English Journal Literacy Utama

MISPRONUNCIATION IN STUDENTS’ ENGLISH VIDEO PRESENTATION

Gartika Rahmasari, Iris Fatia Maharani — Fri, 20 Sep 2024 00:00:00 +0700

Mastering pronunciation, especially in speaking English, is crucial for effective communication in order to creates meaning. In Indonesia itself, English is considered a foreign language (L2) for Indonesian people who speak the Indonesian language as their mother tongue (L1). Thus, the differences in phonological features between English and Indonesian pose challenges for learners, particularly in pronouncing English words. This study explored the mispronunciations made by students in their job interview simulation video. This is a qualitative study conducted using the document analysis technique. Data were collected from the videos that were uploaded to Youtube or Google Drive by 25 students of International Trade major as an assignment in English for the International Trade course. The data collected were analyzed and classified into three types of mispronunciations proposed by Bonaventura et al. (2000). The results show that there are 72 words mispronounced, namely 23 words classified as Type 1: Problems in the pronunciation of non-native sounds, 24 words categorized as Type 2: Carry-over of pronunciation regularities from the mother tongue (L1), and 26 words classified as Type 3: Overgeneralizations of the target language (L2). It can be concluded that students still have difficulties in speaking English, and thus need more practice and be taught about pronunciation rules so that they can differentiate how each word is pronounced, instead of guessing how a word is pronounced. It is expected that the results of this study can help both students and teachers in improving students' speaking skills, particularly in pronunciation.

ANALYSING WOMEN'S LANGUAGE FEATURES IN ESHA CHHABRA'S TED TALK ON ENVIRONMENTAL BUSINESS

Mhd. Ibnu Hafiz Nasution, Sintia Nurul Khasanah, Muhammad Rizky, Agwin Degaf — Fri, 20 Sep 2024 00:00:00 +0700

This research, titled "Women's Language Features of Environmental Business Journalist Esha Chhabra Video on TED YouTube Channel," aims to identify the characteristics of women's language used by Esha Chhabra. The data was collected from her spoken words in the video. The study identified 41 instances of women's language features, including lexical hedges, tag questions, rising intonation, empty adjectives, intensifiers, hypercorrect grammar, super polite forms, and emphatic stress. The most frequently used feature was the intensifier, which the speaker employed to reinforce her statements and persuade the audience. While the least encountered features are tag question, hypercorrect grammar, and emphatic stress. Notably, two features—precise color terms and strong swears words—was absent. This absence is attributed to the video's business context, where strong swear words are inappropriate, and precise color terms are unnecessary. This research contributes to understanding how women's language features are utilized in professional and public speaking contexts.

PERSUASIVE TECHNIQUES IN DIGITAL POSTER SLOGANS OF ENVIRONMENT AND ANIMAL CONSERVATION: A SEMANTIC STUDY

Rifa Aqmarina, Meita Lukitawa Sujatna — Fri, 20 Sep 2024 00:00:00 +0700

This research aims to identify and analyze the persuasive technique and type of connotative meaning in slogans about animal and environmental digital posters retrieved through the Pinterest Platform. This research uses descriptive qualitative methods. As stated by Brett Lamb (2019) in Persuasive Language Teaching Resources, “Writers can use numerous strategies to convince you of their point-of-view.” Based on Brett Lamb's theory, there are 25 persuasive techniques. Besides that, this research focuses on identifying and analyzing the various types of persuasive techniques that appear in slogans. In addition, the study analyzes the types of connotative meaning based on Parera (2004), “Connotative, which can be categorized into two types: positive and negative connotations.” Through collecting, categorizing, classifying, and analyzing the data based on descriptive qualitative methods. The research found 12 persuasive techniques shown in 40 data, including, alliteration, appeal, assonance, emotive language, evidence, hyperbole, inclusive language, metaphor, pun, rhetorical question, repetition, and simile. The data are dominated by the repetition technique because it helps to strengthen memory and influence the perception of the message consistently. On the contrary, a negative connotation is a type of connotative meaning that is mostly used in the slogan. The study found that negative connotations can be more effective in persuading because negative connotations can give a stronger emotional reaction compared to positive ones

DESIGNING WEB-BASED LEARNING TO ENHANCE STUDENTS' HIGHER ORDER THINKING SKILLS (HOTS)

Sri Handayani, Nana Suryana, Cindy Sri Meidina Adeliani — Fri, 20 Sep 2024 00:00:00 +0700

The application of e-learning as a form of cyber teaching in learning practices is regarded as no longer a new term, however, it has become a strong demand for learning practitioners to result a competitive output. The research was focused on the enhancing students’ reading skill in the level of higher order thiking skills through exploring in depth the implementation of website-based learning media in literacy-based courses considered as one of the courses required to apply internet and information-based technology, provide a more interesting and broad experience with an easily accessible media, and fun learning material and practices. The activities of designing and formulating web-based media learning process of Reading for Academic Purposes course in one private university were explored as the main data of the research. The finds indicated that five main phases in designing and formulating the web-based learning media in Reading for Academic Purposes course had to be developed. Student learning activities for higher order thinking skills were emphasized on the learning activities at the level of analyzing, evaluating, and creating with the context of applying case studies in the daily life. Developing critical questions in reading response activities, then were developed to create students’ critical thinking skills. Web-based learning media got the positive response from the students. Seen from the terms of responses of Perceived Usefulness, Perceived Ease of Use, and attitude.

A PRAGMATICS STUDY OF EXPRESSIVE ILLOCUTIONARY ACTS IN SEASON 2 OF THE SUMMER I TURNED PRETTY

Fitri Anastasya, Ida Zuraida Supri — Fri, 20 Sep 2024 00:00:00 +0700

This thesis is entitled "A Pragmatic Study of Expressive Illocutionary Acts in Season 2 of The Summer I Turned Pretty". This research aims to identify the type of expressive illocutionary acts and also identify the context situation. The theory of expressive illocutionary act types by Searle and context situation by Hymes are used in this research. The method used is qualitative descriptive method. This research begins with choosing a research topic, formulating a research title, choosing a research method, collecting data, identifying data, classifying data, analyzing data, and finally making conclusions and suggestions. The results showed that from 40 research data found in The Summer I Turned Pretty season 2 series, there are 6 types of expressive illocutionary acts with the following description, 15 data (37.5%) expressive illocutionary acts of Thank you, 14 data (35%) expressive illocutionary acts of Forgive, 4 data (10%) expressive illocutionary acts of Welcome, 3 data (7.5%) expressive illocutionary acts of Condole, 3 data (7.5%) expressive illocutionary acts of Deplore, and 1 data (2.5%) expressive illocutionary acts of Congratulations. In terms of the SPEAKING context, there are 16 data (28.09%) of End, 6 data (10.91%) of Act Sequence, 12 data (21.82%) of Key and 21 data (338.18%) of Norm. This research concludes that expressive illocutionary acts in the series The summer I Turned Pretty season 2 are dominated by the types of expressive illocutionary acts of Thank you and Forgive. Meanwhile, the most dominant context situation is Norm.

WHAT MATTER IN STUDENTS’ ANALYSING CURRENT ISSUES POSTED IN TWITTER WRITTEN IN INDONESIAN AND ENGLISH?

Tedi Rohadi, Deuis Sugaryamah — Fri, 20 Sep 2024 00:00:00 +0700

Students must have good critical reading skills in order that they will be able to obtain precise and accurate information from any ICT Platform particularly Twitter. They presumably need critical reading skills. The objectives of this study is to investigate the problems faced by students in their critical reading activities when analysing the issue on Twitter both written in Indonesian and English. The study used quantitative and qualitative approach. The respondents are derived from thirty students of an English Education Department in Bandung who fit the determined criteria. The instruments to collect data are critical reading test and interview. To investigate problems faced by students in their critical reading activities the researcher used the result test and interview. The result of this study shows that students critical reading skills in Indonesian written issues are not any better than those in English written issues. What matter are their critical thinking skills. In addition, the students encounter both language related problems and non-language related problems.

PRAGMATICS ANALYSIS OF DIRECTIVE ILLOCUTIONARY ACTS IN SPIDER-MAN: NO WAY HOME MOVIE

Zelika Salsabila Insyra, Ida Zuraida Supri — Fri, 20 Sep 2024 00:00:00 +0700

This research entitled "Pragmatic Analysis of Directive Illocutionary Acts in Spider-Man: No Way Home Movie" aims to (1) identify the types of directive illocutionary acts and (2) find out the form of utterance contained in the dialogue. In this study, the theory of types of directive illocutionary acts according to Bach and Harnish (1979) and the forms of utterance of speech acts according to Parker (1994) are used. This research uses qualitative-descriptive method with the following research steps: determining the topic, conducting preliminary research, formulating problems, determining research methods, collecting, classifying, and analyzing data, and drawing conclusions and suggestions. The results of the research show that (1) from 53 data found in the movie Spider-Man: No Way Home, there are five types of directive illocutionary acts found with the following details: 24 data are requestives, 20 data are requirements, 5 data are advisories, 3 data are prohibitives, and 1 data is questions. There are no directive illocutionary acts expressing permissives found. (2) Regarding the form of utterance, 35 data are delivered directly, and 18 data are delivered indirectly. This research concludes that the directive illocutionary acts in the movie "Spider-Man: No Way Home" are dominated by requestives. While the most dominant form of utterance is conveyed directly.

TEACHERS’ PERSPECTIVES ON ENHANCING STUDENTS’ HOTS IN READING-WRITING INTEGRATION AT THE SECONDARY LEVEL

Windy Chintya Dewi; Pipit Novita — Fri, 20 Sep 2024 00:00:00 +0700

This research aims to (1) explore teachers’ challenges in enhancing students; HOTS in reading-writing integration, and (2) explore teachers’ strategies to enhance students’ HOTS with reading-writing integration. This research used descriptive qualitative research. This subject was six English teachers who teach at Junior High Schools in Tangerang City. The technique of collecting the data used Creswell’s theory, semi-structured interview. To get the data, the researcher recorded the interview section. The data were analyzed using thematic analysis by Clarke & Braun, with identifying, analyzing, and interpreting patterns of meanings (themes) from data results. The result of this research showed that the greatest challenge for a teacher in enhancing students’ HOTS consists of (1) Students, it happened because the students have different levels of cognitive understanding, concentration, character, and also habits. (2) Curriculum, it happened because every school has a different level of curriculum, and (3) Teacher competence, happened because teacher proficiency in HOTS is very limited. The teacher strategies for enhancing students’ HOTS consist of (1) Implementing Complex multiple choice, (2) Conducting Essay Grouping, and (3) Giving Students Projects. Because of the limited time the researcher had, the conclusion in this study is still preliminary. Another researcher can use this to develop diverse research relevant to this research