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All Journal Jurnal Celtic ELTIN Journal: Journal of English Language Teaching in Indonesia IJEE (Indonesian Journal of English Education) Englisia Journal Sawwa: Jurnal Studi Gender ELT Echo IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies Metathesis: Journal of English Language, Literature, and Teaching LET: Linguistics, Literature and English Teaching Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal IRJE (Indonesian Research Journal in Education) VISION JCRS (Journal of Community Research and Service) SALTeL Journal (Southeast Asia Language Teaching and Learning) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Education and Teaching (JEET) Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Didaktika: Jurnal Kependidikan ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Education and Linguistics Journal of English Language and Education Indo-MathEdu Intellectuals Journal English Language Education Reviews Edukasia: Jurnal Pendidikan dan Pembelajaran Frasa: English Education and Literature Journal Excellence TELL - US JOURNAL Jurnal Ilmu Sosial, Humaniora dan Seni Teaching English and Language Learning English Journal BRIGHT VISION Journal of Language and Education El-Mujtama: Jurnal Pengabdian Masyarakat JLE: Journal of Literate of English Education Study Program Lembaran Ilmu Kependidikan Edumaspul: Jurnal Pendidikan
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Journal : VISION

IS TOEFL SUBJECT NECESSARY FOR ENGLISH EDUCATION STUDY PROGRAM? LECTURERS’ PERSPECTIVE Benni Ichsanda Rahman Hz
VISION Vol 17, No 2 (2021)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (804.467 KB) | DOI: 10.30829/vis.v17i2.1145

Abstract

This study attempts to investigate the lecturer’s perspective, whether TOEFL subject is necessary for English education study program or not. This study is a case study approach that is naturally qualitative. The study involved three lecturers of English Education Study Program as participants.. This study was conducted at one State University on North Sumatera, Indonesia, majoring in English Education. The participants were interviewed through interview via telephone. The lecturers were asked and interviewed about their opinions about the existence and the implementation of TOEFL subjects in the study program. The data were analyzed by using percentage calculation. After the participants answered the interview, the data were then classified according to its origin. The respondents have different perspective on this study. Two respondents stated that TOEFL should not be included as a subject to be studied by the English Education students in case TOEFL is tips and trick skill based, not knowledge base. In contrary, one of the respondent stated that TOEFL is required to be added to the curriculum, in case the students have not understood all aspects in reading which then TOEFL should be learned by students in specific credit subject.
PRAGMATIC TRANSFER IN THE SPEECH ACT OF PROMISE AMONG STUDENTS Benni Ichsanda Rahman
VISION Vol 15, No 2 (2019): VISION
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (682.198 KB) | DOI: 10.30829/vis.v15i2.618

Abstract

The study is focused on investigating the English Department Students of Semarang State University perform the speech act of promise, the most dominant strategies used, the factors influence the students in performing promise, and to analyze the pragmatic transfer occurred in their English conversations. The respondents of this study were 25 students of the sixth semester English Department, Undergraduate Program, Semarang State University. The data were collected by Discourse Completion Task (DCT). The responses were classified into 13 promise strategies as proposed by Gibbs & Delaney (1987). Furthermore, their responses which contained the pragmatic transfer were also identified and interpreted into two types of pragmatic transfer based on Kasper (1992): pragma-linguistic transfer and socio-pragmatic transfer. Using the DCT, 245 responses in English and 168 responses in Bahasa Indonesia were collected. The result showed that the respondents dominantly used “explicit promise” strategy (26.53 %) in English illustration, and “future act” strategy (23.31 %) in Bahasa Indonesia illustration. Moreover, the most dominant factor that influenced promise performance was the social power level, followed by social distance, formality, and last rank of imposition. Last, there were pragmatic transfers occurred in performing the promise. The students still transferred their L1 cultural norms into English interactions specifically in making promise, both in pragma-linguistic transfer and socio-pragmatic transfer.