Pub Date : 2023-06-17DOI: 10.30998/inference.v5i3.12792
Najihatul Fitri, A. D. Pamungkas
The aims of the research are to find out the type, function and reason of code switching and code mixing mostly used by Indofood and Unilever Food Advertisements on Television. The research design of this research is descriptive qualitative because the result of the data analyzed is in descriptive phenomenon such as words, sentence and utterance while the research method used in this research is library research. The result findings are: 1). The type of code switching mostly used here is intra sentential switching which occurs 36 times. While the type of code mixing mostly used here is intra sentential mixing which occurs 38 times. 2). The function of code switching and code mixing mostly used here is metalinguistic function which occurs 60 times. 3). The reason of code switching and code mixing mostly used here is talking about particular topic which occurs 48 times.
{"title":"THE USE OF CODE SWITCHING AND CODE MIXING BY INDOFOOD AND UNILEVER FOOD ADVERTISEMENTS ON TELEVISION","authors":"Najihatul Fitri, A. D. Pamungkas","doi":"10.30998/inference.v5i3.12792","DOIUrl":"https://doi.org/10.30998/inference.v5i3.12792","url":null,"abstract":"The aims of the research are to find out the type, function and reason of code switching and code mixing mostly used by Indofood and Unilever Food Advertisements on Television. The research design of this research is descriptive qualitative because the result of the data analyzed is in descriptive phenomenon such as words, sentence and utterance while the research method used in this research is library research. The result findings are: 1). The type of code switching mostly used here is intra sentential switching which occurs 36 times. While the type of code mixing mostly used here is intra sentential mixing which occurs 38 times. 2). The function of code switching and code mixing mostly used here is metalinguistic function which occurs 60 times. 3). The reason of code switching and code mixing mostly used here is talking about particular topic which occurs 48 times.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115531891","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 : 2023-06-17DOI: 10.30998/inference.v5i3.8342
Yatmi Yatmi
This is a descriptive qualitative research that uses a psychological approach. The data source of this research is the novel The Invention of Hugo Cabret by Brian Selznick, publisher of Scholastic Press, New York (original version) in 2007, Mizan Fantasi (Indonesian version) in 2012. The research data are in the form of words, phrases and sentences that related with the main character's motives and the character education values in the novel. Data obtained by reading and note taking techniques. This objective of this study to analyze the existence of the main character's action motives and the value of character education in the novel The Invention of Hugo Cabret by Brian Selznick. The results of the analysis obtained the following conclusions: 1. Hugo's motives as the main character there are 20 quotes, namely as follows: a) motives for physical needs there are 3 quotations, b) motives for security and safety needs are 4 quotations, c) motives for trust and compassion consist from 5 quotations, d) the motive for self-esteem needs there are 3 quotations, e). The motives for self-actualization needs are 6 quotations. The prominent action motive is the motive for self-actualization needs. 2. The value of character education contained in Brian's novel The Invention of Hugo Cabret, consisting of; a) religious 2 quotes, b) honest 4 quotes, c) discipline 3 quotes, d) hard work 7 quotes, e) creative 2 quotes, f) independent 1 quote, g) curiosity 4 quotes, h) appreciate achievement 2 quotes, i) friends 3 quotes, j) peace love 1 quote, k) likes to read 2 quotes, l) social care 4 quotes, m) responsibility 2 quotes.
{"title":"MOTIVE AND CHARACTER EDUCATIONAL VALUES IN NOVEL THE INVENTION OF HUGO CABRET BY BRIAN SELZNICK","authors":"Yatmi Yatmi","doi":"10.30998/inference.v5i3.8342","DOIUrl":"https://doi.org/10.30998/inference.v5i3.8342","url":null,"abstract":"This is a descriptive qualitative research that uses a psychological approach. The data source of this research is the novel The Invention of Hugo Cabret by Brian Selznick, publisher of Scholastic Press, New York (original version) in 2007, Mizan Fantasi (Indonesian version) in 2012. The research data are in the form of words, phrases and sentences that related with the main character's motives and the character education values in the novel. Data obtained by reading and note taking techniques. This objective of this study to analyze the existence of the main character's action motives and the value of character education in the novel The Invention of Hugo Cabret by Brian Selznick. The results of the analysis obtained the following conclusions: 1. Hugo's motives as the main character there are 20 quotes, namely as follows: a) motives for physical needs there are 3 quotations, b) motives for security and safety needs are 4 quotations, c) motives for trust and compassion consist from 5 quotations, d) the motive for self-esteem needs there are 3 quotations, e). The motives for self-actualization needs are 6 quotations. The prominent action motive is the motive for self-actualization needs. 2. The value of character education contained in Brian's novel The Invention of Hugo Cabret, consisting of; a) religious 2 quotes, b) honest 4 quotes, c) discipline 3 quotes, d) hard work 7 quotes, e) creative 2 quotes, f) independent 1 quote, g) curiosity 4 quotes, h) appreciate achievement 2 quotes, i) friends 3 quotes, j) peace love 1 quote, k) likes to read 2 quotes, l) social care 4 quotes, m) responsibility 2 quotes.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127507175","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 : 2023-06-17DOI: 10.30998/inference.v5i3.9083
Dina Maulida Purbasari, Syahfitri Purnama
The aim of this research is to know about Language Register that being used in the Victorian Era. 1) How Industrial Revolution effects on the language choices in a Victorian Era, 2) What the expressions of Register Language are used in the Victorian Era, and 3) How Language Register cannot be separated from the use of language styles. The design of this research is a qualitative descriptive study with content analysis to find out about the context, purposes, and content messages of utterances in the communication. Analyzing and making inferences about the utterances producers as the addressors and the audience as the addressee of the text. It has found problems in society during Victorian era, especially to harsh conditions of orphans and children during the Industrial revolution which is the main focus. 1) Realism projected in realistic characters and setting, comprehensive detail about everyday occurrences, plausible plot, dialects of community, character development, and the importance in depicting social class. These elements are the background for choosing words, choosing language in all utterances between speakers, each character. Representing the use of language in the Victorian Era. 2). Many register languages are used, there are types of Register variation expressions used, the choice of lexical in a conversation sentence that refers to the context of the situation, the context of addressee and addressors, also the typical language variation used in the Victorian era. In the context of the situation, the register also influenced of choosing the right sequence of sentences intended by the interlocutor, in a particular situation. 3). There are variety of language in utterances where style is widely used. Utterances in daily context of living in the Victorian Era occurring in every conversation between speakers. This research is expected to be useful in obtaining information about Register Language and the advantages for English second Language learner and Learning English for special purposes. Broaden vocabulary and sentences of a Register Language can affect the ability of communication skill especially speaking skill.
{"title":"REGISTER LANGUAGE IN THE VICTORIAN ERA AS REFLECTED IN THE CHARLES DICKENS \"OLIVER TWIST\"","authors":"Dina Maulida Purbasari, Syahfitri Purnama","doi":"10.30998/inference.v5i3.9083","DOIUrl":"https://doi.org/10.30998/inference.v5i3.9083","url":null,"abstract":"The aim of this research is to know about Language Register that being used in the Victorian Era. 1) How Industrial Revolution effects on the language choices in a Victorian Era, 2) What the expressions of Register Language are used in the Victorian Era, and 3) How Language Register cannot be separated from the use of language styles. The design of this research is a qualitative descriptive study with content analysis to find out about the context, purposes, and content messages of utterances in the communication. Analyzing and making inferences about the utterances producers as the addressors and the audience as the addressee of the text. It has found problems in society during Victorian era, especially to harsh conditions of orphans and children during the Industrial revolution which is the main focus. 1) Realism projected in realistic characters and setting, comprehensive detail about everyday occurrences, plausible plot, dialects of community, character development, and the importance in depicting social class. These elements are the background for choosing words, choosing language in all utterances between speakers, each character. Representing the use of language in the Victorian Era. 2). Many register languages are used, there are types of Register variation expressions used, the choice of lexical in a conversation sentence that refers to the context of the situation, the context of addressee and addressors, also the typical language variation used in the Victorian era. In the context of the situation, the register also influenced of choosing the right sequence of sentences intended by the interlocutor, in a particular situation. 3). There are variety of language in utterances where style is widely used. Utterances in daily context of living in the Victorian Era occurring in every conversation between speakers. This research is expected to be useful in obtaining information about Register Language and the advantages for English second Language learner and Learning English for special purposes. Broaden vocabulary and sentences of a Register Language can affect the ability of communication skill especially speaking skill.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129373763","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 : 2023-06-17DOI: 10.30998/inference.v5i3.10698
Setiyowati Setiyowati, Mashadi Said
This research is aimed to find out the effects of content-based language training on cadets speaking skills and to find out the effects of self-assessment on cadets speaking skills. The method employed in this research is survey. The research was done in semester six cadets at Indonesia Aviation Polytechnic in Curug and Makassar. Data was collected by administering an oral test (5 items), a content-based language training questionnaire (5 items), and a self-assessment questionnaire (30 items), in March until June 2021. The result of the research showed that (1) there are significant effects of Content-Based Language Training and Self-Assessment upon Cadets Speaking Skills. These have been proved by Sig score = 0.000 less than 0.05 and F count = 46.781 and the multiple contribution of Content-Based Language Training and Self-Assessment simultaneously gives 62.1% contribution on variable Cadets Speaking Skills; (2) there are significant effects of Content-Based Language Training upon Cadets Speaking Skills. These have been proved by Sig score = 0.000 less than 0.05 and t count = 7.226 and the partial contribution of Content-Based Language Training on Cadets Speaking Skills is 57.85%; (3) there are no effects of Self-Assessment on Cadets Speaking Skills. These have been proved by Sig score = 0.423 more than 0.05 and t count = 0.806 and the partial contribution of Self-Assessment on Cadets Speaking Skills is only 4.30%.
{"title":"AVIATION CADETS’ PERCEPTION ON CONTENT-BASED LANGUAGE TRAINING AND SELF-ASSESSMENT","authors":"Setiyowati Setiyowati, Mashadi Said","doi":"10.30998/inference.v5i3.10698","DOIUrl":"https://doi.org/10.30998/inference.v5i3.10698","url":null,"abstract":"This research is aimed to find out the effects of content-based language training on cadets speaking skills and to find out the effects of self-assessment on cadets speaking skills. The method employed in this research is survey. The research was done in semester six cadets at Indonesia Aviation Polytechnic in Curug and Makassar. Data was collected by administering an oral test (5 items), a content-based language training questionnaire (5 items), and a self-assessment questionnaire (30 items), in March until June 2021. The result of the research showed that (1) there are significant effects of Content-Based Language Training and Self-Assessment upon Cadets Speaking Skills. These have been proved by Sig score = 0.000 less than 0.05 and F count = 46.781 and the multiple contribution of Content-Based Language Training and Self-Assessment simultaneously gives 62.1% contribution on variable Cadets Speaking Skills; (2) there are significant effects of Content-Based Language Training upon Cadets Speaking Skills. These have been proved by Sig score = 0.000 less than 0.05 and t count = 7.226 and the partial contribution of Content-Based Language Training on Cadets Speaking Skills is 57.85%; (3) there are no effects of Self-Assessment on Cadets Speaking Skills. These have been proved by Sig score = 0.423 more than 0.05 and t count = 0.806 and the partial contribution of Self-Assessment on Cadets Speaking Skills is only 4.30%.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"21 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115681713","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 : 2023-06-17DOI: 10.30998/inference.v5i3.12308
S. Salamah, M. Sulhan
This research aims to determine the effects of perception of learning media and vocabulary mastery on the English-speaking ability of eighth grade State Junior High School students in South Jakarta. The research method uses a survey method, with the random sampling technique with a sample of 60 students as research respondents. The results of the research are 1) There is a significant effect between the variables perception of learning media and vocabulary mastery together on the English speaking ability, this is evidenced by the results of Sig. 0.000 < 0.05 and Fo = 69.411. 2) There is a significant influence on the perception of learning media on English speaking ability with the results of Sig. 0.030 < 0.05 and Fo = 2222. 3) There is a significant effect of vocabulary mastery on English speaking ability with the results of Sig. 0.000 < 0.05 and Fo = 5.472.
{"title":"THE EFFECT OF PERCEPTION ON LEARNING MEDIA AND VOCABULARY MASTERY ON ENGLISH SPEAKING ABILITY","authors":"S. Salamah, M. Sulhan","doi":"10.30998/inference.v5i3.12308","DOIUrl":"https://doi.org/10.30998/inference.v5i3.12308","url":null,"abstract":"This research aims to determine the effects of perception of learning media and vocabulary mastery on the English-speaking ability of eighth grade State Junior High School students in South Jakarta. The research method uses a survey method, with the random sampling technique with a sample of 60 students as research respondents. The results of the research are 1) There is a significant effect between the variables perception of learning media and vocabulary mastery together on the English speaking ability, this is evidenced by the results of Sig. 0.000 < 0.05 and Fo = 69.411. 2) There is a significant influence on the perception of learning media on English speaking ability with the results of Sig. 0.030 < 0.05 and Fo = 2222. 3) There is a significant effect of vocabulary mastery on English speaking ability with the results of Sig. 0.000 < 0.05 and Fo = 5.472.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122260411","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 : 2023-06-17DOI: 10.30998/inference.v5i3.10795
Nindya Pangestika, S. Supeno
The aim of this research is to analyze how the African American Vernacular English is applied by the characters and to identify how American society in the 1960’s was portrayed in The Help novel. Using the descriptive qualitative research as a method, this researcher attempts to reveal the characteristics of African American Vernacular English as a language used by the characters in their daily life and American society back in the 1960’s. In identifying the data, theory from Wolfram (2004) about AAVE characteristics and Kurtz (2003) about America’s society in the 1960’s is used. The data were mainly collected from the dialogues of the maids as the native speaker of AAVE.
{"title":"AFRICAN AMERICAN VERNACULAR ENGLISH (AAVE) AND THE AMERICAN SOCIETY IN THE 1960’S IN THE HELP NOVEL BY KATHRYN STOCKETT","authors":"Nindya Pangestika, S. Supeno","doi":"10.30998/inference.v5i3.10795","DOIUrl":"https://doi.org/10.30998/inference.v5i3.10795","url":null,"abstract":"The aim of this research is to analyze how the African American Vernacular English is applied by the characters and to identify how American society in the 1960’s was portrayed in The Help novel. Using the descriptive qualitative research as a method, this researcher attempts to reveal the characteristics of African American Vernacular English as a language used by the characters in their daily life and American society back in the 1960’s. In identifying the data, theory from Wolfram (2004) about AAVE characteristics and Kurtz (2003) about America’s society in the 1960’s is used. The data were mainly collected from the dialogues of the maids as the native speaker of AAVE. ","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122800924","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 : 2023-06-17DOI: 10.30998/inference.v5i3.8705
Annisa Farah, D. A. Santoso
Abstract: The Influence of Perceptions on Learning Techniques and Vocabulary Mastery toward English Writing Ability (Survey on Students of Public Vocational High School in Central Jakarta). The purpose of this study was to determine the effect of learning technique and vocabulary mastery on the English writing ability of students of XI grade of Public Vocational High School (SMK Negeri) in Jakarta Pusata. The research method used is quantitative research with correlational survey research techniques. The analysis technique used in this research is Path Analysis. The population in this study was students of XI grade of Public Vocational High School (SMK Negeri) in Central Jakarta. The sample in this study was 110 students. The results of the study prove that: (1) there is an effect of perception of learning technique on English writing ability as indicated by the t-count = 1.865 (2) there is an effect of perception on vocabulary mastery on English writing ability as indicated by the t-count value = 16,733 (3) there is an effect of perception on learning technique and vocabulary mastery together on the ability to write English as indicated by the value of F-table = 161.202. The results of this study can provide input to vocational level teachers, especially English teachers to improve their competence in order to develop learning techniques and improve students’ vocabulary mastery, so as to optimize students' English writing ability. Keywords: learning techniques, vocabulary mastery, and writing ability
{"title":"THE INFLUENCE OF PERCEPTION ON LEARNING TECHNIQUES AND VOCABULARY MASTERY TOWARD ENGLISH WRITING ABILITY (Survey on Students of Public Vocational High School in Central Jakarta)","authors":"Annisa Farah, D. A. Santoso","doi":"10.30998/inference.v5i3.8705","DOIUrl":"https://doi.org/10.30998/inference.v5i3.8705","url":null,"abstract":"Abstract: The Influence of Perceptions on Learning Techniques and Vocabulary Mastery toward English Writing Ability (Survey on Students of Public Vocational High School in Central Jakarta). The purpose of this study was to determine the effect of learning technique and vocabulary mastery on the English writing ability of students of XI grade of Public Vocational High School (SMK Negeri) in Jakarta Pusata. The research method used is quantitative research with correlational survey research techniques. The analysis technique used in this research is Path Analysis. The population in this study was students of XI grade of Public Vocational High School (SMK Negeri) in Central Jakarta. The sample in this study was 110 students. The results of the study prove that: (1) there is an effect of perception of learning technique on English writing ability as indicated by the t-count = 1.865 (2) there is an effect of perception on vocabulary mastery on English writing ability as indicated by the t-count value = 16,733 (3) there is an effect of perception on learning technique and vocabulary mastery together on the ability to write English as indicated by the value of F-table = 161.202. The results of this study can provide input to vocational level teachers, especially English teachers to improve their competence in order to develop learning techniques and improve students’ vocabulary mastery, so as to optimize students' English writing ability. Keywords: learning techniques, vocabulary mastery, and writing ability","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126049355","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 : 2023-06-17DOI: 10.30998/inference.v5i3.7169
R. Karina, Z. Arifin
The objective of this study is aimed to (1) know the use of positive politeness and negative politeness use by main character in Pride and Prejudice by Jane Austen and (2) identify the function of the strategies. This study was conducted by using descriptive qualitative method to describe the positive politeness and negative politeness used by main character in the novel. The instrument of this study is the writer herself by reading the novel and coding the intended data related to positive politeness and negative politeness. The result of this study shows that there are 12 positive politeness strategies and 5 negative politeness strategies used by Elizabeth Bennet, the main character in the novel. The positive politeness strategies used are St-1, St-2, St-3, St-4, St-5, St-6, St-8, St-11, St-12, St-13, St-14, and St-15. The negative strategies used are St-1, St-2, St-4, St5, and St-6. The function of positive politeness is to minimize face threatening act show speaker awareness of hearer’s needs while the function of negative politeness is to minimize burden and reduce imposition to hearer.
{"title":"POSITIVE POLITENESS AND NEGATIVE POLITENESS STRATEGIES PERFORMED BY MAIN CHARACTER OF PRIDE AND PREJUDICE NOVEL BY JANE AUSTEN","authors":"R. Karina, Z. Arifin","doi":"10.30998/inference.v5i3.7169","DOIUrl":"https://doi.org/10.30998/inference.v5i3.7169","url":null,"abstract":"The objective of this study is aimed to (1) know the use of positive politeness and negative politeness use by main character in Pride and Prejudice by Jane Austen and (2) identify the function of the strategies. This study was conducted by using descriptive qualitative method to describe the positive politeness and negative politeness used by main character in the novel. The instrument of this study is the writer herself by reading the novel and coding the intended data related to positive politeness and negative politeness. The result of this study shows that there are 12 positive politeness strategies and 5 negative politeness strategies used by Elizabeth Bennet, the main character in the novel. The positive politeness strategies used are St-1, St-2, St-3, St-4, St-5, St-6, St-8, St-11, St-12, St-13, St-14, and St-15. The negative strategies used are St-1, St-2, St-4, St5, and St-6. The function of positive politeness is to minimize face threatening act show speaker awareness of hearer’s needs while the function of negative politeness is to minimize burden and reduce imposition to hearer.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132266106","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 : 2023-06-17DOI: 10.30998/inference.v5i3.12292
Doamad Tastier, Oom Rohmah
This research is to analyze deixis and speech act on presidential debate between Donald Trump and Joe Biden. The research data is the final presidential debate between Donald Trump and Joe Biden on 20th October 2020. The research is qualitative research. Data are taken from the video downloaded from www. Youtube.com. The video is then transcribed and analyzed. The main research instrument is the researcher himself. Deixis found in this research are person deixis (74,88%), spatial deixis (5,55%), temporal deixis (2,19%), social deixis (13,55%), and discourse deixis (3,84%). The context in which deixis used are person deixis in which deictic expression indicates person reference, as first person, second person and third person. Then spatial deixis is in context that deictic expression indicates proximal place and distal place. Temporal deixis in in context in which deictic expression indicates time point. Social deixis is used in context to indicates the social rank of reference. Meanwhile, discourse deixis is used to refer to portion of unfolding discourse in which utterance is located. Speech acts found in the research are assertive (59,54%), directive (11,45%), commissive (16,79%), and expressive (12,21%). The kind of assertive found are informing, convincing, stating, claiming. The kind of directive consist of requesting, suggesting, and ordering. The kind of commissive consist of threatening and promising. The kind of expressive consist of greeting, apologizing, thanking, and surprising. The possible perlocutionary act found is that assertive, which are informing, convincing, and claiming, is Trump and Biden want to inform some facts related to the issues being discussed. Further they want to convince the voters to vote one of them to be next president of the United States of America. Claiming acts is to show about what Trump and Biden have done for America. Each of them claims that he is the better person for the next president. Commissive also is dominant illocutionary acts, particularly promising acts. This is because they are debating for the president.
{"title":"DEIXIS AND SPEECH ACT ON PRESIDENTIAL DEBATE BETWEEN DONALD TRUMP AND JOE BIDEN","authors":"Doamad Tastier, Oom Rohmah","doi":"10.30998/inference.v5i3.12292","DOIUrl":"https://doi.org/10.30998/inference.v5i3.12292","url":null,"abstract":"This research is to analyze deixis and speech act on presidential debate between Donald Trump and Joe Biden. The research data is the final presidential debate between Donald Trump and Joe Biden on 20th October 2020. The research is qualitative research. Data are taken from the video downloaded from www. Youtube.com. The video is then transcribed and analyzed. The main research instrument is the researcher himself. Deixis found in this research are person deixis (74,88%), spatial deixis (5,55%), temporal deixis (2,19%), social deixis (13,55%), and discourse deixis (3,84%). The context in which deixis used are person deixis in which deictic expression indicates person reference, as first person, second person and third person. Then spatial deixis is in context that deictic expression indicates proximal place and distal place. Temporal deixis in in context in which deictic expression indicates time point. Social deixis is used in context to indicates the social rank of reference. Meanwhile, discourse deixis is used to refer to portion of unfolding discourse in which utterance is located. Speech acts found in the research are assertive (59,54%), directive (11,45%), commissive (16,79%), and expressive (12,21%). The kind of assertive found are informing, convincing, stating, claiming. The kind of directive consist of requesting, suggesting, and ordering. The kind of commissive consist of threatening and promising. The kind of expressive consist of greeting, apologizing, thanking, and surprising. The possible perlocutionary act found is that assertive, which are informing, convincing, and claiming, is Trump and Biden want to inform some facts related to the issues being discussed. Further they want to convince the voters to vote one of them to be next president of the United States of America. Claiming acts is to show about what Trump and Biden have done for America. Each of them claims that he is the better person for the next president. Commissive also is dominant illocutionary acts, particularly promising acts. This is because they are debating for the president.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"223 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124425331","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 : 2022-12-14DOI: 10.30998/inference.v5i2.9468
S. Savina, Soenarjati Djajanegara
The research is conducted to identify issues of sentence structure and paragraph building in academic writing ability. The objectives are to identify the most and the least common problems found in both variables. The data are sixty paragraphs of freshmen of three faculties of a state university in Depok, West Java. Descriptive analysis and Content analysis are the two methods which are used to analyze the data. The findings of the research are divided into two groups: Sentence Structure Problems and Paragraph building problems. For the first category the most common problems are the inappropriate use of Grammar Points, Lexical Units, and Cohesive Device, and the least are Punctuation, Run-On, and Stringy sentences. In the scope of paragraph building, not providing supporting details and irrelevant sentences are the most common problems; as for the least problems are irrelevant sentences and transition sentences.
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