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INTERPERSONAL METADISCOURSE MARKERS IN SPEECHES OF MINISTER FOR FOREIGN AFFAIRS OF INDONESIA Ria Angraini; Mirna Dwi Effrianti
Literary Criticism Vol 7 No 1 (2020): Literary Criticism
Publisher : UNIVED Press

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This research aimed to determine the types and the most dominant of interpersonal metadiscourse markers in speeches of the minister for foreign affairs of Indonesia. This research was designed by using descriptive qualitative method. The object of this research was 10 speech scripts of the minister for foreign affairs of Indonesia. The instrument in this research was a table checklist of the types of interpersonal metadiscourse markers based on Hyland theory 2005. The results of this research showed that all of types of interpersonal metadiscourse markers emerged in speeches of the minister for foreign affairs of Indonesia. Those types consisted of hedges (probably, possibility, possible, uncertain), boosters (of course, beyond, certainly, clearly, believe, indeed), attitude Markers (honored, biggest, important, agreed, interest), self-mentions (I, Me, My, We) and engagement markers (you, let, recall, question, thank you). Meanwhile the most dominant type of Interpersonal metadiscourse markers is self-mention. It is proven by the emergence of 137 self-mention in speeches of the minister for foreign affairs and particularly the use of first-person pronoun assisted the speaker to find accessible way for audiences to comprehend the context. Keywords: Interpersonal Metadiscourse Markers, Speech, The Minister for Foreign Affairs

The Lecturers’ English Ability Through the Toefl Test Dian Susyla; Ria Angraini; Ririn Putri Ananda
Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This study aims to determine and describe lecturers' English language skills, which can be seen through the TOEFL test. This research method is descriptive qualitative. The researcher gave a TOEFL-like test to 109 lecturers as research subjects. TOEFL ability is mapped into the Common European Framework of Reference for Language (CEFR), measured at four different levels, namely A2, B1, B2, and C. The results show that no lecturer has C1 ability in the Listening section. Two lecturers are at level B2, 12 people are at level B1, and the remaining 95 people are at level A2. The average for Listening is in the A2-SD level category. For Structure and Written Expression, only four lecturers are at level B2; 25 at B1 level; and 80 at level A2. The average for SWE is 40 in the A2 elementary level category. As for the Reading section, only one lecturer is at level C1; 2 at level B2; 6 at level B1; 98 at level A2. The average score for Reading is in the A2-SD level category. In conclusion, most of the lecturers' English skills (Listening, Structure and Writing Expression, and Reading) are still very weak. Keywords: Lecturers’ English Ability, TOEFL

The Lecturers’ English Ability Through the Toefl Test Dian Susyla; Ria Angraini; Ririn Putri Ananda
Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v5i1.2931

This study aims to determine and describe lecturers' English language skills, which can be seen through the TOEFL test. This research method is descriptive qualitative. The researcher gave a TOEFL-like test to 109 lecturers as research subjects. TOEFL ability is mapped into the Common European Framework of Reference for Language (CEFR), measured at four different levels, namely A2, B1, B2, and C. The results show that no lecturer has C1 ability in the Listening section. Two lecturers are at level B2, 12 people are at level B1, and the remaining 95 people are at level A2. The average for Listening is in the A2-SD level category. For Structure and Written Expression, only four lecturers are at level B2; 25 at B1 level; and 80 at level A2. The average for SWE is 40 in the A2 elementary level category. As for the Reading section, only one lecturer is at level C1; 2 at level B2; 6 at level B1; 98 at level A2. The average score for Reading is in the A2-SD level category. In conclusion, most of the lecturers' English skills (Listening, Structure and Writing Expression, and Reading) are still very weak. Keywords: Lecturers’ English Ability, TOEFL

BIMBINGAN BELAJAR BAHASA INGGRIS DI PERUMAHAN SAKHA FALIH KOTA BENGKULU Genio Czar Althariqy; Eceh Trisna Ayuh; Ria Angraini
Jurnal Ilmiah Mahasiswa Kuliah Kerja Nyata (JIMAKUKERTA) Vol. 2 No. 2 (2022): JIMAKUKERTA
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Muhammadiyah Bengkulu

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Pemberdayaan Masyarakat merupakan bagian dari sistem pendidikan tinggi termasuk Perguruan Tinggi Islam yang tergabung dalam Tridharma Perguruan Tinggi yang meliputi Pengajaran, Penelitian dan Pemberdayaan Masyarakat. Tidak bisa dipungkiri banyak anak yang kesulitan beradaptasi dengan sistem pembelajaran jarak jauh akibat proses pembelajaran online yang sudah diberlakukan. Hal ini disebabkan kurangnya akses internet untuk menerima konten yang disediakan guru. Kendala yang harus ditanyakan siswa, terutama di desa. Kendala lainnya adalah proses kognitif yang kurang optimal. Mudah dan tidak banyak siswa yang dapat langsung memahami materi yang diberikan oleh guru. Dikombinasikan dengan hadirnya game mobile phone menjadi pemicu anak enggan membaca buku dan mengerjakan pekerjaan rumah. Bimbingan belajar berarti satu orang atau lebih, baik secara individu maupun kelompok, yang memiliki keahlian materi pelajaran dalam pengambilan keputusan, koordinasi, dan masalah pembelajaran. Kegiatan ini dilakukan di Wilayah RT 22 kurun waktu dari tanggal 26 agustus – 26 september 2021 dalam kegiatan keilmuan telah direncanakan dilakukakan kegiatan selama 9 hari berupa bimbingan belajar dan dan 2 hari kegiatan untuk mengajak anak dan murid untuk mengikuti bimbingan belajar, sebelum bimbingan dilakukan terdapat kegiatan untuk mengajak orang tua agar anak-anak mau mengikuti bimbingan belajar yaitu dengan datang kerumah beberapa orangtua. Kata Kunci: bimbel, kegiatan, bahasa

CHARACTER EDUCATIONAL VALUES IN ENCANTO ANIMATION MOVIE Rensi Kumala Sari; Kiagus Baluqiah; Dian Susyla; Ria Angraini
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8623

This research aimed to find out and describe the types of character educational values conveyed in Encanto animation movie. This research used descriptive qualitative method. The researchers used Kemendikbud formulation to analyze character educational values. The 18 types of character educational values, based on Kemendikbud includes religious, honesty, tolerance, discipline, hardworking, creativity, independent, democratic, curiosity, national spirit, love for the homeland, appreciate achievement, communicative, love peace, likes to read, cares about the environment, cares about social, and responsibility. In this research only 11-character educational values were found. They are honesty, tolerance, discipline, creativity, curiosity, love for the homeland, appreciate achievement, communicative, love peace, cares about social, responsibility. So, there are 7-character educational values that have not been conveyed in Encanto animation movie. They are religious, independent, democratic, hardworking, national spirit, likes to read, and cares about the environment. There are 58 dialogues conveyed as the character educational values. Those are 2 values of honesty, 1 value of tolerance, 1 value of discipline, 3 values of creativity, 13 values of curiosity, 1 value of love for the homeland, 2 values of appreciate achievement, 4 values of communicative, 8 values of love peace, 22 values of cares about social, and 1 value of responsibility. Then, the researchers found the dominant character educational values in the movie is cares about social which is conveyed in 22 dialogues.

MENJADI INSPIRATIF, SUKSES DAN BERPRESTASI BERSAMA MY_E COURSE DI SD FATMA KENANGA BENGKULU Ria Angraini; Dian Susyla; Agung Karismah Hidayah; Derry Ellis Novela Bustam; Uswatun Hasanah; Herly Fathonah Agustika
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2023): Volume 4 Nomor 2 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

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Artikel ini menggambarkan program pengabdian masyarakat yang dilaksanakan oleh tim pengabdian masyarakat MY_E Course di SD Fatma Kenanga Kota Bengkulu. Program ini bertujuan untuk memberikan inspirasi dan motivasi kepada siswa untuk meraih kesuksesan dan prestasi di masa depan melalui pembelajaran bahasa Inggris yang inovatif dan menyenangkan.Metode yang digunakan dalam program ini meliputi kegiatan pembelajaran yang melibatkan interaksi langsung antara guru dan siswa. Tim pelaksana MY_E Course membuat pembelajaran bahasa Inggris lebih menarik dan interaktif bagi siswa, selain itu adanya tambahan game dan lagu yang menarik memungkinkan siswa belajar dengan cara yang lebih efektif dan menyenangkan.Pembelajaran MY_E Course di SD Fatma Kenanga ini berlangsung selama kurang lebih 4 (empat) bulan yaitu dari bulan Oktober hingga Januari. Dimana selama 4 bulan berlangsung terdapat 12 kali pertemuan yang melibatkan 2 kelas yaitu kelas 5A dan kelas 5B.

The Effectiveness of Teaching English of EYL Course In Elementary School Aprilia Ningsih; Dian Susyla; Ria Angraini; Waslurachim Safitri
Teaching English and Language Learning English Journal Vol. 3 No. 1 (2023): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i1.5569

This study aims to describe the effectiveness of teaching English of EYL Course in SDN 07 Kota Bengkulu. It was designed as a qualitative research in which the data were obtained via interview and documentation. The data were also analyzed by applying main indicators and criteria in measuring teaching effectiveness. On the one hand, the indicators were consisted of mastery learning, student learning activity, management ability, and student responses. On the other hand, the criteria comprised time allocation and student motivation. The results indicated that the apprentice teacher of Muhammadiyah University of Bengkulu mastered in delivering lesson materials. Then, the students showed the different attitudes during attending the class of EYL. Some of whom were active and some tended to be passive. However, management skill of the apprentice teacher was not called to be well-structured yet. It was also observed from their ability to allocate time in delivering lesson materials of EYL. Additionally, motivation of the students mostly came from their perspective about English. Most of whom considered having skill in speaking English was very cool. In conclusion, teaching EYL in SDN 07 Kota Bengkulu is effective to conduct because both indicators and criteria have tendency to be positive, even though ability of the apprentice teachers are still not professional yet.Key Words: Effectiveness, EYL Course, Elementary School.

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