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All Journal Jurnal Celtic SoCul: International Journal of Research in Social Cultural Issues JELTEC: Journal of English Language Teaching, Literature and Culture
Delli Sabudu
Manado State University
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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THE INVESTIGATION INTO PRIMACY EFFECT ON STUDENT’S VOCABULARY MEMORIZATION Delli Sabudu
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 6 No. 1 (2019): June 2019
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v6i1.8750

Abstract

This study aimed to examine whether primacy positions are more dominant in memorizing words, in other words, this study intends to test which ones are easier to remember words that are at the top or the beginning or words that are at the bottom or end in the word memorization list. In this study, the authors used a sample of first grade SMP Negeri I students. From a number of parallel classes the author takes the class as a sample. Data collection is done through tests in the form of a post-test. By using the t-test formula, the collected data is then analyzed to test the hypothesis whether there is a significant difference between the two groups of students who memorize the primacy position and the students who memorize the recency position. The experimental group gets a higher number in memorizing words in the primacy position in memorizing vocabulary. By using a two-tailed test, proved that Ho is rejected. For this reason, it is expected that teachers who teach English or other foreign languages can teach vocabulary by placing difficult words on the memorizing list in the top or primary position.
Applying The Constructivist Activities on Teaching English Literature A Study is Conducted in Literature Class of English Education Department of Universitas Negeri Manado Delli Sabudu
Journal of English Language Teaching, Literature and Culture Vol. 3 No. 1 (2024): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v3i1.7434

Abstract

The aim of this research is to find out whether the constructivist theory is effective to enrich students mastery of literary work or not This research is classified as quantitative research which is true experimental design the data collected in the form of numbers and the data statistically analyzed In this research the writer used a sample of students in the parallel class of English Education students in the 3th semester who had learned the subject of Introduction to Literature One class randomly chosen from 4 clasess as the experimental class and control class and the t test observe used in analyzing the data < em>The research finding shows that students were given a pre test to what extent they understood about English Literature from the results obtained it was known that there were differences in mastery of the field of literature in each individual Then the students are given treatment using the constructivist theory referring to the students learning experiences about the work of English Literature given exposure and then post test results which can show the experimental group gets the majority of scores higher than the control group This means that there are significant differences between students interest in learning about English Literature has increased in mastery of the topic and the overall phenomena that accompany it In other words students who are taught using Constructivist theory master the topic or material better even they can enjoy the learning process more than Students who are not taught using Constructivist theory< em>< p>
A CRITICAL DISCOURSE ANALYSIS ON THE POLITENESS STRATEGY IN SOFIA THE FIRST BY CRAIG GERBER Putri Jesika Lumban Raja; Jenie Posumah; Delli Sabudu
SoCul: International Journal of Research in Social Cultural Issues Vol. 4 No. 6 (2024): SoCul: International Journal of Research in Social Cultural Issues
Publisher : Faculty of Language and Arts (Fakultas Bahasa dan Seni) Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/bgzzec95

Abstract

In everyday life, identity is expressed through language, interaction, and communication patterns. This study investigates how discourse features shape Princess Sofia’s identity in Sofia the First. This study use Fairclough’s Critical Discourse Analysis (CDA) and Brown and Levinson’s Politeness Strategy framework. This study employed a qualitative research method with a discourse analysis design. The researcher selected Episodes 1–10 of Season 1 based on themes of identity formation and language use. The selected episodes were carefully observed to identify scenes that show character interaction, development, and situations related to power and politeness. After identifying relevant scenes, the researcher transcribed the dialogues. It producing around 450 utterances categorized into Bald-on-Record, Positive Politeness, Negative Politeness, and Off-Record strategies. The findings show that Bald-on-Record dominates, reflecting Sofia’s assertiveness, leadership, and direct problem-solving style. Positive and Negative Politeness appear when Sofia builds relationships, expresses empathy, and navigates social boundaries, while Off-Record strategies emerge in delicate or indirect situations. Through CDA, Sofia’s discourse reveals not only linguistic choices but also the influence of narrative practices and social values such as kindness, equality, responsibility, and emotional awareness. This study contributes to discourse and linguistic studies by showing how politeness strategies in children’s animation construct social roles and power relations. It also highlights the role of media language in shaping children’s understanding of identity, gender norms, and social values, and provides insights for educators and content creators in developing more meaningful and responsible children’s media.
Co-Authors Jenie Posumah Putri Jesika Lumban Raja