Pub Date : 2022-07-21DOI: 10.30998/inference.v5i1.8266
Nurul Azmi Aprianti
This research was aimed to analyze an educational value and defence mechanism in life of pi novel by Yann Martel. Life of Pi is an award-winning novel written by Yann Martel, a Canadian author. The novel depicts the topic of struggle for life and against death in an emergency situation. It tells about the struggle of an Indian boy who spent 227 days with a fierce tiger in the Pacific Ocean, and as the sole survivor in a shipwreck that killed his family. There are two problems are formulated to guide and limit the discussion in this study. The first problem examines the description of the educational value, the second problem examines the defence mechanism in that novel. The methodology of this research is descriptive qualitative method. All of the data are gathered by reading the novel, identifying, classifying, and reducing the data. The primary data of the study are in the form of monologues and dialogues of the novel itself. The primary data is supported by secondary data that is taken from books, journals, articles, essays, and sites that relate to the study. The selected data is interpreted into understandable meaning by descriptive technique. The result of the research finds that educational value in life of pi novel: he is intelligent, he was able to enter the best secondary school in his town and later achieved top grades as a university student; open- minded, He is open-minded in his way of thinking; spiritual, He practices three religions with the reason that he wants to love God; and has strong determination, He has a strong will and he does not give up or become desperate easily. The defence mechanism carried out by Pi Patel: by recognizing and using his strength, which is made possible by his intelligence; by being realistic about the situation, which is facilitated by his open- mindedness; and by adopting positive attitude, which is facilitated by his spirituality and strong determination.
{"title":"AN ANALYSIS OF EDUCATIONAL VALUE AND DEFENCE MECHANISM IN “LIFE OF PI” NOVEL BY YANN MARTEL","authors":"Nurul Azmi Aprianti","doi":"10.30998/inference.v5i1.8266","DOIUrl":"https://doi.org/10.30998/inference.v5i1.8266","url":null,"abstract":"This research was aimed to analyze an educational value and defence mechanism in life of pi novel by Yann Martel. Life of Pi is an award-winning novel written by Yann Martel, a Canadian author. The novel depicts the topic of struggle for life and against death in an emergency situation. It tells about the struggle of an Indian boy who spent 227 days with a fierce tiger in the Pacific Ocean, and as the sole survivor in a shipwreck that killed his family. There are two problems are formulated to guide and limit the discussion in this study. The first problem examines the description of the educational value, the second problem examines the defence mechanism in that novel. The methodology of this research is descriptive qualitative method. All of the data are gathered by reading the novel, identifying, classifying, and reducing the data. The primary data of the study are in the form of monologues and dialogues of the novel itself. The primary data is supported by secondary data that is taken from books, journals, articles, essays, and sites that relate to the study. The selected data is interpreted into understandable meaning by descriptive technique. The result of the research finds that educational value in life of pi novel: he is intelligent, he was able to enter the best secondary school in his town and later achieved top grades as a university student; open- minded, He is open-minded in his way of thinking; spiritual, He practices three religions with the reason that he wants to love God; and has strong determination, He has a strong will and he does not give up or become desperate easily. The defence mechanism carried out by Pi Patel: by recognizing and using his strength, which is made possible by his intelligence; by being realistic about the situation, which is facilitated by his open- mindedness; and by adopting positive attitude, which is facilitated by his spirituality and strong determination.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134070831","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 : 2022-07-21DOI: 10.30998/inference.v5i1.6899
I. Febrianti, Mashadi Said
The objectives of the research were formulated to find out the errors of word order and the subject-verb agreement made by the English department students at universities in Indonesia in their undergraduate thesis abstracts. The method of the research was qualitative descriptive. The source of data was 35 undergraduate thesis abstracts from 2017 to 2019 year made by the English department students at universities in Indonesia. Technique of data analysis was through collecting data, identifying of errors, classifying of errors, explaining of errors and evaluating of errors. The classification of the errors is based on Surface Taxonomy category. The research findings reveal that the most common error of word order in the surface taxonomy was omission consisting of 76 or 38% errors. Meanwhile, the most error of subject- verb agreement was omission and misformation with 21 or 48,83%.
{"title":"ERRORS IN WORD ORDER AND SUBJECT-VERB AGREEMENT IN THE UNDERGRADUATE THESIS ABSTRACTS","authors":"I. Febrianti, Mashadi Said","doi":"10.30998/inference.v5i1.6899","DOIUrl":"https://doi.org/10.30998/inference.v5i1.6899","url":null,"abstract":"The objectives of the research were formulated to find out the errors of word order and the subject-verb agreement made by the English department students at universities in Indonesia in their undergraduate thesis abstracts. The method of the research was qualitative descriptive. The source of data was 35 undergraduate thesis abstracts from 2017 to 2019 year made by the English department students at universities in Indonesia. Technique of data analysis was through collecting data, identifying of errors, classifying of errors, explaining of errors and evaluating of errors. The classification of the errors is based on Surface Taxonomy category. The research findings reveal that the most common error of word order in the surface taxonomy was omission consisting of 76 or 38% errors. Meanwhile, the most error of subject- verb agreement was omission and misformation with 21 or 48,83%.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115552046","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 : 2022-07-21DOI: 10.30998/inference.v5i1.8068
Putri Sundari Minang, Gustaman Saragih
Abstract: The purpose of this study was to determine (1) the form of significant lexical collocation in student's English writing discussion text, (2) the process of lexical collocation creates cohesion in student's English writing discussion text, and (3) the cultural reflection displayed by the structure of lexical collocation and textual cohesion in student's English writing discussion text. This study applies a mixture of descriptive and quantitative qualitative methods in describing research findings. The data source of this research is the results of writing discussion texts in 3 PKBM Karawang. Data that has been documented in total is 30 discussion texts with 5274 words and 1664 types of words. The author uses the help of a computer application called Antconc to obtain the collocation data. The findings show that (1) the lexical collocations produced by students in Paket C in the discussion text are L1 (15%), L2 (34%), L3 (18%), L4 (4%), L5 (18%), and L7 (11%); (2) reference data are personal (51%), demonstrative (30%), and comparative (10%); conjunction data are additive (44%), adversative (15%), temporal (5%), and causal (36%). (3) The cultural representation found was the issue raised as the title of the text sourced from daily activities and used the words claim and assumed to describe students' ideas and opinions in the text. This shows that collocation is able to get a special place in learning English to improve the writing ability of students in Paket C in PKBM.
{"title":"LEXICAL COLLOCATION AND TEXTUAL COHESION IN STUDENT’S ENGLISH WRITING DISCUSSION TEXT","authors":"Putri Sundari Minang, Gustaman Saragih","doi":"10.30998/inference.v5i1.8068","DOIUrl":"https://doi.org/10.30998/inference.v5i1.8068","url":null,"abstract":"Abstract: The purpose of this study was to determine (1) the form of significant lexical collocation in student's English writing discussion text, (2) the process of lexical collocation creates cohesion in student's English writing discussion text, and (3) the cultural reflection displayed by the structure of lexical collocation and textual cohesion in student's English writing discussion text. This study applies a mixture of descriptive and quantitative qualitative methods in describing research findings. The data source of this research is the results of writing discussion texts in 3 PKBM Karawang. Data that has been documented in total is 30 discussion texts with 5274 words and 1664 types of words. The author uses the help of a computer application called Antconc to obtain the collocation data. The findings show that (1) the lexical collocations produced by students in Paket C in the discussion text are L1 (15%), L2 (34%), L3 (18%), L4 (4%), L5 (18%), and L7 (11%); (2) reference data are personal (51%), demonstrative (30%), and comparative (10%); conjunction data are additive (44%), adversative (15%), temporal (5%), and causal (36%). (3) The cultural representation found was the issue raised as the title of the text sourced from daily activities and used the words claim and assumed to describe students' ideas and opinions in the text. This shows that collocation is able to get a special place in learning English to improve the writing ability of students in Paket C in PKBM.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123768842","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 : 2022-07-21DOI: 10.30998/inference.v5i1.6913
Aditya Chandra Nugroho, M. Lapasau
This research has a purpose to analyze the theme elements inside the movie of WALL-E. The theme that is going to be analyzed are the socio-cultural and socio-psychological postmodernity. This research is designed by using the approach of qualitative argumentative research. The data for this research is collected directly from the movie itself, its screenplay and its novel adaptation. The form of the data collected is in narrative and descriptive text, dialogue, symbols and images. The result founds that the elements and themes of socio-cultural and socio-psychological postmodernity truly reigns the movie WALL-E; 1). The socio-cultural postmodernity depiction in this movie shows many aspects such as; the abrupt modern culture and technology, the modern world consumerism, the modern human relationship, and also the government negligence toward its own people. The portion of this theme is 54,8%. 2). The depiction of socio-psychological postmodernity in this movie shows the birth of the agent of change among the society and the abrupt modern world social awareness. The portion of this theme is 29,6%. 3). The pure postmodernity symbols (in a form of either the wordplay or the images used in the movie) that are also shown vividly has the portion of 15,6%. This means that the theme of socio-cultural postmodernity dominates the movie. But alas, due to the connection of every themes of the movie toward postmodern theme, in conclusion, the postmodernity is the theme that truly dominates the movie 100%.
{"title":"SOCIO-CULTURAL AND SOCIO-PSYCHOLOGICAL POSTMODERNITY IN THE MOVIE WALL-E DIRECTED BY ANDREW STANTON","authors":"Aditya Chandra Nugroho, M. Lapasau","doi":"10.30998/inference.v5i1.6913","DOIUrl":"https://doi.org/10.30998/inference.v5i1.6913","url":null,"abstract":"This research has a purpose to analyze the theme elements inside the movie of WALL-E. The theme that is going to be analyzed are the socio-cultural and socio-psychological postmodernity. This research is designed by using the approach of qualitative argumentative research. The data for this research is collected directly from the movie itself, its screenplay and its novel adaptation. The form of the data collected is in narrative and descriptive text, dialogue, symbols and images. The result founds that the elements and themes of socio-cultural and socio-psychological postmodernity truly reigns the movie WALL-E; 1). The socio-cultural postmodernity depiction in this movie shows many aspects such as; the abrupt modern culture and technology, the modern world consumerism, the modern human relationship, and also the government negligence toward its own people. The portion of this theme is 54,8%. 2). The depiction of socio-psychological postmodernity in this movie shows the birth of the agent of change among the society and the abrupt modern world social awareness. The portion of this theme is 29,6%. 3). The pure postmodernity symbols (in a form of either the wordplay or the images used in the movie) that are also shown vividly has the portion of 15,6%. This means that the theme of socio-cultural postmodernity dominates the movie. But alas, due to the connection of every themes of the movie toward postmodern theme, in conclusion, the postmodernity is the theme that truly dominates the movie 100%.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126427794","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 : 2022-07-21DOI: 10.30998/inference.v5i1.7625
Susianti Rosalina, Hanna Sundari
The concept of higher-order thinking skills (HOTS) has become an important issue in 21st-century learning. One of the skills reflecting higher-order thinking skills is critical thinking that also becomes another important concept that has recently been studied in some researches. The number of previous studies supporting the influence of debate as a beneficial pedagogy on the development of critical thinking skills have been conducted through some researches. However, the studies contradicting the issue also need to be concerned to consider the influence of debate particularly in enhancing critical thinking in English language class. Having conducted a study by using a quantitative method and objective assessment, the purpose of the present study was to find significant effect of debate on the development of students’ higher-order thinking skills in English language class. The study was conducted in public senior high school 1 in Bogor, West Java, Indonesia, involving 68 students divided into two groups. The result shows that there was no significant mean difference of the scores obtained, despite the higher scores achieved by the experimental group in which the group using debate, since the th is lower than the tt(1.21 < 1.669). In other words, the study reveals that debate does not have significant effect on the development of higher-order thinking skills. Some possible reasons are then discussed and illustrated.
{"title":"Examining Debate in Developing Higher-order Thinking Skills: A Case of English Language Class in Senior High School Context","authors":"Susianti Rosalina, Hanna Sundari","doi":"10.30998/inference.v5i1.7625","DOIUrl":"https://doi.org/10.30998/inference.v5i1.7625","url":null,"abstract":"The concept of higher-order thinking skills (HOTS) has become an important issue in 21st-century learning. One of the skills reflecting higher-order thinking skills is critical thinking that also becomes another important concept that has recently been studied in some researches. The number of previous studies supporting the influence of debate as a beneficial pedagogy on the development of critical thinking skills have been conducted through some researches. However, the studies contradicting the issue also need to be concerned to consider the influence of debate particularly in enhancing critical thinking in English language class. Having conducted a study by using a quantitative method and objective assessment, the purpose of the present study was to find significant effect of debate on the development of students’ higher-order thinking skills in English language class. The study was conducted in public senior high school 1 in Bogor, West Java, Indonesia, involving 68 students divided into two groups. The result shows that there was no significant mean difference of the scores obtained, despite the higher scores achieved by the experimental group in which the group using debate, since the th is lower than the tt(1.21 < 1.669). In other words, the study reveals that debate does not have significant effect on the development of higher-order thinking skills. Some possible reasons are then discussed and illustrated.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125456441","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 : 2022-07-21DOI: 10.30998/inference.v5i1.6988
Wahyu Sulistya Pambudi
{"title":"THE USE NOUN PHRASE AND ADVERB PHRASE IN SENTENCE OF SIMPLE PAST TENSE ON RECOUNT TEXT","authors":"Wahyu Sulistya Pambudi","doi":"10.30998/inference.v5i1.6988","DOIUrl":"https://doi.org/10.30998/inference.v5i1.6988","url":null,"abstract":"","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"474 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116519193","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 : 2022-07-21DOI: 10.30998/inference.v5i1.7386
M. Sholehah, S. Supeno
The research was done because more students met difficulties in writing. The objectives of the research are 1. To improve students’ writing ability in simple past tense through teaching strategy of error recognition; 2. To improve students’ writing ability in present perfect tense through teaching strategy of error recognition. The total subject of research is 43 students of two different schools. Techniques of collecting data are test, observation, document, and photograph. The research was in Classroom Action Research with two cycles and each cycle has four steps; planning, acting, observing, and reflecting. The result of analyzing data for students’ ability in simple past tense in cycle I, the “mean” was 60,8. The percentage was 23,37 %. In step II, the “mean” was 78,65 (more than KKM). The percentage of passing was 76,63%. (higher than 75 %). There were improvements from cycle I to cycle II. It is concluded that teaching Strategy of Error recognition in teaching and learning process can improve the students’ ability in writing simple past tense at private senior high school Serang. The result of test score for students’ ability in present perfect tense in step I, the “mean” was 61,35 (less than KKM). The percentage of passing was 23,69 % (less than 75 % minimal mastery level criterion of passing). In step II, the “mean” was 78,25 (more than KKM). The percentage of passing was 76,63 % (higher 75 % minimal mastery level criterion of passing). There were improvements from step I to step II. It is concluded that teaching strategy of error recognition in teaching and learning process can also improve the students’ ability in writing present perfect tense at private senior high school Serang.
{"title":"IMPROVING STUDENTS’ WRITING ABILITY IN SIMPLE PAST AND PRESENT PERFECT TENSE THROUGH TEACHING STRATEGY OF ERROR RECOGNITION","authors":"M. Sholehah, S. Supeno","doi":"10.30998/inference.v5i1.7386","DOIUrl":"https://doi.org/10.30998/inference.v5i1.7386","url":null,"abstract":"The research was done because more students met difficulties in writing. The objectives of the research are 1. To improve students’ writing ability in simple past tense through teaching strategy of error recognition; 2. To improve students’ writing ability in present perfect tense through teaching strategy of error recognition. The total subject of research is 43 students of two different schools. Techniques of collecting data are test, observation, document, and photograph. The research was in Classroom Action Research with two cycles and each cycle has four steps; planning, acting, observing, and reflecting. The result of analyzing data for students’ ability in simple past tense in cycle I, the “mean” was 60,8. The percentage was 23,37 %. In step II, the “mean” was 78,65 (more than KKM). The percentage of passing was 76,63%. (higher than 75 %). There were improvements from cycle I to cycle II. It is concluded that teaching Strategy of Error recognition in teaching and learning process can improve the students’ ability in writing simple past tense at private senior high school Serang. The result of test score for students’ ability in present perfect tense in step I, the “mean” was 61,35 (less than KKM). The percentage of passing was 23,69 % (less than 75 % minimal mastery level criterion of passing). In step II, the “mean” was 78,25 (more than KKM). The percentage of passing was 76,63 % (higher 75 % minimal mastery level criterion of passing). There were improvements from step I to step II. It is concluded that teaching strategy of error recognition in teaching and learning process can also improve the students’ ability in writing present perfect tense at private senior high school Serang.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"256 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122130611","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 : 2022-07-21DOI: 10.30998/inference.v5i1.7134
Gemi Salvianto, M. Sulhan
The objectives of the research are to know the prepositional phrases and subordinate clauses in “David Copperfield” by Charles Dickens. The total sample data of this research are sixty each for two variables. The technique of collecting data of prepositional phrases and subordinate clauses is determining texts in the novel, collecting the selected sentences, and storing them in a table. The research methodology applied is qualitative, and the technique of data analysis is descriptive analysis and hierarchical structures of syntax. Three categories are used to analyze prepositional phrases: post-modifier of a noun (pN), post-modifier of an adjective (pAdj) and adverbial (pA) while to analyze the subordinate clauses, complement clauses (CC), adjunct or adverbial clauses (AC), and relative clauses (RC) are employed. The results of the research are: 1) Prepositional phrases that function as adverbial (pA) are found to be the most category used with 65%, and the preposition of is the most used among others with twelve times in total. 2) Subordinate clauses that function as adjunct clauses (AC) are found to be the most category used with 62%, and the subordinate conjunction when is the most used among others with eleven times in total.
{"title":"THE PREPOSITIONAL PHRASES AND THE SUBORDINATE CLAUSES IN “DAVID COPPERFIELD” BY CHARLES DICKENS: A STUDY OF SYNTAX","authors":"Gemi Salvianto, M. Sulhan","doi":"10.30998/inference.v5i1.7134","DOIUrl":"https://doi.org/10.30998/inference.v5i1.7134","url":null,"abstract":"The objectives of the research are to know the prepositional phrases and subordinate clauses in “David Copperfield” by Charles Dickens. The total sample data of this research are sixty each for two variables. The technique of collecting data of prepositional phrases and subordinate clauses is determining texts in the novel, collecting the selected sentences, and storing them in a table. The research methodology applied is qualitative, and the technique of data analysis is descriptive analysis and hierarchical structures of syntax. Three categories are used to analyze prepositional phrases: post-modifier of a noun (pN), post-modifier of an adjective (pAdj) and adverbial (pA) while to analyze the subordinate clauses, complement clauses (CC), adjunct or adverbial clauses (AC), and relative clauses (RC) are employed. The results of the research are: 1) Prepositional phrases that function as adverbial (pA) are found to be the most category used with 65%, and the preposition of is the most used among others with twelve times in total. 2) Subordinate clauses that function as adjunct clauses (AC) are found to be the most category used with 62%, and the subordinate conjunction when is the most used among others with eleven times in total.","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122828896","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 : 2022-07-21DOI: 10.30998/inference.v5i1.6914
Dody Wahyudi Purnama, Gustaman Saragih
This article is retracted
这篇文章被撤回
{"title":"[RETRACTED] THE EFFECTS OF LEARNING MEDIA AND MOTIVATION TOWARDS STUDENTS’ READING ABILITY (Experiment Study at Private Colleges in Subang Regency) [RETRACTED]","authors":"Dody Wahyudi Purnama, Gustaman Saragih","doi":"10.30998/inference.v5i1.6914","DOIUrl":"https://doi.org/10.30998/inference.v5i1.6914","url":null,"abstract":"<p>This article is retracted</p>","PeriodicalId":355289,"journal":{"name":"INFERENCE: Journal of English Language Teaching","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133860100","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 : 2021-12-01DOI: 10.30998/inference.v4i3.9109
Ayu Kartika Listiyana, Rifari Baron
Abstract: This research aims to analyze the educational value and teaching strategy in the “Freedom Writer” film by Richard Lagravenese. Based on the theories of educational value and teaching strategies, there are four primary points to analyze: 1) How is Educational Value in ‘Freedom Writer Film’ by Richard Lagravenese? 2) What are the Teaching Strategies in ‘Freedom Writer Film’ by Richard Lagravenese? 3) There are eleven kinds of educational value that appear in “Freedom Writer” by Richard Lagravenese based on Linda, they are honesty, courage, peace-ability, self-reliance and potential, self-discipline and moderation, loyalty and dependability, respect, unselfishness, and sensitivity, kindness & friendliness, justice and mercy, and love. 4) There are five kinds of teaching strategies that appear in Richard Lagravenese based on Brown; they are content-based instruction, theme-based instruction, experiential learning, episode hypothesis, and task-based teaching.Keywords: educational value, teaching strategy, film.
摘要:本研究旨在分析理查德·拉格文尼斯的电影《自由作家》的教育价值和教学策略。基于教育价值理论和教学策略理论，本文主要从四个方面进行分析:1)理查德·拉格文内斯的《自由作家电影》的教育价值是怎样的?2) Richard Lagravenese“自由作家电影”的教学策略是什么?3) Richard Lagravenese以Linda为原型创作的《自由作家》中出现了11种教育价值，分别是诚实、勇敢、平和、自立与潜能、自律与节制、忠诚与可靠、尊重、无私与敏感、善良与友善、正义与仁慈、爱。4)以布朗为基础的Richard Lagravenese提出了五种教学策略;它们是基于内容的教学、基于主题的教学、基于体验的学习、基于情节的假设和基于任务的教学。关键词:教育价值，教学策略，电影。
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