Garuda - Garba Rujukan Digital

Cohesive Devices in Zara Zetira's Novel Rika Septiani
UNISAedu : Jurnal Ilmiah Ilmu Pendidikan Vol 4 No 1 (2020): UNISAedu vol 4 no 1 2020
Publisher : LPPM Universitas Islam Al-Ihya Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2021/unisaedu.v4i1.31

This study w as focus on identifying the kind of cohesive devices, and describes the function of cohesive devices found in Zara Zetira Novel that entitle “Every Silent has Story”. Cohesive is the important element in paragraph to make the paragraph link together and be coherence also has a sense to make the reader interest, enjoy, and understanding every single paragraph on whole of the text. In analyzing process the writer used descriptive research method. The steps of the process this research are; reading, pick up the feature, specified the content, and looked for the percentage. As the result the writer found the higher frequency of cohesive devices and the result from the 1304 paragraph the data is divided again to the specific part. The result for the personal reference is 9349 or 89.0%, demonstrative 907 or 8.6%, comparative 244 or 2.3%. For nominal substitution are 98 or 42.2%, verbal 6 or 2.5%, and for the clausal substitution are 128 or 55.1%. The result of ellipsis is 18 in verbal ellipsis 10 or 55.5%, nominal ellipsis is 6 or 33.3% and causal ellipsis is 2 or 11.1%. For the additive conjunction is about 2158 or 64.2%, adversative 698 or 20.7%, clausal 286 or 8.5%, temporal 86 or 2.5%, and for the other conjunction the writer found 133 or 3.9%. In the lexical cohesion the writer found the data 946 or 99,8%. Lexical cohesion are divided into six part. For the repetition 545 or 57.6%, synonym 115 or 12.1%, hyponym 54 or 5.7%, metonym 18 or 1.9%, antonym 145 or 15.3%, and collocation 69 or 7.3%. Over all, from the data which found the higher frequency of the cohesive device in the novel is grammatical cohesion by the result 14111 or 99.15% whereas the lexical cohesion becomes a second rank by the result 946 or 99.9%. So, the author used grammatical and lexical cohesive in the novel, the cohesive mostly used is grammatical, and the dominant feature of cohesive is personal reference.

AN ANALYSIS OF FRESHMEN ABILITY IN USING COPULAR VERBS Rinaepi; Rika Septiani; Fovi Sriyuliawati
Jurnal Binagogik Vol. 10 No. 1 (2023): JURNAL BINAGOGIK
Publisher : LPPM STKIP Bina Bangsa Meulaboh

This study aims to know how freshmen use the copular verbs and what types of errors occur when they apply them in simple sentences. The writer assumed that paying attention to the learning of copula as the basic English is important because the writer often find that some students still do mistakes in writing simple sentences. This case is also interfered by the background of freshmen. The freshmen learn English just as a foreign language, so there will be many factor will affect this process of learning such as the different system used in these two languages, English and Indonesian as freshmen’s mother tongue. The method of this study use qualitative. The data presented is not by calculation like in the quantitative. The procedure of this research is through asking students to write several simple sentences with suitable pattern. They were asked to use scratch words that they know. Then the researcher collected the data. The next is identifying all those sentences. The writer focuses on how these freshmen use the copular verbs in their sentences. In analyzing the data, the writer specifies the errors analysis into four, those are: 1) collections of sample errors,2) the identification of sample errors, 3)the description of errors, and 4)the explanation of errors (Corder in Eliis, 1996: 48). The result show that there are many errors occur in writing simple sentences. The most frequenly occur is omission. So it can be concluded in teaching English it need to pay attention to grammatical aspect in writing .

Digital Storytelling And Interactive E-Books: Fostering Young Adult Learners’ Reading Engagement And Vocabulary Acquisition Fovi Sriyuliawati; Rika Septiani; Rinaepi Rinaepi
Community Engagement and Emergence Journal (CEEJ) Vol. 7 No. 2 (2026): Community Engagement & Emergence Journal (CEEJ)
Publisher : Yayasan Riset dan Pengembangan Intelektual

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/ceej.v7i2.11841

This article synthesizes contemporary research on the integration of digital storytelling and interactive e-books in secondary and higher education, with particular attention to their contribution to young adult learners’ reading engagement and vocabulary acquisition. Using a systematic literature review approach guided by PRISMA 2020, the study examines empirical research on interactive digital texts, multimodal glosses, audio-supported reading, branching narratives, and learner-generated digital stories. The analysis is informed by Paivio’s Dual Coding Theory, Mayer’s Cognitive Theory of Multimedia Learning, and Sweller’s Cognitive Load Theory. The findings indicate that well-designed interactive digital texts generally support receptive vocabulary learning, lexical retention, reading motivation, and active participation by combining verbal, visual, and auditory information. However, productive vocabulary mastery and higher-order reading comprehension require more than exposure to multimedia input. Their development depends on meaningful vocabulary retrieval, communicative production, teacher scaffolding, peer interaction, and structured opportunities for reflection. The review also shows that decorative animations, unrelated sound effects, excessive hyperlinks, and poorly positioned interactive features may increase extraneous cognitive load and encourage fragmented or superficial reading. Therefore, the effectiveness of digital storytelling and interactive e-books is determined by feature congruence, cognitive-load management, learner control, accessibility, and pedagogical mediation. When integrated into task-based, collaborative, and participatory learning environments, these technologies can move young adult learners from passive digital-text consumption toward active interpretation, productive language use, and multimodal meaning-making.

AN ANALYSIS OF FRESHMEN ABILITY IN USING COPULAR VERBS Rinaepi; Rika Septiani; Fovi Sriyuliawati
Jurnal Binagogik Vol. 10 No. 1 (2023): JURNAL BINAGOGIK
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61290/pgsd.v10i1.81

This study aims to know how freshmen use the copular verbs and what types of errors occur when they apply them in simple sentences. The writer assumed that paying attention to the learning of copula as the basic English is important because the writer often find that some students still do mistakes in writing simple sentences. This case is also interfered by the background of freshmen. The freshmen learn English just as a foreign language, so there will be many factor will affect this process of learning such as the different system used in these two languages, English and Indonesian as freshmen’s mother tongue. The method of this study use qualitative. The data presented is not by calculation like in the quantitative. The procedure of this research is through asking students to write several simple sentences with suitable pattern. They were asked to use scratch words that they know. Then the researcher collected the data. The next is identifying all those sentences. The writer focuses on how these freshmen use the copular verbs in their sentences. In analyzing the data, the writer specifies the errors analysis into four, those are: 1) collections of sample errors,2) the identification of sample errors, 3)the description of errors, and 4)the explanation of errors (Corder in Eliis, 1996: 48). The result show that there are many errors occur in writing simple sentences. The most frequenly occur is omission. So it can be concluded in teaching English it need to pay attention to grammatical aspect in writing .

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