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WOMEN'S LANGUAGE FEATURES USED BY MAIN CHARACTER IN JOY MOVIE BY DAVID O. RUSSEL Fardiah Amalia Ardani; Ali Ajam; Samsudin Hi Adam
Jurnal Bilingual Vol 13, No 2 (2023): Jurnal Bilingual EDISI OKTOBER 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v13i2.7490

This study aims to determine women's language features used by the main character in the Joy movie based on Lakoff's theory. This study uses a descriptive qualitative method. More specifically, the researcher used the theory of Miles, Huberman Saldana (2014) which consists of data condensation, data display, and conclusion drawing/verification to analyze the data and describe the findings. Data sources were collected from the utterances of the main character from the movie. The findings show that there are nine out of ten women's language features used by the main character in the movie. They were lexical hedges or fillers, tag questions, rising intonation on declarative, empty adjective, intensifiers, hypercorrect grammar, superpolite forms, avoidance of strong swear words, and emphatic stress. While precise color terms are not found in the movie.

The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either. According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.

The Students’ English Achievement, Perception and Attitude in English Language Teaching Ali Ajam; Awaludin Rizal; Safrudin Sahmadan; Ridayani Ridayani
Journal of English Culture, Language, Literature and Education Vol. 11 No. 2 (2023): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v11i2.6578

This correlation study aims to determine the following: 1) Students' attitudes toward learning English are significantly correlated with achievement. 2) Achievement and the quality of the English curriculum is strongly correlated with students' perceptions of it. 3) Achievement is significantly connected with opinions of the effectiveness of the English classroom and attitudes toward learning the language. 276 data made up the population of this study. One class out of the seven was chosen using a random cluster sampling method. In one session, thirty pupils were eligible for the analysis. A perception survey, an attitude survey, and an achievement test were among the tools used to obtain the data. Students' perceptions of the caliber of English instruction and attitudes toward learning English were gathered using the perception and attitude questionnaires. The perception and attitude questionnaire results were utilized to forecast English proficiency. The data were analyzed with the use of numerous correlations and SPSS12 in order to accomplish the three goals of the current study. The findings supported the notion that attitudes toward learning English and English achievement correlate with perceptions of English instruction's effectiveness. The result of the computation of multiple correlation coefficients (R) is .767 and the correlation coefficient (R2) is .588. Therefore, perception and attitude "accounted for" 58.8% of the achievement, leaving the remaining 41.2% unaffected by either. According to the findings, recommendations are made to EFL teaching professionals and other academics who wish to look into the subject more in the future. These recommendations speak to the value of preserving perception and attitude in order to raise students' English achievement.

Students’ Grammatical Cohesion in Essay Writing Abdulhalim Daud; Ali Ajam; Naniek Jusnita
Jurnal Langua Vol 6 No 1 (2023): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.7731278

Cohesion plays an essential part in writing. This study aims to find out what grammatical cohesion device students used in writing. This study is a qualitative study. It was conducted during the semester. Fifteen university students studying essay writing participated as participants of this study. The students’ writing drafts were collected and analyzed. Content analysis was applied. The results showed that the students use two grammatical cohesion devices in their essay writing; references and conjunction. References consist of personal references, demonstrative references, and comparative references while conjunction consists of additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction. On the other hand, there were two grammatical devices that were not found in students writing draft substitution and Ellipsis devices. Thus, those two devices are mostly found in oral communication. It means that the analyzed passages do not expose all of the cohesion devices sufficiently and provide too many highlights on one type which is the reference. This fact showed that the sentences within the text should not be connected by the existence of all cohesion devices. Some of the adequate devices were as much as necessary to create a series of sentences called a text. Some presence of them is already enough to create cohesion.

The Effects of Electronic Storybook on EFL Students' Reading Performance Awaludin Rizal; Ridayani; Safrudin Sahmadan; Ali Ajam
Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung 2024: Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Publisher : Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigated the effect of electronic books on EFL students Reading performance. A quantitative study with a quasi-experimental design was implemented through applying electronic books as instruments. The study adopts a pre-post control group design where each twenty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using electronic books approach, whereas, the control group received traditional treatment such as grammar translation method. The study results showed that using the electronic storybook on EFL students can significantly raise students' reading performance, with a discernible difference in effectiveness between the experimental and control groups. The study sheds lighter on the value of using electronic books to promote reading performance in an EFL classroom. Additionally, the study makes recommendations for EFL teachers on how to make the application of this method in their lesson plans more effective.

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