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All Journal Ahmad Dahlan Journal of English Studies Journal of Education and Instruction (JOEAI) ELLITE: Journal of English Language, Literature, and Teaching Voices of English Language Education Society Journal of Language and Literature Pedagogy : Journal of English Language Teaching J-CEKI
Handini, Baiq Suprapti
Universitas Hamzanwadi
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis of Deixis in Harry Potter Third Movie “Harry Potter and The Prisoner of Azkaban” Movie Script By J.K. Rowling Afiya Layansa Zuan; Baiq Suprapti Handini; Siti Ayu Surayya; Muhammad Husnu
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 1: Desember 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i1.5864

Abstract

The aim of this research is to identify and analyze the different types of deixis using Yule's theory (1996), as well as to determine the function of each deixis found in the main character in the Harry Potter and the Prisoner of Azkaban movie script.The researcher chose this film as the subject of study because it became one of the most popular film in the Harry Potter series and it contains many deictic words. The researcher used a descriptive qualitative method in this study. Reading and note-taking techniques were used to collect the data. The research data is taken from the Harry Potter and the Prisoner of Azkaban movie script (2003). The results of this study show that there are three types of deixis used by Yule's theory (1996), such as person deixis, spatial deixis, and temporal, which are used in the “Harry Potter and the Prisoner of Azkaban movie script”. The function of person-deixis is to point to things and people as possessions, objects, or subjects. The function of spatial deixis is to point out the locations of people, places, and things in an utterance. The function of temporal deixis is to point out the time in an utterance. Furthermore, the researcher found that there are 836 deixis, which consist of 709 deixis of person deixis, 92 deixis of person deixis, and 35 temporal deixis.
The Correlation among Grit, EFL Learners’ Motivation and Applied Linguistics on Syntax for EFL Learners Selamet Riadi Jaelani; Baiq Suprapti Handini; Ary Prasetiyaningrum; Trisna Hardianti Mursal; Hajriana Arafah
Jurnal Pedagogy Vol 10 No 1 (2022): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v10i1.4533

Abstract

This study aimed at finding the correlation between grit and applied linguistics on the syntax for EFL learners, the correlation between EFL learners’ motivation and applied linguistics on the syntax for EFL learners, and the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners. Twenty-eight of the students of English education in the sixth semester were selected through simple random sampling. There were two instruments in this research: The questionnaire and the test. The data in this study were analyzed by using SPSS version 22 for Windows. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there is no correlation between grit, and applied linguistics in the syntax for EFL learners. The second hypothesis results indicated that there is no correlation between motivation and applied linguistics on the syntax for EFL learners. The results of the third hypothesis showed that the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners is not significant. Thus, it is understood that grit, EFL learners’ motivation, and applied linguistics have no full role in learning syntax for EFL learners.
TEACHER’S DIFFICULTIES IN TEACHING JAPANESE WRITING SYSTEM (SAKUBUN) Handini, Baiq Suprapti
Humanitatis : Journal of Language and Literature Vol. 4 No. 2 (2018): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

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Abstract

This paper aims to describe the problem of teacher in teaching japanese writing sytem (sakubun). Write the letter of japanese, Hiragana, katakana, and kanji will be the most difficult thing. Writing skills are necessary to develop students’ practical communication abilities. Teacher is an important person in learning process. The role of the teacher is diverse and has several orientations. One important aspect is that of facilitator of student learning. The facilitator attempts to provide circumstances that will enable students to engage with the learning opportunities and construct for themselves their understandings and skills. That’s why teacher should offered how to solve a japanese students problem in writing.
AN ANALYSIS OF TEACHERS’ AND STUDENTS’ PERCEPTIONS ON FORMAL AND INFORMAL ASSESSMENT: - Nurhayati, Nurhayati; Handini, Baiq Suprapti; Fikri, Zahratul
Humanitatis : Journal of Language and Literature Vol. 6 No. 2 (2020): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v6i2.767

Abstract

The aim of this study was to find out the teachers’ and the students’ perception about formal and informal assessment. The subject of this study was an English teacher and 30 student class of X IPS 2 at MA NW Kotaraja. The technique of collecting data was questionnaire and interview. The instruments of the data collection were questionnaire for students and interview guide for the teacher. The data were analyzed using descriptive analysis technique applying by Miles and Hubberman model. The activities of the data analysis were data reduction, data display, and conclusion drawing/verification. The results of the study showed that teachers’ perception about formal and informal assessment was a tool that help teacher to understand the students. On the other hand the students’ perception about formal and informal assessment was surprised. There were 126 (42 %) who answered Strongly Agreed which indicated they prefer formal assessment than informal assessment (Written Test). About 23 % were choose Neutral and the rest 35 % were choose Disagree and Strongly Disagree which indicated that few of the students prefer informal assessment. From the result above, it can be concluded that the majority of the students prefer formal assessment than informal assessment in getting their score.
Co-Authors Afiya Layansa Zuan Afiya Layansa Zuan Ardhany, Raden Roro Vivikusuma Ary Prasetiyaningrum asri, saidah Baiq Rismarini Nursaly, Baiq Rismarini Fikri, Zahratul Firdaus Imanl Panly Hajriana Arafah Hary Murcahyanto Jaelani, Selamet Riadi M. Adib Nazri Marzuki Marzuki Muhammad Faza Fauzan Azima Muhammad Husnu Nurhasanah - Nurhasanah Nurhayati Nurhayati Nurhayati Nurhayati Prasetyaningrum, Ari Rahadi, Irwan Rauhil Hamdini Surayya, St. Ayu Trisna Hardianti Mursal usuluddin, usuluddin Zahratul Fikni Zahratul Fikri