Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature最新文献

{"title":"The Translation of English Politeness Marker in Giving Invitation into Indonesian: Does It Influence the Illocution?","authors":"Havid Ardi, M. Nababan, Djatmika, R. Santosa","doi":"10.5220/0009316500110016","DOIUrl":"https://doi.org/10.5220/0009316500110016","url":null,"abstract":"The utterance of invitation is sometimes used to show a polite attitude to others. However it is rarely attracted linguists’ attention compared to other type utterances. Politeness strategies in invitation are not only appear in real conversation but also in literary works. In the translation of politeness markers, translators are influence with the cultural situation. Thus it raises a question how translators deal with politeness marker in giving invitation for intercultural context. This paper aims at investigating the translation of politeness markers in giving invitation used by the main characters in the novel Deception Point written in English by Dan Brown. Data were the utterances of invitation made by main characters in the novel Deception Point as source text and its two Indonesian translation versions as target texts. Data were taken by document analysis and focus group discussion in classifying the translation techniques. Then, data were analyzed by using speech act theory and felicity condition. The result show that 1) there are only four main characters who give invitation due to the felicity conditions of invitation, 2) bald on record, positive, and negative politeness strategies are used by the characters in mitigating the invitation utterances, 3) there are some changes in the illocution in translation caused by the implementation of translation technique to the politeness marker. It is suggested to use established equivalence technique in translating politeness marker to build mutual understanding and avoid modulation since it may change the illocution of the utterances.","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133162164","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}

{"title":"A Class Blog: Cultivating Students’ Writing Accuracy within Collaborative and Competitive Atmospheres","authors":"Teguh Sulistyo, Maria Cholifah, S. Herawati","doi":"10.5220/0010020401150120","DOIUrl":"https://doi.org/10.5220/0010020401150120","url":null,"abstract":"In reality, writing is considered very complex activities in English as a Foreign Language (EFL) classes but the smallest satisfying subject for teachers and the most discouraging lesson for students. The students often produce grammatical errors or unnatural expressions. One of the activities to solve the problems the students encounter in accomplishing a writing task is the implementation of a class blog. As a computer-mediated platform, the blog allows observable interactions both within and beyond the classroom between students and teachers and or among students. Thus, the present paper investigated the power of a class blog in cultivating the students’ writing performance, especially the accuracy of the essays posted in the blog. A number of 30 students majoring in English Department participated in this study. They were treated using a class blog in one term. The findings suggest that the blog facilitated the students to revise and develop their accuracy in composing essays. Nevertheless, teachers are strongly suggested to take into account students’ different levels of technology savvy.","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130427496","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}

{"title":"The Influence of Information Communication and Technology (ICT) in Learning Reading Comprehension","authors":".. Erlidawati","doi":"10.5220/0009984800900096","DOIUrl":"https://doi.org/10.5220/0009984800900096","url":null,"abstract":"This study was conducted aimed to know the influence of Information Communication and Technology in learning reading comprehension to the sixth semester of English department at IAIN Lhokseumawe, Aceh, Indonesia. The subjects of the research were students in the sixth semester. The researcher only took six students in different abilities from a high level, middle level, and low level. The instrument used by the researcher was an interview. The result showed that the students still had difficulty in understanding the texts because of having a lack of vocabulary, long texts, and limited time to analyze the text in answering the question. The students studied reading comprehension through Information Communication and technology, and they learned reading comprehension tests from TOEFL. It is one of the systems used to obtain information in developing knowledge and science. Furthermore, the finding of this study was: ICT is able to increase the students‟ ability in analyzing varieties of texts; they could enrich their vocabulary and their knowledge. The implication of ICT can motivate students to understand the text. They can search many texts about the test of reading comprehension that one of the skills in TOEFL tests.","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134527793","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}

{"title":"Students’ Perceived Challenge of Integrated Content and Project-based Instruction in Fostering High Order of Thinking Skills","authors":"P. Rochmahwati","doi":"10.5220/0009985000970103","DOIUrl":"https://doi.org/10.5220/0009985000970103","url":null,"abstract":": A challenge that lecturers in Higher Education face is accomplishing Graduate Competence standards and building learners' high order thinking skills while implementing comprehensive teaching methods. The researcher addressed this challenge in a qualitative study of some courses that were offered by the English Department of IAIN Ponorogo, namely, Curriculum and Material Development and Research on Language Teaching in a semester or six months. The data were gathered through observation and in-depth interview to the lecturers and students of those two courses, then they were analysed by Miles and Huberman’s view of qualitative data analysis comprising three steps namely, data reduction, data presentation, and deduction. The findings showed that the integrated content and project-based instruction encouraged the students to think critically through planning, arguing, stating question and problem investigating, providing solution and creating the product. Furthermore, the findings are significant to provide a framework for educators to implement integrated content and project-based instruction in building students’ high order thinking skills.","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133293815","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}

{"title":"From V-O-S to S-V-O Language?: A Diachronic Study on Word-order Typology of Minangkabaunese","authors":"Jufrizal, Lely Refnita","doi":"10.5220/0009428400330040","DOIUrl":"https://doi.org/10.5220/0009428400330040","url":null,"abstract":"Recent studies on grammatical typology of Minangkabaunese claim that: (i) the basic grammatical constructions of Minangkabaunese have the S-V-O word-order with the variation V-O-S and O-S-V; (ii) the S-V-O word-order is the highest degree of acceptability for formal language and commonly used by youngeducated speakers; (iii) the V-O-S word-order is acceptable in old-stylistic constructions and frequently used by native speakers in informal speech events; and (iii) the O-S-V word order, however, is assigned as the topicalization construction; it is not the basic clause construction, then. A question then rises up: how do the variations of the word-order come up? The answer for this basic question needs further typological analyses. Among the others, the diachronic studies are relevant to do in order that the progress and/or change of wordorder typology can be argumentatively explored. This paper particularly discusses a preliminary-diachronic study on word-order typology of Minangkabaunese. The main questions answered in this paper is that “how does Minangkabaunese have S-V-O, V-S-O, and O-S-V word-order typology?” This study was a descriptivequalitative one which was operationally conducted as a field research and in a library study. The data in the forms of clausal and syntactical (grammatical) constructions were collected through participant observation, semi-structural interview, distributing questionnaire, and having note-taking. The analysis results reveal that the S-V-O word-order is more basic in modern-formal Minangkabaunese, meanwhile the V-O-S word-order are natively preferred in old-stylistic constructions and in casual-informal speech events. It may be diachronically assumed that Minangkabaunese is in the evolutionary progress from V-O-S to S-V-O language; it was originally V-O-S language in nature, then it gradually becomes S-V-O in modern style.","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129920828","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}

{"title":"Comic Script and Its Effect towards Vocabulary Mastery","authors":"Riza Weganofa, A. Fitriani, Ayu Liskinasih, G. Sulistyo, Punadji Setyosar","doi":"10.5220/0009434900490052","DOIUrl":"https://doi.org/10.5220/0009434900490052","url":null,"abstract":"This research aimed at finding whether comic strip was effective to improve students’ vocabulary mastery. Quasi-experimental design was used to conduct the research. The result of independent sample t-test showed that the probability (p) was less than level of significant which was 0.05, it was 0.014. It means there was a significant difference between students taught using comic strip and students taught using dialogue text. The null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It showed that there was a positive effect after applying Comic Strip in the experimental group. A surprising respond gathered from all of students that feel comic strip can increase their vocabulary mastery and persuades them to be more active and enthusiastic during learning process. Thus, it can be concluded that Comic Strip is effective to improve students’ vocabulary mastery.","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129871228","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}

{"title":"The Influence of Daily Speaking Rules towards the Students’ Speaking Ability at the Eleventh Grade of Islamic Boarding School","authors":".. Bahrani, Gusti Puspita Nirwana","doi":"10.5220/0009425400260032","DOIUrl":"https://doi.org/10.5220/0009425400260032","url":null,"abstract":": The research aimed to find out the problem of daily speaking rules towards the students speaking ability. The second was identified the problems of daily speaking rules towards the students speaking ability in quantitative design by correlation, Carl Pearsons’ formula. The third was known how the influence of daily speaking rules towards the students speaking ability at the eleventh grade of Islamic Boarding School Ibadurrahman in academic year 2018/2019, it was given a little effect. There were 25 students, chosen as the sample by using purposive sampling technique. The questionnaire, oral test and documents were used as the research instruments. The writers analyzed the correlation between daily speaking rules (X variable) and speaking ability (Y variable) by using Pearson Product Moment formula. The data was collected and calculated by using Pearson Product Moment correlation coefficient and 𝑇 (cid:3047)(cid:3032)(cid:3046)(cid:3047) with sig. 5%. Based on the research analysis, in this research shows that the result of the Product Moment correlation was negative so the hypothesis was reversed. The value of 𝑟 (cid:3051)(cid:3052) = -0.087, it was lower than 𝑇 (cid:3047)(cid:3028)(cid:3029)(cid:3039)(cid:3032) in the significance of 5% ( 𝑟 (cid:3051)(cid:3052) = -0.087 < 𝑇 𝑡𝑒𝑠𝑡 (5%) = - 0.413). Moreover, based on the calculation of the 𝑇 (cid:3047)(cid:3032)(cid:3046)(cid:3047) , it was found that the score of t table = 2.068 and it was lower than the score of 𝑡 (cid:3047)(cid:3028)(cid:3029)(cid:3039)(cid:3032) , which 𝑡 (cid:3047)(cid:3032)(cid:3046)(cid:3047) = -0.413 < 𝑡 (cid:3047)(cid:3028)(cid:3029)(cid:3039)(cid:3032) (5%),(23) = 2.068). It means that H (cid:2868) is accepted and H a was rejected. Based on the hypothesis testing of Person Product Moment and 𝑡 (cid:3047)(cid:3032)(cid:3046)(cid:3047) , it shows there was no significantly correlation between students’ daily speaking rules and their speaking ability at the eleventh grade of Islamic boarding school of Ibadurrahman Teluk Dalam L3 Blok C Tenggarong Seberang .","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128282626","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}

{"title":"Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning","authors":"A. Syahid, Anita, M. Rohman, Ida Nursida, Afif Suaidi","doi":"10.5220/0009431700410048","DOIUrl":"https://doi.org/10.5220/0009431700410048","url":null,"abstract":"Individual differences in language learning are an interesting object, as well as those found in foreign learning. Individual differences defined as diverse characteristics and personalities. Metalinguistic awareness becomes an internal factor in the process of second language acquisition and foreign language learning. It’s two perspectives as declarative aspect and procedural aspect of metalinguistic awareness defining. Declarative aspect claimed that language as an object of thought but emphasize the aspects of knowledge and awareness. Procedural aspect claimed that metalinguistic awareness is the operations used in comprehension or production. Do the differences in individuals develop metalinguistic awareness in second language acquisition and foreign language learning or metalinguistic awareness help individual differences in second language acquisition and foreign language learning? Both questions or statements above become the formulation of the problem in the article to answer about the role of metalinguistic awareness and individual differences in the process of foreign","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124939029","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}

{"title":"Teaching Components and Types of Syllable using Video towards EFL Students: Implementing an E.S.A. Approach","authors":"Dwi Astuti Wahyu Nurhayati","doi":"10.5220/0010020301040114","DOIUrl":"https://doi.org/10.5220/0010020301040114","url":null,"abstract":": Syllable as one part of suprasegmental features is enacted as a crucial aspect of speech in learning English sounds especially pronunciation and very different when they are uttered in daily interaction. This study aims to probe and appraise the relation between structures and types of syllables in each formation of the song. The data were analyzed using a descriptive qualitative involved 38 students at a higher institution in IAIN Tulungagung. The research instruments used in the research are the subtitle of the song ‘Goodbye’ in the English version by iKON, students’ practices, and interviews. The result of the study showed that there was linguistic problem involves the analysis of types and components of a syllable (onset, rhyme, nucleus, and coda) by considering the phonetic transcription and rank the sounds in syllable based on sonority hierarchy. In addition, it was also highlighted that linguistically, English and Indonesian pertain to two divergent language families. By all means, the sound systems of two languages could alter enormously and for this reason, the dilemma occurred in two close-mid and open-mid vowels /е/ and /a/ in (say), /æ/ and /e/ in (have) and the use of different phonetic transcription of the vowel as the nucleus. The adjacent counterpart speech sounds of /е/ and /a/ may lead to a positive transfer due to its similarity with the students’ mother tongue.","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127590983","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}

{"title":"A Narrative Discourse Analysis of an Indonesian L2 Learner’s Account","authors":"Didin Nuruddin Hidayat, Asep Mutaqin Abror, Alek, Zaharil Anasy","doi":"10.5220/0009836000530064","DOIUrl":"https://doi.org/10.5220/0009836000530064","url":null,"abstract":"The study analyzes narrative writing by an Indonesian L2 learner describing her English life account by using Labovian model of structural narrative analysis and supported by Elli’s theory in learning strategy. The L2 user’s account on using English experience is the subject analysis of the present study. She was selected because she represents an Indonesian L2 learner who has had experience in using English since early childhood. The study shows that the learner’s account appeared to be able to figure out various events. It is indicated by 38.80% gained by Resolution (R) and 19.15% was reached by Conflicting Action (CA). Meanwhile, the evaluation (E) reached up to 17%. The result of the study was then solidated by referencing Elli’s theory of unlocking the story saying that the learner experience in using English was started from learners’ curiosity. This study subject sense of curiosity is, then, later found to be supported by her mother who taught English pronunciation to her since she was little. As the result of her curiosity and support from her mother, further, she experiences such dynamic motivation and strategies, behaviouristic learning style, social and affective learning strategy, and gains resultative motivation respectively as stages experienced by","PeriodicalId":205812,"journal":{"name":"Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature","volume":"67 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120877351","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}