Project-Based Learning is one of the approaches of teaching English which supports the scientific approach of Curriculum 2013. This approach can bring some benefits to thestudents namely promoting the comprehensible input and output and gaining successfulexperiences with the real world, and also supporting learner centeredness during the learning process. However, the implementation of this approach still has some problems particularly in terms of appropriate kinds of project and the way to assess the students? progress andachievement. Therefore, this article proposes the projects and the assessment models forSenior High School Grade XI as an alternative to overcome the problems of theimplementation of Project-Based Learning in Curriculum 2013.Keywords: project-based learning, Curriculum 2013, assessment models, senior high school
{"title":"Project-Based Assessment Models for Senior High School Grade XI","authors":"Vivi Muryanti","doi":"10.24071/IJELS.V1I2.344","DOIUrl":"https://doi.org/10.24071/IJELS.V1I2.344","url":null,"abstract":"Project-Based Learning is one of the approaches of teaching English which supports the scientific approach of Curriculum 2013. This approach can bring some benefits to thestudents namely promoting the comprehensible input and output and gaining successfulexperiences with the real world, and also supporting learner centeredness during the learning process. However, the implementation of this approach still has some problems particularly in terms of appropriate kinds of project and the way to assess the students? progress andachievement. Therefore, this article proposes the projects and the assessment models forSenior High School Grade XI as an alternative to overcome the problems of theimplementation of Project-Based Learning in Curriculum 2013.Keywords: project-based learning, Curriculum 2013, assessment models, senior high school","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134150412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of Indonesia National Education is to bring its people and country towards betterdevelopment of skills and characters or attitude in order to be democratic and responsiblecitizens. A curriculum needs to be created in order to support the achievement of this goal.The current curriculum 2013, has tried to emphasize on knowledge, skills and attitude all ofwhich are in line with the goal of Indonesia National Education. It emphasizes on three typesof learning namely project-based, problem-based, and discovery learning in order to promotemore skilful people. Yet, it is problematic in some ways for it does not provide enough timeallocation for knowledge and skill development. English is now taught in one meeting only ina week. Also, the problem lies in the assessment. It separates the assessment of knowledge,skills, and attitude. It seems to forget that in those types of learning, students have to integratethose aspects in order to accomplish a projector to solve a problem. The partial assessmentmakes those types of learning impossible. Therefore, an alternative authentic and holisticassessment for a year project for vocational high school students is developed to improvestudents? progress as a whole.Keywords: project-based learning, authentic assessment, vocational high school
{"title":"An Authentic Project-Based Assessment Model for Vocational High School Students Grade X","authors":"Anastasia Sastrikirana","doi":"10.24071/ijels.v1i2.342","DOIUrl":"https://doi.org/10.24071/ijels.v1i2.342","url":null,"abstract":"The aim of Indonesia National Education is to bring its people and country towards betterdevelopment of skills and characters or attitude in order to be democratic and responsiblecitizens. A curriculum needs to be created in order to support the achievement of this goal.The current curriculum 2013, has tried to emphasize on knowledge, skills and attitude all ofwhich are in line with the goal of Indonesia National Education. It emphasizes on three typesof learning namely project-based, problem-based, and discovery learning in order to promotemore skilful people. Yet, it is problematic in some ways for it does not provide enough timeallocation for knowledge and skill development. English is now taught in one meeting only ina week. Also, the problem lies in the assessment. It separates the assessment of knowledge,skills, and attitude. It seems to forget that in those types of learning, students have to integratethose aspects in order to accomplish a projector to solve a problem. The partial assessmentmakes those types of learning impossible. Therefore, an alternative authentic and holisticassessment for a year project for vocational high school students is developed to improvestudents? progress as a whole.Keywords: project-based learning, authentic assessment, vocational high school","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133362263","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}
A reflection on teaching is a way to maintain and improve teachers competence which is officially required. One of the reflection sessions to conduct is the end-meeting reflection.The reflection helps teachers evaluate their teaching practice which has been done to confirmthe accomplishment of lesson objectives and to improve their future teaching quality.However, the absence of reflection activity occurs not due to the lack of awareness about theimportance of reflection, but mainly because of the administrative work load and the tightteaching schedule. Therefore, the researcher aims to propose a reflection model to conformteachers insufficient time in doing a reflection. The theories of reflection and the feedbackfrom practitioners underlie the proposed heuristic five-minute end-meeting reflection modelwhich can be done at the junior high school level. Keywords: reflection, heuristic, professional competence, pedagogic competence
{"title":"Heuristic Reflection for Teachers for Better Learning Teaching Interaction","authors":"R. Wijayanti","doi":"10.24071/ijels.v1i1.335","DOIUrl":"https://doi.org/10.24071/ijels.v1i1.335","url":null,"abstract":"A reflection on teaching is a way to maintain and improve teachers competence which is officially required. One of the reflection sessions to conduct is the end-meeting reflection.The reflection helps teachers evaluate their teaching practice which has been done to confirmthe accomplishment of lesson objectives and to improve their future teaching quality.However, the absence of reflection activity occurs not due to the lack of awareness about theimportance of reflection, but mainly because of the administrative work load and the tightteaching schedule. Therefore, the researcher aims to propose a reflection model to conformteachers insufficient time in doing a reflection. The theories of reflection and the feedbackfrom practitioners underlie the proposed heuristic five-minute end-meeting reflection modelwhich can be done at the junior high school level. Keywords: reflection, heuristic, professional competence, pedagogic competence","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"20 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124898014","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}
Grammar is a significant part of English proficiency. English proficiency also coverscommunicative linguistic aspects that require the speakers to comprehend and use thelinguistic aspects of language, as well as their functions and rules (Common EuropeanFramework of Reference for languages, 1971). Considering the importance of grammaraccuracy in English proficiency, teachers need to master the language forms, the functionsand the contexts of use before they can share their knowledge to their students. In order tomeasure teachers proficiency on grammatical structures, this research is conducted to designa diagnostic test. A needs analysis questionnaire was distributed to 24 English teachers toidentify the grammatical structures that they need to review and the urgency. The result of thequestionnaire was used to determine the number of test items for each structure. The resultsof the diagnostic test were used to design a review program to help teachers review andimprove their competence on grammatical structures based on their needs. Keywords: grammar, diagnostic test, proficiency
{"title":"A Diagnostic Test on Grammatical Structures for English Teachers","authors":"Agnes Siwi Purwaning Tyas","doi":"10.24071/ijels.v1i1.336","DOIUrl":"https://doi.org/10.24071/ijels.v1i1.336","url":null,"abstract":"Grammar is a significant part of English proficiency. English proficiency also coverscommunicative linguistic aspects that require the speakers to comprehend and use thelinguistic aspects of language, as well as their functions and rules (Common EuropeanFramework of Reference for languages, 1971). Considering the importance of grammaraccuracy in English proficiency, teachers need to master the language forms, the functionsand the contexts of use before they can share their knowledge to their students. In order tomeasure teachers proficiency on grammatical structures, this research is conducted to designa diagnostic test. A needs analysis questionnaire was distributed to 24 English teachers toidentify the grammatical structures that they need to review and the urgency. The result of thequestionnaire was used to determine the number of test items for each structure. The resultsof the diagnostic test were used to design a review program to help teachers review andimprove their competence on grammatical structures based on their needs. Keywords: grammar, diagnostic test, proficiency","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129597757","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}
To improve the quality of education outcomes, English teachers have to enhance their competence in assessing students learning. In fact, in Curriculum 2013, many Englishteachers find difficulties in assessing students learning. One of the reasons is lack ofknowledge about the model of assessment for Curriculum 2013. Therefore, in this article, analternative model of project-based assessment is proposed. The focus here is on the Englishwriting competence. This article actually concerns with a proposed model of assessment withpilot study data. The pilot study was conducted by adapting research and development (R D) procedure. The participants of the study were English teachers from Yogyakarta andgraduate students of English Language Studies, Sanata Dharma University. The techniqueused were questionnaire and Focus Group Discussion (FGD). The data were verbal andnumerical. The result of the pilot study shows that the model is good but needs someimprovement. It also reveals some principles in developing the effective project-basedassessment model: practical, holistic, systematic, systemic, relevant, authentic, andmeaningful. In addition, the project-based instrument should have: clear objectives, clearscoring criteria, clear instruction, clear items and feedback.Keywords: alternative model, project-based assessment, writing competence
{"title":"An Alternative Model of Project-Based Assessment of Writing Competence in Junior High School","authors":"Maria Wulandari","doi":"10.24071/ijels.v1i1.340","DOIUrl":"https://doi.org/10.24071/ijels.v1i1.340","url":null,"abstract":"To improve the quality of education outcomes, English teachers have to enhance their competence in assessing students learning. In fact, in Curriculum 2013, many Englishteachers find difficulties in assessing students learning. One of the reasons is lack ofknowledge about the model of assessment for Curriculum 2013. Therefore, in this article, analternative model of project-based assessment is proposed. The focus here is on the Englishwriting competence. This article actually concerns with a proposed model of assessment withpilot study data. The pilot study was conducted by adapting research and development (R D) procedure. The participants of the study were English teachers from Yogyakarta andgraduate students of English Language Studies, Sanata Dharma University. The techniqueused were questionnaire and Focus Group Discussion (FGD). The data were verbal andnumerical. The result of the pilot study shows that the model is good but needs someimprovement. It also reveals some principles in developing the effective project-basedassessment model: practical, holistic, systematic, systemic, relevant, authentic, andmeaningful. In addition, the project-based instrument should have: clear objectives, clearscoring criteria, clear instruction, clear items and feedback.Keywords: alternative model, project-based assessment, writing competence","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129228118","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}
Assessment in the learning process is very important. It is useful to know whether the teaching and learning process succeed or not. It can help to identify the studentsachievement. An assessment is usually done by teachers and it covers the three aspects;knowledge, skills, and attitude (social and spiritual). In accordance with curriculum 2013, thisstudy develops the model of assessment which is simpler and integrated. Moreover, teachersright now have many things to do related with administration affairs and other portfolios.They do not want to be burdened with some kinds of evaluation or assessment forms whichwill take too much of their time. This study, therefore, is aimed at designing a holistic modelof assessment, which is designed for the unit lesson. The model is a holistic assessmentmodel. In the model, Core Competence 1 (CC1) and Core Competence 2 (CC2) are notindicated explicitly because they are integrated in Core Competence 3 (CC3) and CoreCompetence 4 (CC4). The data were collected by having group discussion and sharing aquestionnaire to the students in English Language Studies. The result of this study is aholistic model of assessment to assess Junior High School students achievement in learningEnglish. This model of assessment is designed especially to assess students achievement inevery unit lesson. The model is presented in a table with likert scale scoring of 1 to 4. Someexplanation is also needed in certain points. The assessment is conducted by the students,they do self-assessment and peer assessment. The teacher does portfolio assessment of thestudents work. A Holistic Assessment for Junior High School is the appropriate formbecause in the model, a holistic approach has been implemented: the contents are not toocomplex but they already represent the whole competence.Keywords: assessment, knowledge, skill, attitude, holistic, Core Competence
{"title":"A Holistic Model of English Lesson-Unit Assessment for Junior High School Students","authors":"Desi Rochmawati","doi":"10.24071/ijels.v1i1.337","DOIUrl":"https://doi.org/10.24071/ijels.v1i1.337","url":null,"abstract":"Assessment in the learning process is very important. It is useful to know whether the teaching and learning process succeed or not. It can help to identify the studentsachievement. An assessment is usually done by teachers and it covers the three aspects;knowledge, skills, and attitude (social and spiritual). In accordance with curriculum 2013, thisstudy develops the model of assessment which is simpler and integrated. Moreover, teachersright now have many things to do related with administration affairs and other portfolios.They do not want to be burdened with some kinds of evaluation or assessment forms whichwill take too much of their time. This study, therefore, is aimed at designing a holistic modelof assessment, which is designed for the unit lesson. The model is a holistic assessmentmodel. In the model, Core Competence 1 (CC1) and Core Competence 2 (CC2) are notindicated explicitly because they are integrated in Core Competence 3 (CC3) and CoreCompetence 4 (CC4). The data were collected by having group discussion and sharing aquestionnaire to the students in English Language Studies. The result of this study is aholistic model of assessment to assess Junior High School students achievement in learningEnglish. This model of assessment is designed especially to assess students achievement inevery unit lesson. The model is presented in a table with likert scale scoring of 1 to 4. Someexplanation is also needed in certain points. The assessment is conducted by the students,they do self-assessment and peer assessment. The teacher does portfolio assessment of thestudents work. A Holistic Assessment for Junior High School is the appropriate formbecause in the model, a holistic approach has been implemented: the contents are not toocomplex but they already represent the whole competence.Keywords: assessment, knowledge, skill, attitude, holistic, Core Competence","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130053399","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}
Curriculum 2013 has just been implemented at schools in Indonesia, and its implementationhas brought pros and cons among academicians. One of the major constructive criticismsrelated to the implementation of curriculum 2013 deals with the application of the creation.Bloom claims that creating places the top level among the thinking skills (Pohl, 2000).Furthermore, Dyers (2011) states that the main goal of each learning process is to improvethe learners? creativity. This paper focuses on the evaluation of learner assessment; hence, itaims to propose an alternative model of learner assessment based on curriculum 2013 byfocusing on the concept of scientific approach especially on creation and also the concept ofpositivism. Moreover, the result of Forum Group Discussion (FGD) shows positive feedback.The findings obtained from FGD generally show more positive feedback than the negativeone. In brief, it can be concluded that the model has been better because it provides creation,clear description, and it may encourage building positive characters of the learners.Keywords: evaluation model, problem based, learner assessment, creation, scientific approach, positivism
{"title":"An Evaluation Model of Problem-Based Learner Assessment in Curriculum 2013","authors":"Y. Wijayanti","doi":"10.24071/ijels.v1i2.345","DOIUrl":"https://doi.org/10.24071/ijels.v1i2.345","url":null,"abstract":"Curriculum 2013 has just been implemented at schools in Indonesia, and its implementationhas brought pros and cons among academicians. One of the major constructive criticismsrelated to the implementation of curriculum 2013 deals with the application of the creation.Bloom claims that creating places the top level among the thinking skills (Pohl, 2000).Furthermore, Dyers (2011) states that the main goal of each learning process is to improvethe learners? creativity. This paper focuses on the evaluation of learner assessment; hence, itaims to propose an alternative model of learner assessment based on curriculum 2013 byfocusing on the concept of scientific approach especially on creation and also the concept ofpositivism. Moreover, the result of Forum Group Discussion (FGD) shows positive feedback.The findings obtained from FGD generally show more positive feedback than the negativeone. In brief, it can be concluded that the model has been better because it provides creation,clear description, and it may encourage building positive characters of the learners.Keywords: evaluation model, problem based, learner assessment, creation, scientific approach, positivism","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131141036","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}
Reflection is an integral part of evaluation. It explores human being?s experiences of whathave been done. The aim of this research is to discover the conceptual model andtheempirical model of self-reflection model for English teachers. It is hoped that the Englishteachers be more efficient in teaching.Reflection is alsoable to dig out the transcendentmeaning of human experience. As a teacher, reflection is used in order to look back at theexperience in teaching in order to have better teaching for self-actualization. The teachersbecome aware of their experiences and do self-reflection. This project focuses on researchand development. The research results are the conceptual model adapted from two existingmodels and the empirical model of teacher?s self reflection which provides criteria ofteaching competences. They are pedagogy, personality, social, and professional competencesto reflect and integrated in 2013 curriculum. 2013 curriculum is used since it is the newestformal basis for teaching and learning. The teachers reflect their lived experience of thosecompetences for self-improvement and make progress of their teaching.Keywords: reflection, efficiency, self-actualization, English teachers, teaching competences,2013 Curriculum, self-improvement
{"title":"Self-Reflection Model for English Teachers to Improve Teaching Competences","authors":"Paskalina Widiastuti Ratnaningsih","doi":"10.24071/ijels.v1i2.346","DOIUrl":"https://doi.org/10.24071/ijels.v1i2.346","url":null,"abstract":"Reflection is an integral part of evaluation. It explores human being?s experiences of whathave been done. The aim of this research is to discover the conceptual model andtheempirical model of self-reflection model for English teachers. It is hoped that the Englishteachers be more efficient in teaching.Reflection is alsoable to dig out the transcendentmeaning of human experience. As a teacher, reflection is used in order to look back at theexperience in teaching in order to have better teaching for self-actualization. The teachersbecome aware of their experiences and do self-reflection. This project focuses on researchand development. The research results are the conceptual model adapted from two existingmodels and the empirical model of teacher?s self reflection which provides criteria ofteaching competences. They are pedagogy, personality, social, and professional competencesto reflect and integrated in 2013 curriculum. 2013 curriculum is used since it is the newestformal basis for teaching and learning. The teachers reflect their lived experience of thosecompetences for self-improvement and make progress of their teaching.Keywords: reflection, efficiency, self-actualization, English teachers, teaching competences,2013 Curriculum, self-improvement","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131497991","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}
Understanding collocations is essential to interpret meanings. This study aims to analyze the similarities and differences between the collocations of the English words heart and mind. About 99 data were taken from Corpus of Contemporary American English. The collocations were categorized based on the grammatical patterns. Then, the lexical meaning of each collocation was analyzed based on the context. The collocation patterns of the words heart and mind are almost similar. Seven categories of the collocations of the word heart include heart + noun (23.24%), heart + verb (20.20%), preposition + heart (16.16%), heart of + noun (15.15%), verb + heart (12.12%), other phrases (8.08%) and adjective + heart (5.05%). Meanwhile, seven categories of the collocation of the word mind include other phrases (33.33%), preposition + mind (30.30%), verb + mind (11.11%), noun + of mind (10.10%), adjective + mind (8.08%), mind + verb (6.06%) and mind + noun (1.01%). Collocations in the form of phrases tend to have idiomatic meanings. However, there is no clear relationship between the collocation patterns and meanings of both words.
理解搭配对于解释意思至关重要。本研究旨在分析英语单词heart和mind搭配的异同。约99个数据取自《当代美国英语语料库》。根据语法模式对搭配进行了分类。然后，结合语境分析各搭配的词汇意义。heart和mind这两个词的搭配模式几乎是相似的。“心”一词的搭配有7类:“心”+名词(23.24%)、“心”+动词(20.20%)、介词+“心”(16.16%)、“心”+名词(15.15%)、动词+“心”(12.12%)、其他短语(8.08%)、形容词+“心”(5.05%)。与此同时，mind一词的搭配有其他短语(33.33%)、介词+ mind(30.30%)、动词+ mind(11.11%)、名词+ of mind(10.10%)、形容词+ mind(8.08%)、mind +动词(6.06%)和mind +名词(1.01%)等7类。短语形式的搭配往往具有习语意义。然而，这两个词的搭配模式和意义之间并没有明确的关系。
{"title":"The Collocations of the English Words Heart and Mind: Similarities and Differences","authors":"N. A. Herianto","doi":"10.24071/ijels.v2i2.553","DOIUrl":"https://doi.org/10.24071/ijels.v2i2.553","url":null,"abstract":"Understanding collocations is essential to interpret meanings. This study aims to analyze the similarities and differences between the collocations of the English words heart and mind. About 99 data were taken from Corpus of Contemporary American English. The collocations were categorized based on the grammatical patterns. Then, the lexical meaning of each collocation was analyzed based on the context. The collocation patterns of the words heart and mind are almost similar. Seven categories of the collocations of the word heart include heart + noun (23.24%), heart + verb (20.20%), preposition + heart (16.16%), heart of + noun (15.15%), verb + heart (12.12%), other phrases (8.08%) and adjective + heart (5.05%). Meanwhile, seven categories of the collocation of the word mind include other phrases (33.33%), preposition + mind (30.30%), verb + mind (11.11%), noun + of mind (10.10%), adjective + mind (8.08%), mind + verb (6.06%) and mind + noun (1.01%). Collocations in the form of phrases tend to have idiomatic meanings. However, there is no clear relationship between the collocation patterns and meanings of both words.","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132489238","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}
Gabriella Novianty Soedjarmo, Prabarini Dwi Pangestu, Ni Nyoman Wartinah
In our lives, there are many instances where we encounter jokes. The media; printed, online, or broadcasted, presents jokes in many ways. Some television programs have their own form of humour such as through talk shows or other kinds of performances. In printed media, we can read humour through comic. Online media also provides certain sites to deliver jokes. We are familiar with 9gag or other sites which post funny pictures or memes. This paper is going to analyse how the jokes in online media is presented using a pragmatic point of view. The researchers took the data from the website and chose the joke about school life and analysed the 30 school jokes using the reference and maxim theory. The result of this study shows that in order to create a school joke, the joke maker violates the reference and maxim.Keywords: school joke, reference, maxim
{"title":"Humor in School Jokes: A Pragmatic Study","authors":"Gabriella Novianty Soedjarmo, Prabarini Dwi Pangestu, Ni Nyoman Wartinah","doi":"10.24071/ijels.v2i2.552","DOIUrl":"https://doi.org/10.24071/ijels.v2i2.552","url":null,"abstract":"In our lives, there are many instances where we encounter jokes. The media; printed, online, or broadcasted, presents jokes in many ways. Some television programs have their own form of humour such as through talk shows or other kinds of performances. In printed media, we can read humour through comic. Online media also provides certain sites to deliver jokes. We are familiar with 9gag or other sites which post funny pictures or memes. This paper is going to analyse how the jokes in online media is presented using a pragmatic point of view. The researchers took the data from the website and chose the joke about school life and analysed the 30 school jokes using the reference and maxim theory. The result of this study shows that in order to create a school joke, the joke maker violates the reference and maxim.Keywords: school joke, reference, maxim","PeriodicalId":406723,"journal":{"name":"Indonesian Journal of English Language Studies (IJELS)","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127316445","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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