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All Journal J-Lalite: Journal of English Studies Lead Journal
Indriyati Hadiningrum
Universitas Jenderal Soedirman
Arts Education Languange, Linguistic, Communication & Media

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Speech Functions Realized by the First Speakers of an English Debate Competition Indriyati Hadiningrum
J-Lalite: Journal of English Studies Vol 1 No 1 (2020): June
Publisher : Program Studi Sastra Inggris Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jes.2020.1.1.2747

Abstract

Debate is a form of argument or discussion of a particular issue and it usually involves two or more speakers who express different views from each other. In a debate, speakers produce meaningful string of words to express their opinions and the words they produce may contain speech functions. The focus of this study is the speech functions realized by the first speakers in a debate competition. The debate being studied refers to a competition called Indonesian Varsity English Debate (IVED), a national debate competition held in Universitas Jenderal Soedirman. The objectives of this study are to find out the speech function choices realized by both the first speakers of the affirmative and the negative teams; and to see how the use of speech functions contributes to the development of argumentation in the debate. The data was taken from an English debate competition, i.e. the final round of IVED, which was recorded on a video compact disk. The qualitative method was conducted, and the speech functions were categorized based on the network of speech function developed by Suzanne Eggins and Diana Slade (1997). The results of this study show that the speech functions realized by the first speaker of the affirmative team are opening and continuing speech functions. The speakers of the negative team, by contrast, realized opening, continuing, and reacting speech functions because they needed to issue rebuttals of the affirmative arguments.
COVID-19 PEDAGOGY IN ONLINE SCHOOL FIELD INTRODUCTION PROGRAM AT JUNIOR AND SENIOR HIGH SCHOOLS IN PURWOKERTO Erna Wardani; Indriyati Hadiningrum; Weksa Fradita Asriyama
LEAD (Language, Education and Development) Vol 2 No 1 (2022): November
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2022.2.1.4834

Abstract

The Covid-19 pandemic has changed the educational process at all levels globally. Educational activities that originally took place in face-to-face activities have turned into online or network activities. This online activity also has a great influence on the ability to educate and teach teachers and students practicing School Field Introduction programs. This study aims to determine (1) the Supervising Teacher's perception of the implementation of the Online School Field Introduction Program for English Education Undergraduate students and (2) the Supervising Teacher's perception of the student's pedagogical competence during School Field Introduction programs for English Education Undergraduate students. There are 8 Junior High Schools (SMP), 7 Senior High Schools (SMA), and 2 Vocational High Schools (SMK) which are the venues for the event. This study uses a descriptive method where the researcher provides a detailed description of the perception of the supervising teacher on the implementation of the online school field introduction program and the student's pedagogical ability in the activity. The results showed that the implementation of the Online School Field Introduction Program was going well and the students' pedagogical abilities still needed to be improved in teaching and learning activities. This is evidenced by positive perceptions of campus communication points (80%), coordination and debriefing activities (86%), drop-off and withdrawal activities (82%), the mentoring process (81%), and the reporting process (80%) of a total of 50 supervising teachers as respondents. Meanwhile, in terms of students' pedagogical abilities, neutral perceptions are found in the understanding students (74%), development of high school students' potentials (70%), and understanding the educational foundation for the benefit of learning (72%). However, negative perceptions are centered on the designing and implementing learning (56%) as well as the designing and implementing evaluation (54%).
Co-Authors Asriyama, Weksa Fradita Erna Wardani