IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature最新文献

{"title":"Analysis of the Students' Persuasive Paragraph Writing Ability at University","authors":"Juwita Crestiani M, Opik Dwi Indah, Hermini Hermini","doi":"10.24256/ideas.v10i2.3243","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3243","url":null,"abstract":"This research deals with analysis of the students' persuasive paragraph writing ability at the third semester of Palopo cokroaminoto university. The population of this research is the third semester students of Primary School Teacher Education Study Program of Palopo Cokroaminoto University in academic year 2022/2023. The total number of population was 200 students. The researcher applied the purposive sampling technique and there are 35 students as sample. Writing test is the instrument of this research. Based on the findings and discussion in the previous chapter, the researcher concludes analysis of the students' persuasive paragraph writing ability at the third semester of Palopo cokroaminoto university was good classification by the mean score in value range 75-87. It can be supported by the students’ content mean score was 83.66. The students’ organization mean score was 81.83. The students’ vocabulary mean score was 81.83. The students’ language use mean score was 81.06. The students’ mechanics mean score was 80.00. Therefore, analysis of the students' persuasive paragraph writing ability at the third semester of Palopo cokroaminoto university was good classification","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132101132","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":"(Im)politeness Strategies Used in Vice -Presidential Candidates Debate Between Mike Pence and Sen. Kamala Harris","authors":"Nur Najibah Sukmawati, L. Hakim, Tommy Hastomo, Purwanti Taman, Hana Lia","doi":"10.24256/ideas.v10i2.2990","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.2990","url":null,"abstract":"Politeness is necessary for the way people socialize. However, some people choose to communicate impolitely despite knowing that it’s inappropriate. This study aims to find out how people use impoliteness strategies in communication, and identify the impoliteness strategies used in the Vice-Presidential United States of Amerika candidates debate between Mike Pence and Sen. Kamala Harris on October 8th, 2020, while also figuring out the purpose of using these strategies in the debate. For this reason, to identify the use of impoliteness strategies, the researcher used Jonathan Culpeper's (2005) theory of impoliteness strategies and a qualitative approach to analyze the data. The data was taken from a YouTube video entitled “Full Debate: Vice President Mike Pence and Sen. Kamala Harris | WSJ” posted by the Wall Street Journal on October 8, 2020. The results of this study revealed that four out of five impolite strategies were used, with negative impoliteness as the most commonly used strategy. The other four strategies are bald on record impoliteness, positive impoliteness, negative impoliteness, and sarcasm and mock politeness. Meanwhile, withholding politeness was never used in the debate.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132245409","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":"Unearthing the Figure of Speeches Used in the -R- Album by Rose to Deliver the Messages","authors":"Nurish Malik","doi":"10.24256/ideas.v10i2.2887","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.2887","url":null,"abstract":"This study discussed the use of figure of speech in the song track list of -R- Album that popularized by Rose. The aimed of the study to describe 4 types of figure of speech in the two track lists of the R album; (1) the comparative of figure of speech, (2) the contradiction figure of speech, (3) the affirmation figure of speech, and (4) the satire figure of speech in the collection of both song lyrics. This research was qualitative method with analytical approach. The source of data in this study is the of song lyrics in the -R- album that has two songs entitled “On the Ground and Gone” which contained figure of speech. Reading the lyric was one of the data gathering procedures used in this study; understand the meaning; find the word that contain figure of speech; and describe them. The result of this research was dominated by the contradiction and comparative of figure of speech that found in the both song lyrics if compare to the other figure of speech affirmation and satire. In this study, the researcher studied a song that was dominated by inter minus contradiction and metaphor. The song's writer employed things or objects to convey his or her feelings, which metaphor was given comparative meaning in the song's lyric. Meanwhile, inter minus contradiction prevails in some lyrics, when one sentence contradicts the meaning of the previous statement.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122395704","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":"Adapting Language Tests to Hybrid Learning: EFL Teachers’ Challenges and Their","authors":"F. Fitriani","doi":"10.24256/ideas.v10i2.3320","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3320","url":null,"abstract":"The objective of this study is to explore teachers’ challenges in conducting test in hybrid setting as well as their practices in the context of ELT classroom. The teachers also provide the solutions to overcome the problems. This is qualitative research that employs a case study as the approach. The data are obtained through questionnaires and semi-structured interviews with 8 English teachers of senior high school. The results highlight a number of major issues emerged in conducting tests with the combination of face-to-face and online classroom (hybrid setting) such as: (1) constructing level of thinking test; (2) integrating technology; (3) monitoring students; (4) assessing students fairly; (5) and inadequate facilities. Therefore, this study is a reflection on assessment in hybrid learning which suggests the administrators and authorities of education policy evaluate the guidelines to enhance quality of sustained assessment for students in hybrid learning model.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127074372","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 Correlation between Vocational Students’ Speaking Anxiety and Speaking Performances in Learning English","authors":"Shiken Anzanni, Dian Novita Dewi","doi":"10.24256/ideas.v10i2.3148","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3148","url":null,"abstract":"Speaking is one of English skills that needs to be mastered by the students because it is the most fundamental element to build a communication. However, speaking has the complexity that can difficult the students to learn English and reach the goal. This study aims to find out about the correlation between vocational students’ speaking anxiety and speaking performances in learning English. This study also find out about their speaking anxiety level, type of speaking anxiety, and their speaking ability in learning English. A correlational study used to conduct this research. The researcher collected the data through FLCAS questionnaire that consists of 24 statements and the students’ speaking performance score. The researcher distributed the questionnaire to 70 students of SMK PGRI 3 Malang. After analyzing the findings with SPSS version 24 and Microsoft Excel, the result shows that there is a negative correlation between students’ speaking anxiety and speaking performances in learning English. It is correlated at -0.192 which means it is in a very weak correlation. In addition, the students’ speaking anxiety level is identified in moderate level. The dominant type of speaking anxiety they have is communication apprehension and their speaking ability is categorized in a very good level.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128489289","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 Effect of Using Buzz Group and Talking Chips Technique on Students’ Speaking Ability at Senior High School","authors":"Erika Sinambela, Poster Sagala, A. Pasaribu","doi":"10.24256/ideas.v10i2.3055","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3055","url":null,"abstract":"This study deals with the effect of using controlled Buzz Group technique and Talking Chips technique on students’ speaking ability. The objectives are to find out the effect of using Buzz Group technique and Talking Chips technique on students’ speaking ability and which technique is the most effective one. The method that was used in this research was quantitative through quasi-experimental research that incriminating three classes were experimental class 1, experimental class 2 and control class, in the experimental class the writer applied Buzz Group technique and Talking Chips technique while in controlled class applied without treatment. The population of this study was the eleventh-grade students of SMA Kristen Kalam Kudus Medan. The researcher used 75 students as the sample. The sample of this research was taken by using cluster sampling technique, 25 from XI-1 and 25 XI-2 as experimental class and 25 from XI-3 as controlled class. To obtain the data the researcher used speaking oral test. The instruments used to gather the data were students’ pre-test & post-test scores that were calculated and analyzed by using IBM SPSS 23.0. These tests consisted of two types, namely pre-test and post-test. The result of analyzing the data, the mean score for pre-test in experimental class one (Buzz Group technique) is 60.80 and the mean score for post-test is 79.60. The mean score for pre-test in experimental class two (Talking Chips technique) is 50.12 and the mean score for post-test is 74.24. The mean score for pre-test in control class is 66.76 and the mean score for post-test is 74.44. As the result of the ANOVA test, P= 0.00 < 0.05 or F count = 23.59 > F table = 2.28. It means that hypothesis alternative (Ha) was accepted while the null hypothesis (Ho) was rejected. In conclusion, the using of Talking Stick technique and Buzz Group technique is modestly effective on students’ speaking ability of asking and giving opinion of eleventh grade at SMA Kristen Kalam Kudus Medan academic year 2022/2023 and Talking Chips technique is more effective than Buzz Group technique in teaching speaking skill. Based on the explanation above, this research can be chosen as one alternative technique in teaching speaking.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133361513","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’ Perspective on the Use of Google Sites in General English Class at Higher Education","authors":"Atik Ulinuha, Tantry Ajeng Parnawati","doi":"10.24256/ideas.v10i2.3224","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3224","url":null,"abstract":"Technology plays a significant role in English Language Teaching during the pandemic. There are several platforms that both teachers and students need to adapt to. Google seems to have a major role in developing platforms for both teachers and students. However, among those platforms, this study focuses on the use of E-Module arranged using the Google Sites platform as supplementary material in General English classes. Google Sites was chosen as it is a web-based module that teachers can personalize to fulfill students’ needs. Since this study aims to evaluate the use of E-Module arranged using the Google Sites platform as supplementary material in General English classes at Tribhuwana Tunggadewi University, this study employed descriptive quantitative method using survey to gather the data. The population of the study was all students who enroll in General English during the academic year 2021/2022. From the population, 328 students participated in the survey. The survey questions covered learning efficiency, experience, and motivation from students’ points of view. The study findings indicated that more than half of respondents agreed that the module was very good to use without revision, which means the module was efficient, fun, and motivating. Yet, the average of 25% of each question demands minor improvement for the module as well as providing the printed version. Therefore, teachers and lecturers may use Google Sites as supplementary material. For further study, as the pandemic becomes endemic, researchers might conduct an evaluation of e-module both in online and offline classes.Keywords: E-nglish Module, Google Sites, Students’ Perspective ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122105552","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":"Hybridity in Jhumpa Lahiri's a Temporary Matter","authors":"Yulistiyanti Yulistiyanti, Agnes Widyaningrum, E. Rahayu, Katharina Rustipa","doi":"10.24256/ideas.v10i2.3145","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3145","url":null,"abstract":"This study aims to reveal hybridity and liminality in Jhumpa Lahiri's short story entitled A Temporary Matter. This research is a qualitative research with a postcolonial approach. The theory used in this research is postcolonialism theory by Homi K. Bhabha. The methods applied in this study include data collection methods and data analysis methods. The data obtained were taken from the speech of the characters and the narrator in the short story A Temporary Matter. Bhabha in The Location of Culture (1994) discusses hybridity in society during the post-colonial era and is applied to diaspora literature. Hybridity is related to human culture and identity. Culture and identity are formed dynamically, they experience development, progress, and decline according to conditions and circumstances. Diaspora literature is produced from the writings of people living outside the country and/or writings that contain diaspora experiences. In the process of hybridity, there is a gap between the two cultures. The gap is called liminality in which there is repression of the (colonial) past that is not revealed. One of the writers included into the category of diaspora writers is Jhumpa Lahiri. In A Temporary Matter, she shows the hybridity experienced by the two main characters of Indian descent living in the United States. They were husband and wife; Shukumar and Shoba. They experienced cultural adaptation to cultures outside India. In their lives, cultural mixing occurs. This mixture is seen in the food, clothing, and language they use. Between these mixtures, several gaps fill the transition. This is found in the main character's utterances.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128119973","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":"Perception of Digital Storytelling in Overcoming Fear for Speaking English through Interdisciplinary Project of Gender Issues","authors":"Puspita Dewi, Dian Eka Sari","doi":"10.24256/ideas.v10i2.2748","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.2748","url":null,"abstract":"Learning speaking has many challenging, particularly for students who have obstacles speaking in public places. This study reports on a project designed by the students to evaluate the development of their speaking skill through the digital storytelling with mobile devices.  This study explores the perception of the learners on the digital storytelling in learning speaking and how the digital storytelling effects on students’ speaking. This research involved English students for Department of English Literature in the second semester who took speaking subject. A qualitative research was used in this study adapted a workshop approach and RASE (Resources, Activity, Support, and Evaluation) with three phases pre-production, production, and post-production and supported by a quantitative data by filling a questionnaire. The research results show that digital storytelling has positive impact to students because they believe that it encouraged them to learn writing, grammar, pronunciation, writing, and reading with the highest percentage of the students’ response is 55.6%. The learners also agree that the project can support them to be more confident and familiar with social phenomena involving women issues. This research is expected to contribute to the teaching and learning second or foreign language.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132630199","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 Research of an EFL Student’s Speaking Learning Strategy","authors":"Arilia Triyoga, Halimatus Sa’diyah, Ratri Nur Hidayati","doi":"10.24256/ideas.v10i2.3159","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3159","url":null,"abstract":"Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information or expressing one's thoughts and feelings in spoken language. For most people, mastering speaking skills is the most critical aspect of learning a foreign language. Success is measured by the ability to converse in that language. Some students are successful in learning to speak, and others find challenges. This study aims to explain experiences of the student’s speaking learning strategies employed by a high-performance student using narrative study. This study employed Narrative research by interviewing a seventh-semester student who is considered a successful learner because he has a high English Proficiency Score and an advanced speaking skill level. To check the data's trustworthiness, the researcher did member checking. As a result, the participant employed a memory learning strategy by using images and sound.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125939208","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}