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THE ANALYSIS OF TOPICS AND TOPIC BOUNDARY MARKERS IN IONESCOâ€™S ABSURD PLAY THE LESSON Wijaya, Henny Putri Saking
HUMANIKA Vol 25, No 1 (2018): Januari-Juni
Publisher : Faculty of Humanities, Diponegoro University

People sometimes experience miscommunication when they have a conversation. It may happen because they fail to recognize the topic of discussion and the topic shift markers. A conversation has a clear structure that is not realized by the speakers. In this study, the writer chose The Lesson, one of the most famous absurd plays by Ionesco, as the data. In this play, the structure of conversation is difficult to understand, especially in the conversation between the Professor and the Young Pupil. Based on this condition, the writer investigates the structure of the conversation between the Professor and the Young Pupil in order to find the main topics and the topic boundary markers occurred in the topic shift in the conversation. The data were analyzed using the theories of topic shift by Coulthard (2014) and topic boundary markers by Stenstrom (2014). The findings show that there were four topics in the conversations between the Professor and the Young Pupil and â€˜letâ€™sâ€™ is the topic boundary marker often used to open a new topic and to close a topic. In conclusion, even in an absurd play where the structure is difficult to understand, there is a clear structure of the conversation.

THE IMPORTANCE OF STUDENTS' COLLABORATION IN THE E-LEARNING IMPLEMENTATION Ridwan Sanjaya; Henny Putri Saking Wijaya
Celt: A Journal of Culture, English Language Teaching & Literature Vol 7, No 1: July 2007, Nationally Accredited
Publisher : Soegijapranata Catholic University

E-Learning. as in the use of technology for teaching and learning purposes. has been promoted in Indonesia to be an alternative of learning process. Although it was late if it is compared with other Asian countries. it is a step forward for a learning process in Indonesia. However. many of the E-Learning practices involve the uploading of digitized content materials to a learning management system. In the present. the activity of student is downloading the content materials from his/her lecturer only. It makes the E-Learning website have no competitive advantage compared with the common website. The E-Learning website should be a medium for the students 10 interact. discuss. and collaborate ill their project work. A collaborative learning can increase better quality of learning because there is a unity of thinking and learning skills. There are several kinds of software which provide the Learning Management Systems (LMS) but not all of them can give media for collaboration. A tutor is one of the LMS that can give a media for the students to create a draft using its virtual room. Each students can give inputs or revise the draft to improve the quality. Then. the final report can be shared to other students using the virtual library, after the draft is finished.

The Phonological Errors by Dutch Exchange Students in Reading Indonesian Texts Henny Putri Saking Wijaya; Yohanes Theodorus Mustamu
kata Vol 19 No 2 (2017): DECEMBER 2017
Publisher : The English Department, Faculty of Humanities & Creative Industries, Petra Christian University

In this study, the five non-existing Indonesian sounds in Dutch sound system was observed because these sounds cause a problem. Moreover, the writers analyzed the phonological errors produced by the Dutch exchange students. The theories were from Moeliono and Darwowidjojo (2003) for the Indonesian consonants and from Mennen, Levelt and Gerrits (2006) for the Dutch consonants. The findings show that there were five Indonesian sounds that do not exist in Dutch sound system. Furthermore, the Dutch exchange students produced phonological errors in initial, medial and final positions. Also, from the observed sounds, thirteen deviations occurred. In conclusion, the phonological errors in five observed sounds produced by the Dutch exchange students happened because of the L1 transfer and the lack of knowledge of Indonesian consonants.

Lexical Errors Produced by High And Low Proficiency Learners of Writing 2 Classes Ellara Yusea Ananda; Henny Putri Saking Wijaya
Kata Kita: Journal of Language, Literature, and Teaching Vol 9, No 2 (2021)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.9.2.180-186

This study was conducted to find out the types of lexical errors that high and low proficiency learners produced in their writing, and find the differences and similarities from the production of the two groups. To answer the research questions, the writers used the theory by James (2013) about lexical error classification. This study was a qualitative study. The sources of the data of this study were the lexical errors from 32 writing drafts. The writers divided the students into two groups: eight students from high proficiency level and eight students from low proficiency level. The findings showed that the high proficiency learners produced five types of formal errors and four types of semantic errors, while the low proficiency learners produced two types of formal errors and six types of semantic errors. In conclusion, the high and the low proficiency learners’ lexical error productions are due to the learners’ lack of knowledge in sense relation and collocation, and the learners’ wrong terms of near-synonyms production.Keywords: lexical errors, high proficiency learners, low proficiency learners, error analysis

Increasing the Brand Awareness of SPELL ELC Using a Company Profile Video Diora Valencia Wicaksono; Henny Putri Saking Wijaya
Kata Kita: Journal of Language, Literature, and Teaching Vol 9, No 2 (2021)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.9.2.173-179

SPELL ELC (Special Programs for English Language & Literacy English Language and Communication) Sidoarjo was established in 2001. Three programs that SPELL ELC has: Academic English, Business English, and Children English. SPELL ELC’s competitor is EF (English First) Sidoarjo. SPELL ELC’s problem is lack of students outside Sidoarjo. Therefore, the best solution to solve this problem is to make a company profile video. A company profile video can reach the customers who live outside Sidoarjo. The solution was made following the theory of Rockman (2017) in order to deliver the information effectively. Survey and interview were conducted to get the USP. Dandy (2020) mentioned that the solution will give four benefits for the company. The benefits are: it helps the customers to know the company’s brand, it can cover the company’s shortcomings, it can be an effective promotional tool, and it can build good images for the company. Keywords: company profile video, brand awareness, English course

Teacher’s and Students’ Perspectives Regarding the Reading Materials in the Extensive Reading and Writing Class Eunike Listyoyanti Suseno; Henny Putri Saking Wijaya
Kata Kita: Journal of Language, Literature, and Teaching Vol 9, No 1 (2021)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.9.1.53-62

This qualitative study aimed to know the teacher’s and the students’ perspectives regarding the reading materials in the Extensive Reading and Writing (ERW) class. The study used the theory of Extensive Reading Principles by Day and Bamford (2002). The study also tried to draw the similarities and differences between their perspectives. The subjects of the research were 10 students and 1 teacher from ERW class in the English Department of Petra Christian University, Surabaya. Semi structured interviews were used to explore their perspectives toward the reading materials of ER. The findings showed that the teacher and the students had various perspectives regarding the reading materials in ERW class. In conclusion, the provision of reading material was not really in line with the ER principles because of the unique nature of ERW class. For the future research, the writers suggested doing quantitative research with a variety of subjects for more generalizable result. Keywords: extensive reading, implementation, perspectives, students, teachers

Question Types and Questioning Tactics Used by Bright English Teacher during English Online Class Wijaya Wijaya; Henny Putri Saking Wijaya
Kata Kita: Journal of Language, Literature, and Teaching Vol 10, No 3 (2022)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.10.3.480-487

This study was conducted to determine what question types and questioning tactics the Bright English language teacher used in English online classes. In this study, the writers used Wragg and Brown’s (2001) theory of three question types and seven questioning tactics to analyze the data. This study was done using a qualitative approach. The findings showed that the teacher asked conceptual and empirical questions to students in online meetings. When asking questions, the teacher employed five questioning tactics: pausing and pacing, directing and distributing, listening to replies and responding, prompting and probing, and sequencing questions. In conclusion, the teacher's question types and questioning tactics were affected by the lesson’s topic and the class situation. For further research, the writers suggested that two or more learning groups with students from different grades could be analyzed in onsite and online learning environments.

Errors on Sentence Structures Made by Students in Writing 2 and Writing 4 Classes Manuela Octaviani; Henny Putri Saking Wijaya
Kata Kita: Journal of Language, Literature, and Teaching Vol. 12 No. 1 (2024)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.12.1.26-33

This study analyzed the types of errors on sentence structures by students in Writing 2 and Writing 4 classes in the English Department, Petra Christian University, and their similarities and differences. Eight categories of common errors on sentence structures proposed by Ho (2005) were used to analyze thedrafts. The types of common errors in this study were limited to four: Run-on Sentence, Fragmented Sentence, Inappropriate Subordinate Conjunction, and Misordering. The findings showed that both classes made all types of the errors and the most common error made was run-on sentences in the form of comma splice. Fragmented sentences with missing verb and subject were only found on writing 2 drafts while subordinating clauses in fragmented sentences were found on writing 4 drafts. Moreover, errors in relation to subordinating conjunction were more prominent in Writing 4. In conclusion, difficulties in utilizing conjunctions, and the different complexity of the drafts might affect the errors on sentence structures.

Teacher’s Roles Implemented by an American Lecturer and an Indonesian Lecturer in Teaching Reading Classes Elsa Septia Herlina; Henny Putri Saking Wijaya
Kata Kita: Journal of Language, Literature, and Teaching Vol. 11 No. 3 (2023)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.11.3.498-506

This thesis is a qualitative study on teacher's roles implemented by an American lecturer (AL) and an Indonesian lecturer (IL) in the English Department, Petra Christian University when they taught Reading classes. The objectives of this study are to find out the teacher's roles of both lecturers and their differences and similarities. This study used Harmer's theory on teacher's roles (2015). The data were collected twice for each lecturer. The findings show that the lecturers applied the teacher's roles: controller, monitor, prompter, editor, resource, and organizer. There were roles of evidence gatherer, tutor, and facilitator that were not implemented by both lecturers. This study also found multiple roles in one utterance. For the difference, only AL played the role of prompter when teaching. In conclusion, the topic of reading passages might affect the teacher’s roles implemented by AL and IL.

Cognitive Domains in an English Teacher's Classroom Discourse at Petra Language Center Herlin Kristina; Henny Putri Saking Wijaya
Kata Kita: Journal of Language, Literature, and Teaching Vol. 12 No. 2 (2024)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/katakita.12.2.94-101

Asking questions in class can facilitate a smooth flow of discussion and encourage students’ active participation. Teachers help students to have a better understanding by giving questions related to the students’ cognitive domains. Therefore, this study aims to find the cognitive domains employed by an English teacher to primary students in the Children 3B English class atPetra Language Center. The theoretical framework is Anderson and Krathwohl's (2001) cognitive domains. Employing a qualitative approach, the writers transcribed and analyzed the teacher's WH questions in both English and Indonesian languages during three meetings before the final exams. The analysis showed that the teacher utilized two of six cognitive domains: remember and understand. The teacher primarily employed remember cognitive domain. In conclusion, significant factors influencing the outcomes include the learning objectives and the students' proficiency levels. Future research should expand to the Teenager class at Petra Language Center to examine the teacher's response to students' answers to the teacher’s questions.

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