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Journal : Lingua Cultura

Interpersonal Metadiscourse Markers as Persuasive Strategies in Oral Business Presentation Kuswoyo, Heri; Siregar, Rani Andini
Lingua Cultura Vol 13, No 4 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i4.5882

Abstract

This research was conducted to examine the use of interpersonal metadiscourse markers (IMDMs) in Steve Jobs’ oral business presentation using Hyland’s model. It further aimed to investigate the interpersonal metadiscourse categories and subcategories applied and most predominantly occurring in the type of oral business presentation. A descriptive qualitative method was employed in this research. One and a half-hour of Steve Jobs’ keynotes at annual Macworld tradeshow on January 9th, 2007 were collected and analyzed. The results reveal that interactional subcategory; engagement markers are mostly used by Steve Jobs. Meanwhile, in interactive subcategory transition markers are dominantly used. It indicates that by using interpersonal metadiscourse markers, Steve Jobs expresses his idea, supports his argument, and convinces the audiences by establishing a relationship with them. This research also argues that metadiscourse theory facilitates an involvement between the speaker and the listener and provides a way for mutual comprehension. Thus, the findings have a pivotal implication on how IMDMs might improve the field related to communication skills in professional life or business.
Interpersonal Metadiscourse Markers as Persuasive Strategies in Oral Business Presentation Heri Kuswoyo; Rani Andini Siregar
Lingua Cultura Vol. 13 No. 4 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i4.5882

Abstract

This research was conducted to examine the use of interpersonal metadiscourse markers (IMDMs) in Steve Jobs’ oral business presentation using Hyland’s model. It further aimed to investigate the interpersonal metadiscourse categories and subcategories applied and most predominantly occurring in the type of oral business presentation. A descriptive qualitative method was employed in this research. One and a half-hour of Steve Jobs’ keynotes at annual Macworld tradeshow on January 9th, 2007 were collected and analyzed. The results reveal that interactional subcategory; engagement markers are mostly used by Steve Jobs. Meanwhile, in interactive subcategory transition markers are dominantly used. It indicates that by using interpersonal metadiscourse markers, Steve Jobs expresses his idea, supports his argument, and convinces the audiences by establishing a relationship with them. This research also argues that metadiscourse theory facilitates an involvement between the speaker and the listener and provides a way for mutual comprehension. Thus, the findings have a pivotal implication on how IMDMs might improve the field related to communication skills in professional life or business.
Questioning Strategies in English Literature Lectures in an Indonesian University Akhyar Rido; Heri Kuswoyo; Sandi Nuansa
Lingua Cultura Vol. 14 No. 2 (2020): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v14i2.6834

Abstract

The research aimed to investigate the questioning strategies used by lecturers in English literature lectures an Indonesian university and how they were manifested. Applying the qualitative approach and Rido, Ibrahim, and Nambiar’s conceptual framework in 2015, the research analyzed three lectures of English literature consisting of prose, literary criticism, and drama. Data were collected through 300 minutes of video-recordings. The findings reveal that the lecturers employ various types of questions such as display, referential, follow-up, and rhetorical questions. The lecturers manifest the questions by rephrasing questions first, then nominating students, asking questions to the entire class, encouraging students to initiate questions, and moving closer to students when asking questions. The questioning strategies help the lecturers to lead the discussion, check students’ understanding, offer the students to share ideas, and improve students’ participation. As a result, the students become active in expressing thoughts, sharing ideas, and even initiating questions. The research can be a guideline for lecturers to create meaningful and interactive lectures to produce competent and critical students.