Pub Date : 2023-08-02DOI: 10.24114/jalu.v12i3.49503
Muliani Mahara, M. Natsir
This study aims to finding out the roles of women represented in pictures in the English textbook. Since the demand for gender equality or women's emancipation or feminism has developed women can do some things and jobs that are usually done by men.This study uses a qualitative descriptive method and uses Peterson's 2004 theory to show the role of women in pictures. the results found are 29 images that represent the role of women. The results found were from 4 types of Peterson's theory which said the concept of the role of women in the new era, namely 1). women's freedom , based on this type, the role of women represented in the book English on sky 2 totals 4 pictures, with a percentage of 14% 2). A woman's obligation to herself, amount found 5 pictures, with a percentage of 17%. 3). A woman's obligation to her family, amount found 18 pictures with a percentage of 62% and 4). Education and seclusion, the amount found are 2 pictures with a percentage of 7%. It is hoped this research will be useful for readers who want to learn about the role of women
{"title":"FEMINISM OF WOMEN'S ROLE IN ENGLISH TEXTBOOK “ENGLISH ON SKY 2 FOR GRADE VIII”","authors":"Muliani Mahara, M. Natsir","doi":"10.24114/jalu.v12i3.49503","DOIUrl":"https://doi.org/10.24114/jalu.v12i3.49503","url":null,"abstract":"This study aims to finding out the roles of women represented in pictures in the English textbook. Since the demand for gender equality or women's emancipation or feminism has developed women can do some things and jobs that are usually done by men.This study uses a qualitative descriptive method and uses Peterson's 2004 theory to show the role of women in pictures. the results found are 29 images that represent the role of women. The results found were from 4 types of Peterson's theory which said the concept of the role of women in the new era, namely 1). women's freedom , based on this type, the role of women represented in the book English on sky 2 totals 4 pictures, with a percentage of 14% 2). A woman's obligation to herself, amount found 5 pictures, with a percentage of 17%. 3). A woman's obligation to her family, amount found 18 pictures with a percentage of 62% and 4). Education and seclusion, the amount found are 2 pictures with a percentage of 7%. It is hoped this research will be useful for readers who want to learn about the role of women","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43221419","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 : 2023-08-02DOI: 10.24114/jalu.v12i3.49504
Silvina Silvina, R. Hartati
This paper aims to analyse the various apology strategies used by the characters in the Luca movie script and describe their use through a pragmatic approach by referring to the theory of Klimczak and Pawlak (2014) and Fraser's theory (1981) to explain the factors that influenced the use of apology strategies by characters in Luca's film script. This study uses a descriptive qualitative research method with data obtained from the film script Luca. The results of this study indicate that there are 23 utterances featuring apologies made by 6 characters in Luca's story. The findings are grouped into a taxonomy of apology strategies, there are 9 types of apology strategies used by the characters in Luca's story. The 9 types of strategy include Illocutionary Force Indicating Device (an expression of regret) of 5 utterances, Illocutionary Force Indicating Device (a request for the forgiveness) of 1 utterance, Phatic Communication of 2 utterances, Acknowledgement of Responsibility (explicit self-blame) of 2 utterances, Internal Intensifiers (intensifying adverbials) with 2 utterances, Acknowledgement of Responsibility with 4 utterances of lack of intent, Acknowledgement of Responsibility (expression of embarrassment) with 4 utterances, Explanation or account of the situation with 2 utterances, and Acknowledgement of Responsibility (refusal to acknowledge guilt) with 1 utterance, which every utterance and strategy were influenced by 1-2 factors.
{"title":"APOLOGY STRATEGY IN DISNEY AND PIXAR’S LUCA MOVIE: A PRAGMATIC APPROACH","authors":"Silvina Silvina, R. Hartati","doi":"10.24114/jalu.v12i3.49504","DOIUrl":"https://doi.org/10.24114/jalu.v12i3.49504","url":null,"abstract":"This paper aims to analyse the various apology strategies used by the characters in the Luca movie script and describe their use through a pragmatic approach by referring to the theory of Klimczak and Pawlak (2014) and Fraser's theory (1981) to explain the factors that influenced the use of apology strategies by characters in Luca's film script. This study uses a descriptive qualitative research method with data obtained from the film script Luca. The results of this study indicate that there are 23 utterances featuring apologies made by 6 characters in Luca's story. The findings are grouped into a taxonomy of apology strategies, there are 9 types of apology strategies used by the characters in Luca's story. The 9 types of strategy include Illocutionary Force Indicating Device (an expression of regret) of 5 utterances, Illocutionary Force Indicating Device (a request for the forgiveness) of 1 utterance, Phatic Communication of 2 utterances, Acknowledgement of Responsibility (explicit self-blame) of 2 utterances, Internal Intensifiers (intensifying adverbials) with 2 utterances, Acknowledgement of Responsibility with 4 utterances of lack of intent, Acknowledgement of Responsibility (expression of embarrassment) with 4 utterances, Explanation or account of the situation with 2 utterances, and Acknowledgement of Responsibility (refusal to acknowledge guilt) with 1 utterance, which every utterance and strategy were influenced by 1-2 factors.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42033099","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 : 2023-08-02DOI: 10.24114/jalu.v12i3.49500
Khoirul Warisi, Eusabinus Bunau, E. Rahmani
This research was conducted to investigate the effect of applying the Berlitz Method on Students' Preposition Mastery to eleventh-grade students of MA Raudhatul Ulum Kubu Raya. The sample of this research was the students of grade eleventh of MA Raudhatul Ulum Kubu Raya in the academic year of 2022/2023, which consisted of two classes. The total number of students was 30, divided into 15 students for the experimental class and another 15 students for the control class. The researcher used a multiple-choice test to collect the data. The test consisted of two types, namely pre-test and post-test. The data were analyzed by using the t-test formula. To know the normality by utilizing the Chi-Square formula, homogeneity by measuring F-formula, validity and reliability by exerting Kuder Richardson Formula-20 or KR 20. The experimental class was taught by using Berlitz Method while the control class was taught using the method used by the English teacher at that school. The result of the research showed that the value of t-observed was higher than the value of t-table (293>2,16) at the level significance of α = 0,05 and the degree of freedom (df)= 13. The calculation concluded that applying Berlitz Method has a significant effect on students' preposition mastery or in other words the alternative hypothesis (Ha) was accepted.
{"title":"A QUASI-EXPERIMENTAL STUDY ON THE USE OF THE BERLITZ METHOD TOWARDS THE STUDENTS' PREPOSITION MASTERY","authors":"Khoirul Warisi, Eusabinus Bunau, E. Rahmani","doi":"10.24114/jalu.v12i3.49500","DOIUrl":"https://doi.org/10.24114/jalu.v12i3.49500","url":null,"abstract":"This research was conducted to investigate the effect of applying the Berlitz Method on Students' Preposition Mastery to eleventh-grade students of MA Raudhatul Ulum Kubu Raya. The sample of this research was the students of grade eleventh of MA Raudhatul Ulum Kubu Raya in the academic year of 2022/2023, which consisted of two classes. The total number of students was 30, divided into 15 students for the experimental class and another 15 students for the control class. The researcher used a multiple-choice test to collect the data. The test consisted of two types, namely pre-test and post-test. The data were analyzed by using the t-test formula. To know the normality by utilizing the Chi-Square formula, homogeneity by measuring F-formula, validity and reliability by exerting Kuder Richardson Formula-20 or KR 20. The experimental class was taught by using Berlitz Method while the control class was taught using the method used by the English teacher at that school. The result of the research showed that the value of t-observed was higher than the value of t-table (293>2,16) at the level significance of α = 0,05 and the degree of freedom (df)= 13. The calculation concluded that applying Berlitz Method has a significant effect on students' preposition mastery or in other words the alternative hypothesis (Ha) was accepted.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43869165","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 : 2023-08-02DOI: 10.24114/jalu.v12i3.49505
Alda Mustika, Immanuel Prasetya Gintings, M. Natsir
This study was conducted by using descriptive qualitative method. It was concerned with the description of data in the form of utterances by the main character in The Last of us part 2 Video Game (2020). In conducting this research, the researcher (1) found out the types of language function in The Last of us part 2 Video Games. (2) described the realization types of language function in The Last of us part 2 Video Games. In the application of the language function, the last of us part 2 video games utterances used Jakobson’s theory. The result showed first, that most dominant type of language function in Jakobson’s theory is Expressive Function with (37%). The percentage directive function is (32%). The percentage Metalinguistic function is (20%). The lowest percentage in language function that Referential function is (11%). Second, The realization of language function described, such as : Expressive Function, that is action from another character make a feeling to main character, for example : (Jesus! You almost gave me heart attack, Fuck!, Gotcha!!, Just banged up!), Directive Function, is about attempt to get someone to do something. For example: (You better run little shit1, Run Dina!, No!, okay!), Referential function, is the communication of information, for example (oh, there’s the ski lodge, that’s the one on Tommy and Joel’s route), Metalinguistic function explain about the answer is code itself, for example: (just another evacuated neighborhood)
{"title":"LANGUAGE FUNCTION BY THE MAIN CHARACTER IN “THE LAST OF US PART 2” VIDEO GAMES","authors":"Alda Mustika, Immanuel Prasetya Gintings, M. Natsir","doi":"10.24114/jalu.v12i3.49505","DOIUrl":"https://doi.org/10.24114/jalu.v12i3.49505","url":null,"abstract":"This study was conducted by using descriptive qualitative method. It was concerned with the description of data in the form of utterances by the main character in The Last of us part 2 Video Game (2020). In conducting this research, the researcher (1) found out the types of language function in The Last of us part 2 Video Games. (2) described the realization types of language function in The Last of us part 2 Video Games. In the application of the language function, the last of us part 2 video games utterances used Jakobson’s theory. The result showed first, that most dominant type of language function in Jakobson’s theory is Expressive Function with (37%). The percentage directive function is (32%). The percentage Metalinguistic function is (20%). The lowest percentage in language function that Referential function is (11%). Second, The realization of language function described, such as : Expressive Function, that is action from another character make a feeling to main character, for example : (Jesus! You almost gave me heart attack, Fuck!, Gotcha!!, Just banged up!), Directive Function, is about attempt to get someone to do something. For example: (You better run little shit1, Run Dina!, No!, okay!), Referential function, is the communication of information, for example (oh, there’s the ski lodge, that’s the one on Tommy and Joel’s route), Metalinguistic function explain about the answer is code itself, for example: (just another evacuated neighborhood)","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69047445","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 : 2023-08-02DOI: 10.24114/jalu.v12i3.49501
Tira Rostia Warndini, I. Damayanti, L. Amalia
The research explored the designed-in scaffolding features implemented by the teacher in the English as a foreign language (EFL) young learner classroom to support young learners in creating multimodal texts. The research used scaffolding theory proposed by Hammond and Gibbons (2005) which categorized scaffolding into two fragments: designed-in and interactional scaffolding. The research was conducted in one of the elementary schools in Bandung. It involved one teacher who taught 18 students in 4th grade. The data were gained from classroom observation and teacher’s lesson plans. The findings revealed that the features of designed-in scaffolding were employed by the teacher in planning and implementing the lesson in the classroom. This research also found that following the designed-in scaffolding features could lead the teacher to structure and provide activities, tasks, and multimodal exposures for the students to be familiar with the multimodal texts. Hence, this research resulted in the pedagogical implication to encourage the teacher to be aware of scaffolding. If the teacher could provide an appropriate scaffolding, the students could gain the assistances, supports, and multimodal exposure for young learners to learn and create multimodal texts.
{"title":"DESIGNED-IN SCAFFOLDING: SUPPORTING EFL YOUNG LEARNERS IN CREATING MULTIMODAL TEXTS","authors":"Tira Rostia Warndini, I. Damayanti, L. Amalia","doi":"10.24114/jalu.v12i3.49501","DOIUrl":"https://doi.org/10.24114/jalu.v12i3.49501","url":null,"abstract":"The research explored the designed-in scaffolding features implemented by the teacher in the English as a foreign language (EFL) young learner classroom to support young learners in creating multimodal texts. The research used scaffolding theory proposed by Hammond and Gibbons (2005) which categorized scaffolding into two fragments: designed-in and interactional scaffolding. The research was conducted in one of the elementary schools in Bandung. It involved one teacher who taught 18 students in 4th grade. The data were gained from classroom observation and teacher’s lesson plans. The findings revealed that the features of designed-in scaffolding were employed by the teacher in planning and implementing the lesson in the classroom. This research also found that following the designed-in scaffolding features could lead the teacher to structure and provide activities, tasks, and multimodal exposures for the students to be familiar with the multimodal texts. Hence, this research resulted in the pedagogical implication to encourage the teacher to be aware of scaffolding. If the teacher could provide an appropriate scaffolding, the students could gain the assistances, supports, and multimodal exposure for young learners to learn and create multimodal texts.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43843811","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 : 2023-05-01DOI: 10.24114/jalu.v12i2.45199
Juvrianto Chrissunday Jakob
Humor is kind of learning tactics which become someone’s style in doing certain methods or learning technique individually. The aim of this research is to found the types and the effects of humor in meeting club. The samples were the learners of Meeting club. The instrument of this research is Audio recording. Based on the result of this research, there are three types of humor appear in meeting club, likes Teasing, Banter and Joking and they are to create communicative teaching and learning, to activate learner in teaching and learning, to increase of the student's English ability especially speaking skill. Finally, it was strongly recommended and effectiveness for humor as an aid to learning and instruction, and trying to eliminate problem in learning English by considering the effects of using humor in Meeting club.
{"title":"A PRAGMATIC ANALYSIS OF HUMOR USED IN ENGLISH MEETING CLUB","authors":"Juvrianto Chrissunday Jakob","doi":"10.24114/jalu.v12i2.45199","DOIUrl":"https://doi.org/10.24114/jalu.v12i2.45199","url":null,"abstract":"Humor is kind of learning tactics which become someone’s style in doing certain methods or learning technique individually. The aim of this research is to found the types and the effects of humor in meeting club. The samples were the learners of Meeting club. The instrument of this research is Audio recording. Based on the result of this research, there are three types of humor appear in meeting club, likes Teasing, Banter and Joking and they are to create communicative teaching and learning, to activate learner in teaching and learning, to increase of the student's English ability especially speaking skill. Finally, it was strongly recommended and effectiveness for humor as an aid to learning and instruction, and trying to eliminate problem in learning English by considering the effects of using humor in Meeting club.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43863099","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}
Tourism is a rapidly growing industry globally and is currently a source of employment and livelihood for many people. Tourism development in the region as one of the development sectors cannot be separated from the development of local communities and the construction of supporting facilities. One of the success factors in the development of a tourist destination is communication. Through communication, opportunities for the fame of a tourist destination will open up to be widely known by the wider community. This study aims to describe tourism communication and develop speaking skills through collaboration in Banda Aceh. This study uses qualitative research. This type of approach in qualitative research is a case study approach. Case study is a method that exploits a bound contemporary system (a case) as well as several bound contemporary systems (multi cases) in the real world all the time, through detailed data collection. The application of communication by the manager of the Tsunami Museum tourist attraction in Aceh is on the theory of communication effectiveness which includes cognitive, affective, and behavioral aspects.
{"title":"EFFECTIVE COMMUNICATION FOR TOURISM IN TSUNAMI MUSEUM BANDA ACEH: DEVELOPING SPEAKING SKILLS THROUGH COLLABORATION.","authors":"Riska Nahara Saputri, Dentiana Dentiana, Fatin Nadifa BR TARIGAN","doi":"10.24114/jalu.v12i2.45198","DOIUrl":"https://doi.org/10.24114/jalu.v12i2.45198","url":null,"abstract":"Tourism is a rapidly growing industry globally and is currently a source of employment and livelihood for many people. Tourism development in the region as one of the development sectors cannot be separated from the development of local communities and the construction of supporting facilities. One of the success factors in the development of a tourist destination is communication. Through communication, opportunities for the fame of a tourist destination will open up to be widely known by the wider community. This study aims to describe tourism communication and develop speaking skills through collaboration in Banda Aceh. This study uses qualitative research. This type of approach in qualitative research is a case study approach. Case study is a method that exploits a bound contemporary system (a case) as well as several bound contemporary systems (multi cases) in the real world all the time, through detailed data collection. The application of communication by the manager of the Tsunami Museum tourist attraction in Aceh is on the theory of communication effectiveness which includes cognitive, affective, and behavioral aspects.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45114850","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 : 2023-05-01DOI: 10.24114/jalu.v12i2.45196
A. Ningsih, Harianto Ii
The purpose of this development teaching the material research was to increase the students’ interest in X grade MAS PP Raudhatul Hasanah Medan. The development of teaching the material narrative text based on Sarkol VideoScribe adapts of the curriculum 2013 on third competency. The advantages of this development based on Sparkol VideoScribe such as: (1) Enhance teaching the material to be the most attractive and effective. (2) Can help to improve the interesting of students in reading and being active in the classroom. (3) Stimulate students’ attending of the lesson. (4) Increase students’ achievement in learning process. (5) Make the students are more exited. (6) The teachers enjoy and serve in learning atmosphere. This research and development approach will result in a finished product. The five-step ADDIE development paradigm is the one that was used. Analysis, design, development, implementation, and evaluation are the development measures. Before looking for the t-test result, the investigation establishes the results of normality and homogeneity. T-count is 16,2 and T-table is 1,6892 as a consequence of the calculation. Because t-count > t-table and there is a notable difference between learning outcomes prior to and following the use of teaching materials based on Sparkol VideoScribe's subtheme "the smartest animal" in X grade students at MAS PP Raudhatul Hasanah Medan, it means that Ho was rejected and Ha was accepted.
{"title":"DEVELOPMENT OF TEACHING MATERIAL IN NARRATIVE TEXT BASED ON SPARKOL VIDEOSCRIBE AT MA RAUDHTUL HASANAH, MEDAN","authors":"A. Ningsih, Harianto Ii","doi":"10.24114/jalu.v12i2.45196","DOIUrl":"https://doi.org/10.24114/jalu.v12i2.45196","url":null,"abstract":"The purpose of this development teaching the material research was to increase the students’ interest in X grade MAS PP Raudhatul Hasanah Medan. The development of teaching the material narrative text based on Sarkol VideoScribe adapts of the curriculum 2013 on third competency. The advantages of this development based on Sparkol VideoScribe such as: (1) Enhance teaching the material to be the most attractive and effective. (2) Can help to improve the interesting of students in reading and being active in the classroom. (3) Stimulate students’ attending of the lesson. (4) Increase students’ achievement in learning process. (5) Make the students are more exited. (6) The teachers enjoy and serve in learning atmosphere. This research and development approach will result in a finished product. The five-step ADDIE development paradigm is the one that was used. Analysis, design, development, implementation, and evaluation are the development measures. Before looking for the t-test result, the investigation establishes the results of normality and homogeneity. T-count is 16,2 and T-table is 1,6892 as a consequence of the calculation. Because t-count > t-table and there is a notable difference between learning outcomes prior to and following the use of teaching materials based on Sparkol VideoScribe's subtheme \"the smartest animal\" in X grade students at MAS PP Raudhatul Hasanah Medan, it means that Ho was rejected and Ha was accepted.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43759771","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 : 2023-05-01DOI: 10.24114/jalu.v12i2.45200
Oriana Lestari, L. Supiatman, Putri Lidiana Permata Sari
This research was meant to find out the empirical evidence of the students' accomplishment in reading comprehension of narrative text by utilizing Read Examine Decide Write (REDW) Strategy at the X Grade of SMA Negeri 1 Air Joman. This research was quantitative research. The entire class of students at SMA Negeri 1 Air Joman's grade X made up the population of this study. 30 students from the experimental group (class X IPA 4) and 30 students from the control group served as the research's sample subjects (class X IPA 1). A test with multiple choices was used to obtain the data. (1) The students' achievement in reading comprehension narrative text by utilizing the Read Examine Decide Write (REDW) Strategy got the post-test with an average result after the data was analyzed. (1) The students' accomplishment in reading comprehension narrative text by utilizing the Read Examine Decide Write (REDW) Strategy got the post- test with an average result of 83 after the data was analyzed (2) The post-test showed that the students had successfully read narrative texts with comprehension using the conventional way, with an average score of 67. The value of t-observed was 8,43 and t- table was 2,009. The fact that the value of t-observed was higher than t-table indicates that the Read Examine Decide Write (REDW) Strategy had a significant impact on students' reading comprehension success.
本研究旨在以SMA Negeri 1 Air Joman X年级为研究对象，运用Read - test - Decide - Write (REDW)策略，探究学生在叙事文本阅读理解上的素养。这项研究是定量研究。SMA Negeri 1 Air Joman的X年级的整个班级的学生构成了这项研究的人口。实验组30名学生(X IPA 4班)和对照组30名学生作为本研究的样本受试者(X IPA 1班)。采用多项选择测试的方式获取数据。(1)数据分析后，学生使用Read examination Decide Write (REDW)策略阅读理解叙事文本的成绩得到了平均后测。(1)数据分析后，学生运用Read examination Decide Write (REDW)策略阅读理解叙事文本的能力得到了后测，平均得分为83分。(2)后测显示，学生使用常规方式阅读理解叙事文本的能力较好，平均得分为67分。t-observed值为8,43,t- table值为2009。t-observed值高于t-table，表明REDW策略对学生的阅读理解成功有显著影响。
{"title":"THE EFFECT OF USING REDW STRATEGY ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT THE X GRADE OF SMA NEGERI 1 AIR JOMAN IN 2022/2023 ACADEMIC YEAR","authors":"Oriana Lestari, L. Supiatman, Putri Lidiana Permata Sari","doi":"10.24114/jalu.v12i2.45200","DOIUrl":"https://doi.org/10.24114/jalu.v12i2.45200","url":null,"abstract":"This research was meant to find out the empirical evidence of the students' accomplishment in reading comprehension of narrative text by utilizing Read Examine Decide Write (REDW) Strategy at the X Grade of SMA Negeri 1 Air Joman. This research was quantitative research. The entire class of students at SMA Negeri 1 Air Joman's grade X made up the population of this study. 30 students from the experimental group (class X IPA 4) and 30 students from the control group served as the research's sample subjects (class X IPA 1). A test with multiple choices was used to obtain the data. (1) The students' achievement in reading comprehension narrative text by utilizing the Read Examine Decide Write (REDW) Strategy got the post-test with an average result after the data was analyzed. (1) The students' accomplishment in reading comprehension narrative text by utilizing the Read Examine Decide Write (REDW) Strategy got the post- test with an average result of 83 after the data was analyzed (2) The post-test showed that the students had successfully read narrative texts with comprehension using the conventional way, with an average score of 67. The value of t-observed was 8,43 and t- table was 2,009. The fact that the value of t-observed was higher than t-table indicates that the Read Examine Decide Write (REDW) Strategy had a significant impact on students' reading comprehension success.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43298765","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 study explores the interjection of He Soaya le…! in Nias language using a descriptive qualitative method. Words that denote reactions or spontaneous expressions are interjections. The Nias language has an interjection that is similar to the exclamation of oh my God, namely He Soaya le...! Where this interjection is one of the quite iconic interjections in the daily conversation of the Nias people. This research aims to know the meaning of the Interjection He Soaya le...! . In this paper, researchers identify Nias interjections in the Nias language using the Natural Semantic Metafunction approach. The method used in this study is a qualitative research method, namely research that uses written and oral data sources. The data is taken from a dialogue in the comedy-drama series entitled Abunawa. Distribution and contextual methods are the methods used in this study to obtain data. From the results obtained in this study, there is one meaning of the interjection He Soaya le...! Namely shock, fear and panic, and emotional expressions that can be formed through physiological changes in humans. In Nias language, it is also expressed in two semantic aspects of its metafunction, namely emotive and cognitive aspects. From the results of this research, it is hoped that it can become a source of knowledge and understanding for other people of different ethnicities from the people of Nias and can avoid misunderstandings about a language.
{"title":"INTERJECTION HE SOAYA LE...! IN NIASNESE: A NATURAL SEMANTIC METAFUNCTION APPROACH","authors":"Vivi Novalia Sitinjak, Nency Angelita Gea, Trisman Nduru, Widya Christina Hutasoit, Yanthy Purba","doi":"10.24114/jalu.v12i2.45197","DOIUrl":"https://doi.org/10.24114/jalu.v12i2.45197","url":null,"abstract":"This study explores the interjection of He Soaya le…! in Nias language using a descriptive qualitative method. Words that denote reactions or spontaneous expressions are interjections. The Nias language has an interjection that is similar to the exclamation of oh my God, namely He Soaya le...! Where this interjection is one of the quite iconic interjections in the daily conversation of the Nias people. This research aims to know the meaning of the Interjection He Soaya le...! . In this paper, researchers identify Nias interjections in the Nias language using the Natural Semantic Metafunction approach. The method used in this study is a qualitative research method, namely research that uses written and oral data sources. The data is taken from a dialogue in the comedy-drama series entitled Abunawa. Distribution and contextual methods are the methods used in this study to obtain data. From the results obtained in this study, there is one meaning of the interjection He Soaya le...! Namely shock, fear and panic, and emotional expressions that can be formed through physiological changes in humans. In Nias language, it is also expressed in two semantic aspects of its metafunction, namely emotive and cognitive aspects. From the results of this research, it is hoped that it can become a source of knowledge and understanding for other people of different ethnicities from the people of Nias and can avoid misunderstandings about a language.","PeriodicalId":36996,"journal":{"name":"Linguistica (Slovenia)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49519667","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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