Article Per Year (5 Year)
p-Index From 2020 - 2025
0.817
P-Index
This Author published in this journals
All Journal Jurnal Arbitrer Journal of English Language Teaching and Learning (JETLE)
Edwin Nuvianto Al Aziz
IAIN Kediri
Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Speech Act Analysis on Joe Biden's Speech about Covid-19 Gita Yusanti; Ary Setya Budi Ningrum; Nurul Aini; Edwin Nuvianto Al Aziz
JURNAL ARBITRER Vol. 9 No. 1 (2022)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.9.1.57-70.2022

Abstract

This study is to identify the utterances of particularized speech acts and illocutionary functions on Joe Biden's speech about Covid-19. The writer uses descriptive qualitative design to gain the research. The writer collects the data from the video content on YouTube named C-SPAN entitled President-elect Joe Biden COVID-19 Briefing and website named Rev formed as speech transcript. Joe Biden or Joseph Robinette Biden is the 46th president of the United States. From the analysis, the writer found three types of speech acts used by Joe Biden. The data used Searle's theory. They are the locutionary act, illocutionary act, and perlocutionary act. Then, the writer also found that illocutionary act is divided into five categories. They are assertive (42%), directive (18%), commisive (29%), expressive (9%), and declaration (2%). The most dominant type of illocutionary act is assertive or representative. Meanwhile, the most dominant type of illocutionary function used by him is promising function. From this study, it can be found the kinds of facial expressions, posture, and gestures of body language which are expressed by Joe Biden.
Difficulties and strategies of learning English reading skills in large classes: A systematic literature review Santi Istiqomah; Rohmani Nur Indah; Edwin Nuvianto Al Aziz
Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v4i2.20362

Abstract

Reading in large classes can lead to many difficulties demanding for various teaching strategies to overcome any difficulties. This research aimed to find the difficulties found in large classes of reading and analyzed the strategies used to overcome them. It used a systematic analysis method that identifies existing literature available online. The data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, and 5) interpreting the findings. The results show that students learning English in large classes particularly in secondary schools are always constrained in making inference, finding main idea, retention of detail information, understanding vocabulary, and locating reference. Concerning the strategies, junior and senior high school students must be involved in joyful and meaningful group fun activities forreading. However, at university level, the self and autonomous learning style must be implemented. The finding implies on the need for collaborative learning method and also group fun activities for reading. It can be also helped by utilizing the technology and digital platform to make the students have more experiences inlearning reading in large class. 
Difficulties and strategies of learning English reading skills in large classes: A systematic literature review Santi Istiqomah; Rohmani Nur Indah; Edwin Nuvianto Al Aziz
Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v4i2.20362

Abstract

Reading in large classes can lead to many difficulties demanding for various teaching strategies to overcome any difficulties. This research aimed to find the difficulties found in large classes of reading and analyzed the strategies used to overcome them. It used a systematic analysis method that identifies existing literature available online. The data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, and 5) interpreting the findings. The results show that students learning English in large classes particularly in secondary schools are always constrained in making inference, finding main idea, retention of detail information, understanding vocabulary, and locating reference. Concerning the strategies, junior and senior high school students must be involved in joyful and meaningful group fun activities forreading. However, at university level, the self and autonomous learning style must be implemented. The finding implies on the need for collaborative learning method and also group fun activities for reading. It can be also helped by utilizing the technology and digital platform to make the students have more experiences inlearning reading in large class. 
Co-Authors Ary Setya Budi Ningrum Gita Yusanti Gita Yusanti Nurul Aini Rohmani Nur Indah Santi Istiqomah