out the problems by English junior high school teachers and their solutions. The researcher used descriptive qualitative method. The research subject were six English teachers from two English teachers in MTs Salafiyah Syafi’iyah Tebuireng, MTsN 9 Jombang, and SMPN 2 Diwek. The researcher used data collection techniques with interview guidlines. The results from this study describe that English teachers faced several problems in the online teaching process, especially in teaching reading, and speaking. The problem was due to the absence of direct interaction between the English teacher and students and students still had difficulty reading English texts, the absence of direct interaction between the English teacher and students, the lack of motivation of students, the difficulty of students in accessing online learning, having an electronic device, and the lack of parental guidance of students. As an educator, the English teacher provides solutions to the problems mentioned above in order to anticipate the course of online learning. The solutions for online learning problems due to providing material and assignments using learning applications, and include providing learning materials, preparing online teaching, approaching students, and communicating with parents of students. Hopefully, this study can provide benefits from the results of the problems faced by English junior high school teachers and their solutions in online teaching. So, they can improve their ability in teaching English lessons.
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