The article aims to analyze which allomorphs occur more accurately in English and what factors determine them. The problems that the researchers examine enable English learners and readers to pronounce English words, in this case, English morphemes. The theory employed by the researchers is morphophonemics, dealing with how morphemes alter their appearance or pronunciation in response to the sounds that surround them in a given piece of content. The approach or method that the researchers use in this article is descriptive qualitative method based on the data. The findings that the researchers come across are as follows: (a) the definitive article, (b) the definitive article, (c) Derivation, (d) Irregular verbs, (e) Past tense marker (-ed), (f) Present tense morpheme, (g) Plural noun markers, (h) Possessive markers. It can be seen that the shape or pronunciation of an English word depends on the linguistic environment in which it occurs, and it is obvious that morphophonemic change involves not only replacing but also changing the phonological shape of a morpheme. Based on the data, the researchers find that there are two basic types of allomorph, such as morphophonemic changes and suppletion. The researchers also attend to the theory of Pike, stating that sounds tend to be influenced by their environments.
{"title":"THE ALLOMORPHY IN ENGLISH WORDS: MORPHOLOGY AND PHONOLOGY INTERRELATED APPROACH","authors":"Karana Jaya Tarigan, M. Sembiring","doi":"10.30743/ll.v7i1.7075","DOIUrl":"https://doi.org/10.30743/ll.v7i1.7075","url":null,"abstract":"The article aims to analyze which allomorphs occur more accurately in English and what factors determine them. The problems that the researchers examine enable English learners and readers to pronounce English words, in this case, English morphemes. The theory employed by the researchers is morphophonemics, dealing with how morphemes alter their appearance or pronunciation in response to the sounds that surround them in a given piece of content. The approach or method that the researchers use in this article is descriptive qualitative method based on the data. The findings that the researchers come across are as follows: (a) the definitive article, (b) the definitive article, (c) Derivation, (d) Irregular verbs, (e) Past tense marker (-ed), (f) Present tense morpheme, (g) Plural noun markers, (h) Possessive markers. It can be seen that the shape or pronunciation of an English word depends on the linguistic environment in which it occurs, and it is obvious that morphophonemic change involves not only replacing but also changing the phonological shape of a morpheme. Based on the data, the researchers find that there are two basic types of allomorph, such as morphophonemic changes and suppletion. The researchers also attend to the theory of Pike, stating that sounds tend to be influenced by their environments.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45591723","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.91-97
Fitriany S.S,M.Hum, Nur Fauziah S.S, M.Hum
This article aims to reveal the outcome of the new normal habit of wearing face mask and its contribution in boosting or improving students’ self confidence in speaking English. The habit which was once forced as the token of keeping someone healthy and to break the spreading of corona virus -19 disease during the pandemic turns out to be a bless in disguise. The subdue of the pandemic is the good news to educators as well as students. Teaching and learning activities conducted from home has raised other issues regarding the behavior and mental health of students. The restriction in socializing bored the students. The opening of schools and allowing students and teachers have interaction during the teaching and learning activities is followed by health protocols, one of them is wearing face mask. Face mask is obligatory. The reluctance and the awkwardness in wearing the face mask in the beginning has become the reluctance and awkwardness in taking the mask off. Students in English speaking classroom admit the fact that they feel more comfortable and more confidence expressing themselves during presentation or speech delivering with their masks off when the wearing of face mask is no longer obligatory.The approach of this writing is descriptive qualitative. Observations, field notes and interview were conducted to eighty-one high school students who use English as their second language at school. The finding is surprising. Twenty-five percent of the students claim that their self-confidence improve when they wear mask during class presentation.
{"title":"FACE MASK CONTRIBUTION IN IMPROVING STUDENTS' CONFIDENCE IN ENGLISH SPEAKING CLASS","authors":"Fitriany S.S,M.Hum, Nur Fauziah S.S, M.Hum","doi":"10.35529/jllte.v4i3.91-97","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.91-97","url":null,"abstract":"This article aims to reveal the outcome of the new normal habit of wearing face mask and its contribution in boosting or improving students’ self confidence in speaking English. The habit which was once forced as the token of keeping someone healthy and to break the spreading of corona virus -19 disease during the pandemic turns out to be a bless in disguise. The subdue of the pandemic is the good news to educators as well as students. Teaching and learning activities conducted from home has raised other issues regarding the behavior and mental health of students. The restriction in socializing bored the students. The opening of schools and allowing students and teachers have interaction during the teaching and learning activities is followed by health protocols, one of them is wearing face mask. Face mask is obligatory. The reluctance and the awkwardness in wearing the face mask in the beginning has become the reluctance and awkwardness in taking the mask off. Students in English speaking classroom admit the fact that they feel more comfortable and more confidence expressing themselves during presentation or speech delivering with their masks off when the wearing of face mask is no longer obligatory.The approach of this writing is descriptive qualitative. Observations, field notes and interview were conducted to eighty-one high school students who use English as their second language at school. The finding is surprising. Twenty-five percent of the students claim that their self-confidence improve when they wear mask during class presentation.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74805528","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.59-72
Yuliandre Wijaya
This study aims to find out the types of language styles and the factors in language style usage used in the film The battle at Changjin Lake directed by Cheng kai ge, Tsui Hark and Dante lam. Language style is a way of expressing thoughts through language in a unique way by choosing appropriate words and combining them in certain sentence structures, in order to create new and fresh ways of conveying. The design of this study is descriptive qualitative with documentation data collection techniques. The results of the data analysis show that there are 6 types of language styles, namely 3 styles of Jièdài (Metonymic), 7 styles of Fǎnwèn (Erotesis), 2 styles of Duì'ǒu (Antithesis), 1 style of Páibǐ (Parallelism), 4 styles of Fǎnfù ( Repetition), 3 styles of Shè wèn (Rhetorical) . The style of language most often used is Fǎnwèn (Erotesis). The results of the data analysis also show that the factors causing the usage of these language styles in the film are a person's identity, work, external environment, mood, time and location. The factor that causes the most language style usage is the external environment, so that the audience can feel that environment. Keywords: Film, Language Style, The Battle of Chang Lake
本研究旨在找出由郑凯歌、徐克和林超贤执导的电影《长津湖之战》中语言风格的类型和语言风格使用的因素。语言风格是一种通过语言以独特的方式表达思想的方式，通过选择合适的词语，并将它们组合在一定的句子结构中，以创造新的、新鲜的传达方式。本研究的设计采用文献资料收集技术，采用描述性定性方法。数据分析结果表明，语言风格有6种类型，即Jièdài转喻3种风格，Fǎnwèn情色7种风格，Duì'ǒu对偶2种风格，Páibǐ平行1种风格，Fǎnfù重复4种风格，Shè w 3种风格。最常用的语言风格是Fǎnwèn(情色)。数据分析的结果也表明，导致这些语言风格在电影中的使用的因素是一个人的身份，工作，外部环境，情绪，时间和地点。引起语言风格使用最多的因素是外部环境，使听众能够感受到那个环境。关键词:电影，语言风格，《长湖之战
{"title":"《长津湖》电影中的修辞手法分析GAYA BAHASA DALAM FILM “THE BATTLE AT CHANGJIN LAKE” YANG DISUTRADARAI CHENG CHENG KAI GE, TSUI HARK DAN DANTE LAM","authors":"Yuliandre Wijaya","doi":"10.35529/jllte.v4i3.59-72","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.59-72","url":null,"abstract":"This study aims to find out the types of language styles and the factors in language style usage used in the film The battle at Changjin Lake directed by Cheng kai ge, Tsui Hark and Dante lam. Language style is a way of expressing thoughts through language in a unique way by choosing appropriate words and combining them in certain sentence structures, in order to create new and fresh ways of conveying. The design of this study is descriptive qualitative with documentation data collection techniques. The results of the data analysis show that there are 6 types of language styles, namely 3 styles of Jièdài (Metonymic), 7 styles of Fǎnwèn (Erotesis), 2 styles of Duì'ǒu (Antithesis), 1 style of Páibǐ (Parallelism), 4 styles of Fǎnfù ( Repetition), 3 styles of Shè wèn (Rhetorical) . The style of language most often used is Fǎnwèn (Erotesis). The results of the data analysis also show that the factors causing the usage of these language styles in the film are a person's identity, work, external environment, mood, time and location. The factor that causes the most language style usage is the external environment, so that the audience can feel that environment. Keywords: Film, Language Style, The Battle of Chang Lake","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74466993","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.84-90
Tiurmaya Agustina
This research analyses the type of figurative language (sarcasm or mock; impoliteness is used to perform face threatening acts with the use of politeness strategies that are obviously insincere and thus remain surface relizations and satire; the desire to use precisely clear language to still an audience to protest which is intends to be describe painful or absurd situations or foolish or wicked persons or groups as vividly as possible ) used in the songs dominantly and the reasons of using figurative language (sarcasm and satire), which the songs composed of figurative language applied in literary works. As in the structure of language, figurative language is a component of semantics as a way to express something that is not the actual meaning of the word. Commonly, figurative language is categorized by the terms; simile, metaphore, personification, hyperbole, innuendo, paradox, irony and so on. This research conducted with qualitative descriptive research design as a systematic action that covers gathering of data for the purpose of finding answer and or explanation about social issues to describe the problem of the study. This research found the dominant figurative language (sarcasm and satire) on the song and the reasons of using it. Sarcasm and Satire are types of figurative language. Keywords : Figurative Language, Sarcasm, Satire, Literary, Song
{"title":"THE FIGURATIVE LANGUAGE SARCASM AND SATIRE ON THE SONG “WE CAN’T STOP” AND “WTF DO I KNOW” BY MILEY CYRUS AND “RECKLESS” BY MADISON BEER","authors":"Tiurmaya Agustina","doi":"10.35529/jllte.v4i3.84-90","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.84-90","url":null,"abstract":"This research analyses the type of figurative language (sarcasm or mock; impoliteness is used to perform face threatening acts with the use of politeness strategies that are obviously insincere and thus remain surface relizations and satire; the desire to use precisely clear language to still an audience to protest which is intends to be describe painful or absurd situations or foolish or wicked persons or groups as vividly as possible ) used in the songs dominantly and the reasons of using figurative language (sarcasm and satire), which the songs composed of figurative language applied in literary works. As in the structure of language, figurative language is a component of semantics as a way to express something that is not the actual meaning of the word. Commonly, figurative language is categorized by the terms; simile, metaphore, personification, hyperbole, innuendo, paradox, irony and so on. This research conducted with qualitative descriptive research design as a systematic action that covers gathering of data for the purpose of finding answer and or explanation about social issues to describe the problem of the study. This research found the dominant figurative language (sarcasm and satire) on the song and the reasons of using it. Sarcasm and Satire are types of figurative language. Keywords : Figurative Language, Sarcasm, Satire, Literary, Song","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78845343","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.16-26
Rika Wahyuni Tambunan
Deaf students are included in students with special needs because it is a type of physical disability. In teaching, teachers are faced with various challenges. For this reason, special methods are needed in teaching so that learning becomes effective. The support and participation of the school are also needed. English lessons in public schools find many difficulties, especially in schools with special needs. This study aims to describe the teacher's strategy in teaching English to deaf students at SLB C Muzdalifah. This research used a qualitative method. Data collection techniques used are observation, interviews, and documentation (pictures). To analyze the data obtained, the authors use data collection techniques, data reduction, data display, and drawing conclusions. The results of this study indicate that the teacher applies a learning strategy that contains repeating material and periodically checking students' understanding. However, in practice, it is still less effective. The sitting position of students in the classroom is also arranged before the lesson begins. Total Physical Response and Grammar Translation Methods are used as a strategy for developing English vocabulary for deaf students combined with sign language. However, even though the teaching is still not effective, in general, it can be concluded that the objectives of teaching English using this strategy can be achieved. Teaching English to deaf students at SLB C Muzdalifah is focused on reading and speaking skills Keywords: deaf students, English vocabulary, special school
{"title":"DEAF STUDENTS’ ABILITIES IN ENGLISH VOCABULARY AT SPECIAL SCHOOL","authors":"Rika Wahyuni Tambunan","doi":"10.35529/jllte.v4i3.16-26","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.16-26","url":null,"abstract":"Deaf students are included in students with special needs because it is a type of physical disability. In teaching, teachers are faced with various challenges. For this reason, special methods are needed in teaching so that learning becomes effective. The support and participation of the school are also needed. English lessons in public schools find many difficulties, especially in schools with special needs. This study aims to describe the teacher's strategy in teaching English to deaf students at SLB C Muzdalifah. This research used a qualitative method. Data collection techniques used are observation, interviews, and documentation (pictures). To analyze the data obtained, the authors use data collection techniques, data reduction, data display, and drawing conclusions. The results of this study indicate that the teacher applies a learning strategy that contains repeating material and periodically checking students' understanding. However, in practice, it is still less effective. The sitting position of students in the classroom is also arranged before the lesson begins. Total Physical Response and Grammar Translation Methods are used as a strategy for developing English vocabulary for deaf students combined with sign language. However, even though the teaching is still not effective, in general, it can be concluded that the objectives of teaching English using this strategy can be achieved. Teaching English to deaf students at SLB C Muzdalifah is focused on reading and speaking skills Keywords: deaf students, English vocabulary, special school","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77182584","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.73-83
M. Istiqomah
Vocabulary is very important to understand and learn to support English learning activities. Without understanding vocabulary, it will be difficult to learn a language. Therefore, the introduction and teaching of English vocabulary is done early to children. The effort made by teachers to introduce and teach English vocabulary is through the media of a song. As a media tool, songs can be an alternative teaching solution that can be used by teachers to create effective and fun learning situations in the classroom. Songs can help students to more easily develop their English skills because there are various kinds of words and phrases to develop their vocabulary and pronounciation. The media song that can be used in teaching vocabulary for children is the song "Twinkle Twinkle Little Star". Learning in this English song media can be applied to children aged 5-12 years. In terms of teaching, many approaches can be applied according to the needs of students. humanism theory or approach plays an important role in educating children. This theory looks at how human relationships and is very important for the education of young learners and builds relationships between teachers and students and is centered on teaching. Whatever methodology the teacher uses to meet the needs of the learners, the humanistic approach will easily make young learners to remember, think, understand, and learn. Whatever methodology the teacher uses to meet the learners' needs, the humanistic approach will easily make young learners remember, think, understand, and learn. Thus, teachers have strategies that can be applied for young learners especially for children to be more efficient in learning English vocabulary.
词汇对于理解和学习支持英语学习活动是非常重要的。不理解词汇，学习一门语言就会很困难。因此，英语词汇的介绍和教学要及早进行。教师通过歌曲这一媒介来介绍和教授英语词汇。作为一种媒体工具，歌曲可以成为另一种教学解决方案，教师可以利用它在课堂上创造有效和有趣的学习环境。歌曲可以帮助学生更容易地发展他们的英语技能，因为有各种各样的单词和短语来发展他们的词汇和发音。可以用于儿童词汇教学的媒体歌曲是《Twinkle Twinkle Little Star》。在这个英文歌曲媒体中学习适合5-12岁的儿童。在教学方面，可以根据学生的需要采用多种方法。人本主义理论或方法在儿童教育中发挥着重要作用。这一理论着眼于人际关系，对年轻学习者的教育非常重要，它建立了师生之间的关系，并以教学为中心。无论教师使用何种方法来满足学习者的需求，人文主义方法都很容易使年轻学习者记住、思考、理解和学习。无论教师使用何种方法来满足学习者的需求，人文主义方法都很容易使年轻学习者记忆、思考、理解和学习。因此，教师有策略，可以适用于年轻的学习者，特别是儿童更有效地学习英语词汇。
{"title":"TEACHING VOCABULARY IN EFL CLASSROOM : BY USING A SONG \"TWINKLE TWINKLE LITTLE STAR\" FOR YOUNG LEARNERS","authors":"M. Istiqomah","doi":"10.35529/jllte.v4i3.73-83","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.73-83","url":null,"abstract":"Vocabulary is very important to understand and learn to support English learning activities. Without understanding vocabulary, it will be difficult to learn a language. Therefore, the introduction and teaching of English vocabulary is done early to children. The effort made by teachers to introduce and teach English vocabulary is through the media of a song. As a media tool, songs can be an alternative teaching solution that can be used by teachers to create effective and fun learning situations in the classroom. Songs can help students to more easily develop their English skills because there are various kinds of words and phrases to develop their vocabulary and pronounciation. The media song that can be used in teaching vocabulary for children is the song \"Twinkle Twinkle Little Star\". Learning in this English song media can be applied to children aged 5-12 years. In terms of teaching, many approaches can be applied according to the needs of students. humanism theory or approach plays an important role in educating children. This theory looks at how human relationships and is very important for the education of young learners and builds relationships between teachers and students and is centered on teaching. Whatever methodology the teacher uses to meet the needs of the learners, the humanistic approach will easily make young learners to remember, think, understand, and learn. Whatever methodology the teacher uses to meet the learners' needs, the humanistic approach will easily make young learners remember, think, understand, and learn. Thus, teachers have strategies that can be applied for young learners especially for children to be more efficient in learning English vocabulary.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75726265","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.40-58
Dewi Kartika Tjong
This study aims to explain the types and factors that cause errors in the use of the adjectives "yange" and "yanli" in class XI students of SMA Sutomo 2 Medan. Researchers used a qualitative descriptive research design with 30 students as research subjects. The data collection technique used was an elicitation technique to answer the first problem formulation regarding the types of errors and interview techniques to answer the second problem formulation, namely regarding the factors that cause errors. The results showed that there were 3 types of errors in the use of the adjectives "yange" and "yanli" in class XI students of SMA Sutomo 2 Medan, namely the addition of 2 sentences (4.88%); selection errors of 32 sentences (78.05%), and sequencing errors of 7 sentences (17.07%). The total errors in the use of the adjectives “yange” and “yanli” are 41 sentences. The types of errors that appear most often are election errors with a total of 32 sentences (78.05%); while the factors causing the error consisted of interlingual factors with a total of 11 students (45.83%) and intralingual factors with a total of 13 students (54.17%), which consisted of: overgeneralization of 2 students (8.34%) and the wrong concept hypothesis 11 students (45.83%). Key Word: Error; Adjective; “Yange”, “Yanli”
{"title":"苏东牧二校高中二年级学生使用汉语形容词 “严格” 与 “严厉” 的偏误分析 KESALAHAN PENGGUNAAN KATA SIFAT \"YANGE\" DAN \"YANLI\" PADA SISWA KELAS XI SMA SUTOMO 2 MEDAN","authors":"Dewi Kartika Tjong","doi":"10.35529/jllte.v4i3.40-58","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.40-58","url":null,"abstract":"This study aims to explain the types and factors that cause errors in the use of the adjectives \"yange\" and \"yanli\" in class XI students of SMA Sutomo 2 Medan. Researchers used a qualitative descriptive research design with 30 students as research subjects. The data collection technique used was an elicitation technique to answer the first problem formulation regarding the types of errors and interview techniques to answer the second problem formulation, namely regarding the factors that cause errors. The results showed that there were 3 types of errors in the use of the adjectives \"yange\" and \"yanli\" in class XI students of SMA Sutomo 2 Medan, namely the addition of 2 sentences (4.88%); selection errors of 32 sentences (78.05%), and sequencing errors of 7 sentences (17.07%). The total errors in the use of the adjectives “yange” and “yanli” are 41 sentences. The types of errors that appear most often are election errors with a total of 32 sentences (78.05%); while the factors causing the error consisted of interlingual factors with a total of 11 students (45.83%) and intralingual factors with a total of 13 students (54.17%), which consisted of: overgeneralization of 2 students (8.34%) and the wrong concept hypothesis 11 students (45.83%). Key Word: Error; Adjective; “Yange”, “Yanli”","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85027874","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.1-15
Kesumawaty Wijaya
This research was conducted using a qualitative descriptive research method. Data collection techniques were carried out using documentation techniques and data sources in this study were dialogue transcripts in the films Embrace Again and Door Lock. In examining this research, the theories used are the style of language theory and the theory of qualitative analysis. In the results of this study, there are 3 types of figurative language styles found in the film Embrace Again, namely 3 simile language styles, 7 metaphor language styles and 9 allusion language styles. In Door Lock, there are 2 types of figurative language styles, namely 1 metaphor language style and 2 allusion language styles. From these results it can be seen that the figurative language style found in these two films more often uses the Allusion style of language. Also, the reason for using figurative language style by the writer is influenced by the usage of subjective and objective environment, but the writer places more emphasis on the usage of language style by emphasizing the mood of the character.
{"title":"《穿过寒冬拥抱你》与《门锁》电影中比喻修辞的使用分析 PENGGUNAAN GAYA BAHASA PERUMPAMAAN PADA FILM “EMBRACE AGAIN” DAN “DOOR LOCK”","authors":"Kesumawaty Wijaya","doi":"10.35529/jllte.v4i3.1-15","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.1-15","url":null,"abstract":"This research was conducted using a qualitative descriptive research method. Data collection techniques were carried out using documentation techniques and data sources in this study were dialogue transcripts in the films Embrace Again and Door Lock. In examining this research, the theories used are the style of language theory and the theory of qualitative analysis. In the results of this study, there are 3 types of figurative language styles found in the film Embrace Again, namely 3 simile language styles, 7 metaphor language styles and 9 allusion language styles. In Door Lock, there are 2 types of figurative language styles, namely 1 metaphor language style and 2 allusion language styles. From these results it can be seen that the figurative language style found in these two films more often uses the Allusion style of language. Also, the reason for using figurative language style by the writer is influenced by the usage of subjective and objective environment, but the writer places more emphasis on the usage of language style by emphasizing the mood of the character.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91333056","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 : 2023-03-20DOI: 10.35529/jllte.v4i3.27-39
Yenny Marlim, Therecia Oscar
The purpose of this research is to reveal the forms of ancient, modern and contemporary poetry in expressing social problems and the reasons for the expressions of social criticism. The design of this research is a descriptive qualitative. The objects of the research are the forms of expression towards social criticism and the reasons behind them which are found in the ancient Tang poetry “Zi Jing Fu Feng Xian Xian Yong Huai Wu Bai Zi自京赴奉先县咏怀五百字”, the modern poetry “Da Yan He Wo - De Bao大堰河——我的保姆”, and the contemporary poetry “Xiang Chou乡愁”. The results of the research show that there are 26 forms of expression of social criticism in the three poems, including 13 straightforward social criticism (50%), 6 symbolic social criticism (23.08%), 2 cynical social criticism (7.69%) and 5 explanatory social criticism (19.23%). There are three reasons for the expressions of social criticism: (1) the historical aspect (national administration), (2) psychological aspect (sharpening the author's expression attitude), and (3) imagery. Key Words: Social Criticism, Expressions Form, Poem
{"title":"EXPRESSIONS OF CRITICSM TOWARDS SOCIAL PROBLEMS IN POETRY FROM ANCIENT AGE, MODERN AGE, AND CONTEMPORARY AGE","authors":"Yenny Marlim, Therecia Oscar","doi":"10.35529/jllte.v4i3.27-39","DOIUrl":"https://doi.org/10.35529/jllte.v4i3.27-39","url":null,"abstract":"The purpose of this research is to reveal the forms of ancient, modern and contemporary poetry in expressing social problems and the reasons for the expressions of social criticism. The design of this research is a descriptive qualitative. The objects of the research are the forms of expression towards social criticism and the reasons behind them which are found in the ancient Tang poetry “Zi Jing Fu Feng Xian Xian Yong Huai Wu Bai Zi自京赴奉先县咏怀五百字”, the modern poetry “Da Yan He Wo - De Bao大堰河——我的保姆”, and the contemporary poetry “Xiang Chou乡愁”. The results of the research show that there are 26 forms of expression of social criticism in the three poems, including 13 straightforward social criticism (50%), 6 symbolic social criticism (23.08%), 2 cynical social criticism (7.69%) and 5 explanatory social criticism (19.23%). There are three reasons for the expressions of social criticism: (1) the historical aspect (national administration), (2) psychological aspect (sharpening the author's expression attitude), and (3) imagery. Key Words: Social Criticism, Expressions Form, Poem","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86658487","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}
Motivation plays an important role in EFL learning. For the twenty-first century technology-savvy learners, teachers can resort to advanced technology to enhance and sustain their motivation. The present study explores the motivational orientations of the undergraduate EFL learners of Jagannath University, Dhaka, Bangladesh and the teacher’s awareness to equip their learners with appropriate technological knowledge to ignite their motivation for learning English effectively. There were two research questions in this study. The first question was whether the learners were integratively or instrumentally motivated. The second question dealt with the contribution of technology-enhanced language pedagogy to assist the learners’ motivational orientations in the blended classrooms. To find out the first research question, a paired samples t-test was conducted. The findings revealed that students’ integrative motivation was noticeably higher than instrumental motivation. A semi-structured interview of the language teacher was taken to answer the second question. The findings revealed that the learners were integratively motivated and the language teacher arranged technologically equipped classroom in order that the students would feel an inner urge to learn the language enthusiastically.
{"title":"ENHANCING MOTIVATION OF THE EFL LEARNERS BY INTEGRATING TECHNOLOGY","authors":"Tania Tahmina","doi":"10.30743/ll.v6i2.6196","DOIUrl":"https://doi.org/10.30743/ll.v6i2.6196","url":null,"abstract":"Motivation plays an important role in EFL learning. For the twenty-first century technology-savvy learners, teachers can resort to advanced technology to enhance and sustain their motivation. The present study explores the motivational orientations of the undergraduate EFL learners of Jagannath University, Dhaka, Bangladesh and the teacher’s awareness to equip their learners with appropriate technological knowledge to ignite their motivation for learning English effectively. There were two research questions in this study. The first question was whether the learners were integratively or instrumentally motivated. The second question dealt with the contribution of technology-enhanced language pedagogy to assist the learners’ motivational orientations in the blended classrooms. To find out the first research question, a paired samples t-test was conducted. The findings revealed that students’ integrative motivation was noticeably higher than instrumental motivation. A semi-structured interview of the language teacher was taken to answer the second question. The findings revealed that the learners were integratively motivated and the language teacher arranged technologically equipped classroom in order that the students would feel an inner urge to learn the language enthusiastically.","PeriodicalId":53061,"journal":{"name":"Language Literacy Journal of Linguistics Literature and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426721","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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