Pub Date : 2024-02-06DOI: 10.24256/ideas.v12i1.4135
Rafiq Al Indra, Eliwarti Eliwarti, M. Syarfi
The Objective of this research is to find out the significant correlation between the vocabulary mastery and the speaking ability of the first year students of SMAN 10 Pekanbaru. The sample of this research was class X IPS 2, which consisted of 33 students. The data were collected using two kinds of test; namely, a vocabulary test and a speaking test. The results of this research showed that the first year students of SMAN 10 Pekanbaru got fair and poor level with the average score of 60.03 in vocabulary and 65.81 in speaking test which are considered as in poor Level. The results of this research proved that there was a positive correlation between the vocabulary mastery and the speaking ability of SMAN 10 Pekanbaru. The Rxy distribution of the coefficient correlation was 0.830. It means that there was a very strong correlation between these two variables. Therefore, it can be concluded that the vocabulary mastery has a strong and significant correlation with the speaking ability.
{"title":"The Correlation Between Vocabulary Mastery and Speaking Ability of The First year Students of Senior High School","authors":"Rafiq Al Indra, Eliwarti Eliwarti, M. Syarfi","doi":"10.24256/ideas.v12i1.4135","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4135","url":null,"abstract":"The Objective of this research is to find out the significant correlation between the vocabulary mastery and the speaking ability of the first year students of SMAN 10 Pekanbaru. The sample of this research was class X IPS 2, which consisted of 33 students. The data were collected using two kinds of test; namely, a vocabulary test and a speaking test. The results of this research showed that the first year students of SMAN 10 Pekanbaru got fair and poor level with the average score of 60.03 in vocabulary and 65.81 in speaking test which are considered as in poor Level. The results of this research proved that there was a positive correlation between the vocabulary mastery and the speaking ability of SMAN 10 Pekanbaru. The Rxy distribution of the coefficient correlation was 0.830. It means that there was a very strong correlation between these two variables. Therefore, it can be concluded that the vocabulary mastery has a strong and significant correlation with the speaking ability.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"137 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140460994","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 aims of this study were to analyze the types of code mixing used by beauty influencers in TikTok and the reasons of why they used code mixing in their videos. The method that used in this research is descriptive qualitative to collect the data from the transcript of beauty influencers’ videos. Interviewing the beauty influencers is used to find out the reasons of why they use code mixing in their videos through Instagram’s DMs. The writer selected three beauty influencers in TikTok as the sample of this research. After analyzing 21 videos from beauty influencers, the result of this research found that 954 utterances of code mixing which appeared in the transcript from beauty influencers’ videos. From that, there were three types of code mixing based on Hoffman’s theory as follows; intra-sentential code mixing, intra-lexical code mixing and involving change of pronunciation. Meanwhile, there was only one reason of why the beauty influencers used code mixing in their videos, that was because of habit.
{"title":"An Analysis of Code Mixing Used by Beauty Influencers in Tiktok","authors":"Moethya Aslim, Eliwarti Eliwarti, Hadriana Hadriana","doi":"10.24256/ideas.v12i1.4336","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4336","url":null,"abstract":"The aims of this study were to analyze the types of code mixing used by beauty influencers in TikTok and the reasons of why they used code mixing in their videos. The method that used in this research is descriptive qualitative to collect the data from the transcript of beauty influencers’ videos. Interviewing the beauty influencers is used to find out the reasons of why they use code mixing in their videos through Instagram’s DMs. The writer selected three beauty influencers in TikTok as the sample of this research. After analyzing 21 videos from beauty influencers, the result of this research found that 954 utterances of code mixing which appeared in the transcript from beauty influencers’ videos. From that, there were three types of code mixing based on Hoffman’s theory as follows; intra-sentential code mixing, intra-lexical code mixing and involving change of pronunciation. Meanwhile, there was only one reason of why the beauty influencers used code mixing in their videos, that was because of habit.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"211 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140460816","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 : 2024-02-05DOI: 10.24256/ideas.v12i1.4267
Dewi Sartika Sitompul, Sondang Manik, R. Sembiring
The purpose of this study is to find a variety of language styles and the most dominant style of language in the film entitled Come the Morning by Billy Graham. This research used keraf theory, which has fourteen language styles: parable style, metaphor style, personification style, antithesis style, hyperbole style, climax style, sitir style, allusion style, erotic style, assonance style, chiasmus style, epizeukis style, epistropha style, and anaphora style. This study is a qualitative research with the descriptive design and in this study the writer found 122 data that has been classified into fourteen language styles.there are parable style 10%, metaphor style 1%, personification style 13%, antithesis style 3%, hyperbole style 4%, climax style 13%, sitir style 11%, allusion style 1%, erotic style 10%, assonance style 25%, chiasmus style, epizeukis style 3%, epistropha style 1%, and anaphora style 5%. Based on the research the most dominant types of movie come the morning by billy graham is Assonance (25%). In the movie Come the Morning, it is more inclined to use sentences or words that express a message or feeling experienced by the speaker in an imaginative or classic way.
{"title":"Language Style Analysis as Found in Come The Morning Movie A Sociolinguistics Study","authors":"Dewi Sartika Sitompul, Sondang Manik, R. Sembiring","doi":"10.24256/ideas.v12i1.4267","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4267","url":null,"abstract":"The purpose of this study is to find a variety of language styles and the most dominant style of language in the film entitled Come the Morning by Billy Graham. This research used keraf theory, which has fourteen language styles: parable style, metaphor style, personification style, antithesis style, hyperbole style, climax style, sitir style, allusion style, erotic style, assonance style, chiasmus style, epizeukis style, epistropha style, and anaphora style. This study is a qualitative research with the descriptive design and in this study the writer found 122 data that has been classified into fourteen language styles.there are parable style 10%, metaphor style 1%, personification style 13%, antithesis style 3%, hyperbole style 4%, climax style 13%, sitir style 11%, allusion style 1%, erotic style 10%, assonance style 25%, chiasmus style, epizeukis style 3%, epistropha style 1%, and anaphora style 5%. Based on the research the most dominant types of movie come the morning by billy graham is Assonance (25%). In the movie Come the Morning, it is more inclined to use sentences or words that express a message or feeling experienced by the speaker in an imaginative or classic way. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"79 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140461717","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 : 2024-02-05DOI: 10.24256/ideas.v12i1.4390
Rismauli Tinambunan, A. Pasaribu, K. Sipayung
The research aim is to describe the problem of speaking ability in junior high school needs to be done to observe the development of students'' learning difficulties in current speaking skills.The type of research is a class action research descriptive quantitative. The population of this research is class VIII teacher at Junior High School state three Binjai. Based on the results of the pre-test, the pre-test mean score was 66,26 and the mean score in the post-test was 86,93. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. The affect storytelling used single story telling is from score minimum pre-test 30 to score post test is 82 and score maximal pre-test 65 and post-test is 82 it is mean the research is succeed and have affect to speaking skill. The improving from the research is when using the single story telling model, the results obtained increased by approx. 49%. Based on the data analysis, the researcher found that storytelling technique can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 66,26 to 86,93.It means that there is significant difference of achievement between the students who were taught by using storytelling technique and the students who were taught without storytelling technique. The data also showed that students felt that storytelling technique could help them in speaking. Most of them also responded that they attempt to use storytelling technique in their daily speaking.
{"title":"Teaching Model Development of English Speaking Skill Using Story Telling in Junior High School","authors":"Rismauli Tinambunan, A. Pasaribu, K. Sipayung","doi":"10.24256/ideas.v12i1.4390","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4390","url":null,"abstract":"The research aim is to describe the problem of speaking ability in junior high school needs to be done to observe the development of students'' learning difficulties in current speaking skills.The type of research is a class action research descriptive quantitative. The population of this research is class VIII teacher at Junior High School state three Binjai. Based on the results of the pre-test, the pre-test mean score was 66,26 and the mean score in the post-test was 86,93. It can be seen that the students'' skill in speaking by using storytelling technique increased. From these calculations, it can be inferred that there was a difference of students'' scores before and after receiving the treatment. The affect storytelling used single story telling is from score minimum pre-test 30 to score post test is 82 and score maximal pre-test 65 and post-test is 82 it is mean the research is succeed and have affect to speaking skill. The improving from the research is when using the single story telling model, the results obtained increased by approx. 49%. Based on the data analysis, the researcher found that storytelling technique can improve students’ skill in speaking. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 66,26 to 86,93.It means that there is significant difference of achievement between the students who were taught by using storytelling technique and the students who were taught without storytelling technique. The data also showed that students felt that storytelling technique could help them in speaking. Most of them also responded that they attempt to use storytelling technique in their daily speaking. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"111 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140461821","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 : 2024-02-03DOI: 10.24256/ideas.v12i1.2340
Muhammad Rizky, I. Purwanti, Rumiri Aruan
Social media users need language as a tool to communicate, both in verbal and written form. Over time, the language used in social media also shows some significant growth. Talking about language in social media, there is an interesting phenomenon recently on social media that can be reached within the internet, namely the code-mixing of Indonesian and English (which in Indonesian are also popularly known as Jaksel language, Keminggris, Kemlondo, Indoglish, Englonesian, or Bahasa Gado-gado). This study is aimed to find out the attitudes of 500 Indonesian Twitter users towards English-Indonesian code-mixing with a questionnaire. This study uses a descriptive-quantitative approach. For the result of each aspect, it shows a quite positive indication: Cognitive aspect 2.92, Affective aspect 2.75, and Conative 2.79. If the three aspects being summed up, also indicated a quite positive attitude towards the code-mixing with point or score 2.82. The attitudes come from many reasons and factors, such as the need for understandability in communication, language prestige, prepossessing or attracting attention, confidence, and language aptitude.
{"title":"Indonesian Twitter Users’ Language Attitude Towards English-Indonesian Code-mixing","authors":"Muhammad Rizky, I. Purwanti, Rumiri Aruan","doi":"10.24256/ideas.v12i1.2340","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.2340","url":null,"abstract":"Social media users need language as a tool to communicate, both in verbal and written form. Over time, the language used in social media also shows some significant growth. Talking about language in social media, there is an interesting phenomenon recently on social media that can be reached within the internet, namely the code-mixing of Indonesian and English (which in Indonesian are also popularly known as Jaksel language, Keminggris, Kemlondo, Indoglish, Englonesian, or Bahasa Gado-gado). This study is aimed to find out the attitudes of 500 Indonesian Twitter users towards English-Indonesian code-mixing with a questionnaire. This study uses a descriptive-quantitative approach. For the result of each aspect, it shows a quite positive indication: Cognitive aspect 2.92, Affective aspect 2.75, and Conative 2.79. If the three aspects being summed up, also indicated a quite positive attitude towards the code-mixing with point or score 2.82. The attitudes come from many reasons and factors, such as the need for understandability in communication, language prestige, prepossessing or attracting attention, confidence, and language aptitude.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"45 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140462097","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 : 2024-02-03DOI: 10.24256/ideas.v12i1.4246
Ibnu Bisri Aflah, Agustinus Hary Setyawan
Every utterance produced by a speaker has its own type and function. However, this research focuses on illocutionary speech acts. This research aims to describe the types and functions of illocutionary speech acts in the conversation between Elon Musk and the moderator at TED Talk 2022 and describe the function of these speech acts. This data is in the form of sentences and clauses in conversations between Elon Musk and Chris Anderson which contain illocutionary acts. The data source was collected through observation methods using transcribing and note-taking techniques by watching and listening to video to know the context. The data is analyzed qualitatively using the theory proposed by Searle to study various types of illocutionary acts, followed by the theory proposed by Leech regarding the functions of illocutionary acts. The data analysis method used in this study is constant comparative or often called the equivalent method. The problems in this research are (1) What speech acts are contained in the conversation between Elon Musk and the moderator and (2) What is the function of each utterance. The results show that there are 4 types of speech acts in the conversation between Elon Musk and the moderator, namely (1) Assertive, (2) Directive, (3) Commissive, and (4) Expressive. Based on the function of illocutionary speech, two functions are obtained, namely (1) Collaborative function and (2) Convival function. The researcher suggests that further research needs to be carried out to understand illocutionary acts in conversation to be able to provide information and it is also necessary to pay attention to the context and situation to understand the meaning.
{"title":"Illocutionary Acts of Elon Musk at Ted Talk 2022","authors":"Ibnu Bisri Aflah, Agustinus Hary Setyawan","doi":"10.24256/ideas.v12i1.4246","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4246","url":null,"abstract":"Every utterance produced by a speaker has its own type and function. However, this research focuses on illocutionary speech acts. This research aims to describe the types and functions of illocutionary speech acts in the conversation between Elon Musk and the moderator at TED Talk 2022 and describe the function of these speech acts. This data is in the form of sentences and clauses in conversations between Elon Musk and Chris Anderson which contain illocutionary acts. The data source was collected through observation methods using transcribing and note-taking techniques by watching and listening to video to know the context. The data is analyzed qualitatively using the theory proposed by Searle to study various types of illocutionary acts, followed by the theory proposed by Leech regarding the functions of illocutionary acts. The data analysis method used in this study is constant comparative or often called the equivalent method. The problems in this research are (1) What speech acts are contained in the conversation between Elon Musk and the moderator and (2) What is the function of each utterance. The results show that there are 4 types of speech acts in the conversation between Elon Musk and the moderator, namely (1) Assertive, (2) Directive, (3) Commissive, and (4) Expressive. Based on the function of illocutionary speech, two functions are obtained, namely (1) Collaborative function and (2) Convival function. The researcher suggests that further research needs to be carried out to understand illocutionary acts in conversation to be able to provide information and it is also necessary to pay attention to the context and situation to understand the meaning.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"51 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140462089","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 : 2024-02-03DOI: 10.24256/ideas.v12i1.4671
Tuhfatul Mubarokah Assalamah
The post-method era is currently experiencing a surge in popularity within the realm of English language teaching, particularly in the context of English as a Foreign Language (EFL), such as in Indonesia. Given the crucial role of Speaking as a central element in communication, it requires meticulous attention and instruction in an EFL setting. Teachers play a pivotal role in preparing effective strategies to assist learners in achieving fluency and accuracy in spoken English. Consequently, this paper aims to expound on the recommended micro strategies derived from Kumaravadivelu's post-method framework. It delineates the macro strategies of post-method in English Language Teaching (ELT) as the foundational elements for creating micro strategies tailored to the teaching of Speaking in the Indonesian context. The article outlines ten macro strategies, which include increasing learning opportunities, facilitating negotiated interaction, minimizing perceptual mismatches, activating intuitive heuristics, fostering language awareness, contextualizing linguistic input, integrating language skills, promoting learner autonomy, ensuring social relevance, and raising cultural consciousness. Drawing on this strategic framework, the article gives illustrated instances of classroom activities and instructional tactics, dubbed micro strategies, that have been utilized to improve Indonesian learners' EFL Speaking competency.
{"title":"Exemplar of Micro Strategies in Teaching Speaking in Indonesian Context","authors":"Tuhfatul Mubarokah Assalamah","doi":"10.24256/ideas.v12i1.4671","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4671","url":null,"abstract":"The post-method era is currently experiencing a surge in popularity within the realm of English language teaching, particularly in the context of English as a Foreign Language (EFL), such as in Indonesia. Given the crucial role of Speaking as a central element in communication, it requires meticulous attention and instruction in an EFL setting. Teachers play a pivotal role in preparing effective strategies to assist learners in achieving fluency and accuracy in spoken English. Consequently, this paper aims to expound on the recommended micro strategies derived from Kumaravadivelu's post-method framework. It delineates the macro strategies of post-method in English Language Teaching (ELT) as the foundational elements for creating micro strategies tailored to the teaching of Speaking in the Indonesian context. The article outlines ten macro strategies, which include increasing learning opportunities, facilitating negotiated interaction, minimizing perceptual mismatches, activating intuitive heuristics, fostering language awareness, contextualizing linguistic input, integrating language skills, promoting learner autonomy, ensuring social relevance, and raising cultural consciousness. Drawing on this strategic framework, the article gives illustrated instances of classroom activities and instructional tactics, dubbed micro strategies, that have been utilized to improve Indonesian learners' EFL Speaking competency.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140461940","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 : 2024-02-03DOI: 10.24256/ideas.v12i1.4014
Adella Ramadhanti, Eva Nurchurifiani, Amelia Octafiyana, Anisa Safitri, Lusi Purnama Sari, Tommy Hastomo
The purpose of this research is to determine the influence of learning using the STAD method on students' writing ability. The researchers used quantitative and experimental research methodology. The researchers used two classes as samples, which consisted of an experimental and a control class. Students in the experimental class were provided with instruction with the STAD method, and students in the control class comprised instructed using conventional methods. In collecting data, the researchers used written tests.
本研究旨在确定使用 STAD 方法学习对学生写作能力的影响。研究人员采用了定量和实验研究方法。研究人员以两个班级为样本，其中包括一个实验班和一个对照班。实验班的学生接受 STAD 方法的指导，对照班的学生则接受传统方法的指导。在收集数据时，研究人员使用了书面测试。
{"title":"The Influence of STAD Method Towards Students Writing Ability in Recount Text","authors":"Adella Ramadhanti, Eva Nurchurifiani, Amelia Octafiyana, Anisa Safitri, Lusi Purnama Sari, Tommy Hastomo","doi":"10.24256/ideas.v12i1.4014","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4014","url":null,"abstract":"The purpose of this research is to determine the influence of learning using the STAD method on students' writing ability. The researchers used quantitative and experimental research methodology. The researchers used two classes as samples, which consisted of an experimental and a control class. Students in the experimental class were provided with instruction with the STAD method, and students in the control class comprised instructed using conventional methods. In collecting data, the researchers used written tests.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"44 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140462178","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}
Writing has been taught for many years as one of the skills that need to be acquired to learn English. However, the long process of writing, which consists of pre-writing, writing, and revising stages, makes it more difficult for the students to do it. Therefore, this study aims to investigate students' strategies in the process of writing. The study used a qualitative design that employed a questionnaire as the main instrument for collecting the data. The questionnaire was distributed to 45 first-year college students. The result from the questionnaire shows that the students used some strategies in each stage of the writing process: pre-writing (70.63%), writing (72.95%), and revising (60.16%). In pre-writing, the students primarily applied resourcing and elaborating strategies. During the writing stage, the most commonly employed strategy was rereading. Finally, in the last phase, they solely employed proofreading as their strategy. By understanding the students' strategies in writing, the teacher can help them develop better writing skills as well as facilitate them in becoming more effective writers.
{"title":"EFL Students’ Strategies in the Process of Writing","authors":"Setya Resmini, Gartika Pandu Bhuana, Siska Rizkiani, Angga Maulana","doi":"10.24256/ideas.v12i1.4729","DOIUrl":"https://doi.org/10.24256/ideas.v12i1.4729","url":null,"abstract":"Writing has been taught for many years as one of the skills that need to be acquired to learn English. However, the long process of writing, which consists of pre-writing, writing, and revising stages, makes it more difficult for the students to do it. Therefore, this study aims to investigate students' strategies in the process of writing. The study used a qualitative design that employed a questionnaire as the main instrument for collecting the data. The questionnaire was distributed to 45 first-year college students. The result from the questionnaire shows that the students used some strategies in each stage of the writing process: pre-writing (70.63%), writing (72.95%), and revising (60.16%). In pre-writing, the students primarily applied resourcing and elaborating strategies. During the writing stage, the most commonly employed strategy was rereading. Finally, in the last phase, they solely employed proofreading as their strategy. By understanding the students' strategies in writing, the teacher can help them develop better writing skills as well as facilitate them in becoming more effective writers.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"97 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140462605","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 : 2023-07-26DOI: 10.24256/ideas.v11i1.3808
Glorya Samosir, Gaguk Rudianto
The dark fantasy children's book Coraline by Neil Gaiman described Coraline's adventured as she tried to uncover strange and frightening secrets in her new home. The goal of this study was to describe the archetypal images that emerged in the Coraline novel based on Carl Jung's theory of the archetypal image. The issue identified in this study is that many readers are still not aware of what an archetypal description in a novel implies. This research was a qualitative descriptive research proposed by Creswell (2018). In collecting data, researchers used observation (reading) and note-taking techniques. Then, for data analysis methods, the researchers used content analysis and interpretation techniques. The result of this research was the discovery of 15 data of archetypal images in the novel Coraline. The 15 data consisted of four data of terrible mother, two data of demon lover, two data of black color, two data of tree, one data of red color, one data of rising sun, one data of desert, one data of serpent, and one data of circle. Considering the findings of the study, it could be concluded that the novel Coraline used a number of image archetypes to convey hidden meanings through the use of symbols.
{"title":"The Archetypal Images in “Coraline” Novel By Neil Gaiman (2002)","authors":"Glorya Samosir, Gaguk Rudianto","doi":"10.24256/ideas.v11i1.3808","DOIUrl":"https://doi.org/10.24256/ideas.v11i1.3808","url":null,"abstract":"The dark fantasy children's book Coraline by Neil Gaiman described Coraline's adventured as she tried to uncover strange and frightening secrets in her new home. The goal of this study was to describe the archetypal images that emerged in the Coraline novel based on Carl Jung's theory of the archetypal image. The issue identified in this study is that many readers are still not aware of what an archetypal description in a novel implies. This research was a qualitative descriptive research proposed by Creswell (2018). In collecting data, researchers used observation (reading) and note-taking techniques. Then, for data analysis methods, the researchers used content analysis and interpretation techniques. The result of this research was the discovery of 15 data of archetypal images in the novel Coraline. The 15 data consisted of four data of terrible mother, two data of demon lover, two data of black color, two data of tree, one data of red color, one data of rising sun, one data of desert, one data of serpent, and one data of circle. Considering the findings of the study, it could be concluded that the novel Coraline used a number of image archetypes to convey hidden meanings through the use of symbols.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139354645","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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