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All Journal WIDYA LAKSANA International journal of education and learning Jurnal Pendidikan Progresif Rainbow : Journal of Literature, Linguistics and Culture Studies
Guna, Stanislaus
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Education Languange, Linguistic, Communication & Media Other

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PENDAMPINGAN PENYUSUNAN SOAL BERORIENTASI HOTS BAGI PARA GURU SMA Menggo, Sebastianus; Par, Leonardus; Gunas, Tobias; Guna, Stanislaus
JURNAL WIDYA LAKSANA Vol 10 No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.157 KB) | DOI: 10.23887/jwl.v10i1.25010

Abstract

One of the focuses of education today is assessment oriented to the higher-order thinking skills. This skill encourages students could be able to think critically, analytically, systematically, particularly in the context of problem-solving, communicating, and collaborating with peers. However, not all educators have been able to construct the items test based on the skill needed. The purpose of this community service is to provide the knowledge related to the construction of item tests that oriented to the higher-order thinking skills of 45 Senior High School teachers. The methods used to achieve this objective were lecture, question answer, discussion, and presentation. The result showed the trainees understood the nature of the construction of the test-oriented to the higher-order thinking skill in the learning process. From the four meetings done, the trainees could be able to classify and construct the tests oriented to the lower-order thinking skill, medium-order thinking skill, and higher-order thinking skill.
Corrective feedback: Pragmatic exposures in EFL classroom interactions Darong, Hieronimus Canggung; Guna, Stanislaus
International Journal of Education and Learning Vol 5, No 1: April 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i1.820

Abstract

The questioning act is considered to be one of the most common and prominent features of classroom interactions. This analysis was proposed to reveal teachers’ questioning acts serving as pragmatic exposures in their corrective feedback strategies as they interact with students in the classroom. Data were collected from two EFL teachers that conveniently observed so-called non-intrusive observation, taking notes, and audio-recording that was subsequently transcribed. Certain episodes obtained from transcription were chosen and scrutinized in light of how well they contributed to the aim of the study using Conversation Analysis (CA). As a result, this study has yielded important insights into what and how questions are. Through corrective feedback, teacher questions were not only regarded and associated with their pedagogical purposes but also with the pragmatic and social function depending on the context where and how they possibly appeared. Besides giving a contribution to the body of knowledge, the questioning act provides significance and brings solutions to problematic classroom interactions that most teachers might have in the class.
An Analysis of Derivational and Inflectional Morphemes Found in Kamala Harris’ Speech Guna, Stanislaus; Sartitin, Lidia; Ely Heldiana Selamat
Rainbow : Journal of Literature, Linguistics and Culture Studies Vol. 14 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rainbow.v14i2.32042

Abstract

This study aims to know the types and analyze the functions of derivational and inflectional morphemes contained in Kamala Harris' speech. The researcher uses qualitative method with descriptive approach to analyze the data. The data analyzed in this research are derivational and inflectional morphemes that appear in Kamala Harris' speech transcripts, which were obtained by transcribing her speeches and identifying relevant words containing these morphemes. The researcher acts as the main instrument in this research. The data were collected by downloading the speech video, transcribing the speech, identifying words containing derivational and inflectional morphemes, classifying them into their respective types, and analyzing their functions. At the end of the analysis, the researcher draws conclusions based on the types and functions of the derivational and inflectional morphemes used. The findings reveal that a total of 330 words contain derivational and inflectional morphemes, consisting of 120 derivational morphemes and 213 inflectional morphemes. The derivational morphemes were categorized into nine types; 20 adjectives to noun, 19 nouns to adjective, 25 verbs to noun, 1 noun to verb, 17 verbs to adjective, 1 adjective to verb, 17 adjectives to adverb, 6 adjectives to adjective, and 14 nouns to noun. In terms of function, these derivational morphemes contributed to 59 noun formation, 42 adjective formation, 2 verb formation, and 17 adverb formation. The inflectional morphemes were classified into seven types; 110 plural, 46 past tense, 23 third person singular present, 16 past participle, 6 progressive form, 6 possessive, and 6 superlatives. The inflectional functions are 110 function as plural, 46 as past tense, 23 as third-person singular present, 16 as past participle, 6 as progressive, 6 as possessive, and 6 as superlative. The researcher concludes that derivational morphemes play a role in the formation of new word classes, while inflectional morphemes serve to indicate grammatical aspects such as number, time, and possession. These two types of morphemes not only clarify the grammatical structure but also enrich the vocabulary in English, which ultimately improves the clarity of communication.
Code-Switching in EFL Classrooms: Typology and Communicative Roles Darong, Hieronimus Canggung; Guna, Stanislaus
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Code-Switching in EFL Classrooms: Typology and Communicative Roles. The purpose of this study was to look into the types and functions of code-switching that are used in an EFL teacher classroom interactions. The teacher’s interactions in this qualitative study were observed, recorded and subsequently transcribed. A multi-step analytical procedure that included data reduction, data visualization, and drawing/verifying findings was carried out. The findings showed that the teacher used three different types of as well as six functions of code-switching during interactions in the classroom. The types include tag switching (12), intra-sentential switching (37), and inter-sentential switching (62). Besides, the researcher found that the code-switching used by the teacher has the referential function (2), the directive function (31), the expressive function (20), the phatic function (18), the metalinguistic function (26) times, and poetic function (3). In conclusion, the use of code-switching in class interactions can help students’ comprehension and engagement in English language learning while considering the students level. Keywords: code-switching, function, type, interactionDOI: http://dx.doi.org/10.23960/jpp.v13.i3.202310
Lexical Cohesion Devices in Students’ Narrative Text and Its Pedagogigal Implication in Language Teaching: A Discourse- Semantics Point of View Darong, Hieronimus Canggung; Jem, Yosefina Helenora; Guna, Stanislaus
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Lexical Cohesion Devices in Students Narrative Text and Its Pedagogical Implication in Language Teaching: A Discourse- Semantics Point of View. Objective: This study aims at examing the lexical devices used in college students’ narrative writing. Method: Each students was requested to compose a free-topic narrative text which were subsequently analyzed following the principles of discourse- semantic analysis framework. Findings: Although the use of conjunction and reference contributed to the cohesiveness, the results still confirmed that the lexical relations distributed within the texts did not suit with the linguistic environment of the texts. Conclusion: Referring to the findings, the texts constructed by the students were not really being cohessive. As an implication, in language teaching, teachers and learners should pay attention on the use of cohesive devices to create more and better logical writing. Keywords: text, lexical device, cohesive, teaching.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202228
Co-Authors Ely Heldiana Selamat Gunas, Tobias Halum, Yustus Sentus Hieronimus Canggung Darong Jem, Yosefina Helenora Menggo, Sebastianus Par, Leonardus Sartitin, Lidia