Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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This Author published in this journals
All Journal ELITE Journal: Journal of English Linguistics, Literature, and Education Journal of Language and Literature Studies
Rita Darmayanti
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Education Languange, Linguistic, Communication & Media Other

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Linguistics Metafunctions of Academically Historical Engineering Text and Its Implications towards in Teaching Reading in ESP Context Rita Darmayanti
ELITE JOURNAL Vol 2 No 1 (2020): Journal ELITE is English Education, Linguistics, and Literature Journal
Publisher : ELITE Association Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (519.58 KB)

Abstract

This paper aims at exploring the linguistics characteristics of historical text in academically engineering textbook by investigating the linguistics metafunctions of the text based on Systemic Functional Linguistics theory. Investigating the textualization of historical text to achieve its roles and purposes for presenting and recounting events in the past requires critical analysis on the use of lexico-grammatical and discourse-semantic linguistics resources by identifying the textual, interpersonal, and ideational functions of the text. The findings showed that historical text, as kind of text that belongs to the genre of recount, is structured by (1) the constant and continuous thematic progression to point out the remarkable events happened in the past, (2) declarative clauses having positive polarity and validity for the past time, (3) the predominance of material clauses showing the emphasizing on recounting the action done by engineers in the past. This study suggests teacher to provide explicit assistance for students to understand the meaning and function of the elements constructing the nominal group which textualize the lexical density of the text and the clause complexes in terms of clauses’ dependency relation based on their meaning, context and function.
A Case Study of Exploring Pedagogical Practices Applied to Enhance Critical Thinking and Oral Commmunication Skills Lia Agustina; Farida Ulfa; Anik Khusna; Rita Darmayanti
Journal of Language and Literature Studies Vol. 4 No. 2 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v4i2.1896

Abstract

The pedagogical practices mostly applied in the English for Specific Purposes (ESP) contexts include case-based learning (CBL). The CBL directs lecturers to teach their students about real decision-making scenarios. It is interactive learning and includes student-centered learning that shifts the classroom process to improve students’ critical learning and oral communicative skills. Therefore, this study investigates the pedagogical practices predominantly employed in ESP contexts, with a particular focus on case-based learning. CBL encourages lecturers to engage students with real decision-making scenarios, fostering an interactive, student-centered learning environment. This approach aims to enhance students' critical thinking and oral communication skills. Consequently, the research aims to explore how pedagogical practices can be used to improve these skills. To achieve this objective, the researchers conducted classroom action research involving 25 Accounting department students at State Polytechnic, Malang, who were enrolled in ESP courses. Data were collected through questionnaires, interview guidelines, and classroom observations, comprising both qualitative and quantitative data. The qualitative data were analyzed through data condensation, data display, and drawing and verifying conclusions. The findings indicate that students showed significant improvement in both critical thinking and oral communication skills. In terms of critical thinking, students demonstrated the ability to analyze and evaluate arguments presented by their peers, discerning the truthfulness of the information. Regarding speaking skills, students effectively organized and communicated their ideas. These findings suggest that case-based learning is a valuable method for enhancing language skills, including reading, writing, and listening, in addition to speaking and critical thinking. Future studies should consider applying CBL to other aspects of language teaching to further validate its efficacy.
Co-Authors Anik Khusna Farida Ulfa Lia Agustina