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All Journal BRIGHT Akrab Juara : Jurnal Ilmu-ilmu Sosial Journey: Journal of English Language and Pedagogy
Octaviana, Dwi Warry
Institut Pendidikan Indonesia Garut
Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Medicine & Pharmacology

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THE INDONESIAN-ARABIC CODE MIXING ON FACEBOOK AMONG THE MEMBER OF WANITA INDONESIA BERCADAR (WIB) COMMUNITY Dwi Warry Octaviana
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 2, No 1 (2019)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v2i2.947

Abstract

Facebook has become one of the main communication media which people utilize to keep in contact with friends and acquaintances. Thus, this makes it an appealing medium of spoken-written language to identify trends of code mixing among them in informal social domains. This site popularity has aroused the researcher’s interest to choose it as a ground for this study. The aim of the study was to identify the form of code mixing which was frequently used by the member of Wanita Indonesia Bercadar (WIB) community. This research applied descriptive qualitative method. The data analysis of this research would be based on the observation of Facebook status and wall interaction. The data were analyzed using the observation checklist. Then, the data were analyzed based on the linguistic form of code mixing by Suwito’s theory. The results showed that word insertion was the most frequent inserted level of code mixing on Facebook among the member of Wanita Indonesia Bercadar (WIB) community.
TYPES AND WAYS OF SPEAKING ASSESSMENT USED BY ENGLISH TEACHERS Dwi Warry Octaviana
Jurnal Akrab Juara Vol 3 No 1 (2018)
Publisher : Yayasan Akrab Pekanbaru

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

Abstract

Banyak guru Bahasa Inggris telah mencoba untuk memperluas pengajaran bahasa komunikatif (Communicative Language Teaching ̶ CLT) di kelas mereka. Namun, meski tertarik dengan CLT, penilaian secara komunikatif kurang mendapat perhatian. Jadi, mereka tidak menilai kecakapan oral siswa dari perspektif penggunaan bahasa dan komunikasi. Jadi, ada kontradiksi antara pengajaran bahasa komunikatif mereka dengan penilaian speaking. Oleh karena itu, penelitian ini bertujuan untuk mengetahui jenis dan cara penilaian pembelajaran yang digunakan oleh guru Bahasa Inggris. Data penelitian ini menggunakan pendekatan deskriptif kualitatif. Data yang dibutuhkan diperoleh melalui dua instrumen pengumpulan data kualitatif: kuesioner dan wawancara semi terstruktur. Berkaitan dengan data yang diperoleh, temuan data menunjukkan bahwa ada beberapa jenis tugas penilaian berbahasa non-autentik yang digunakan oleh guru Bahasa Inggris. Selanjutnya, ada beberapa cara penilaian speaking yang digunakan oleh guru Bahasa Inggris. Jenis dan cara ini dapat dikategorikan menjadi tiga kategori utama: pengetahuan (mampu menjelaskan), pemahaman (membuat kesimpulan), dan performa (percakapan).
THE IMPORTANCE OF STRATEGIC COMPETENCE IN SUPPORTING STUDENTS’ SPEAKING PERFORMANCE Dwi Warry Octaviana
Journey: Journal of English Language and Pedagogy Vol. 4 No. 2 (2021): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v4i2.732

Abstract

Sometimes, people may request to offer our viewpoints on a specific subject. It is once in a while difficult to verbally communicate our opinion to others. Those may have trouble putting our thoughts into words or may even dread be addressing to others. So, communication is not effectively delivered. Therefore, we should be able to find an effective way to continue expressing idea using suitable words. Due to this problem, this study was aimed to investigate whether strategic competence has positive relationship with speaking performance and to discover the varieties of strategic competence undertaken by the students particularly. A descriptive method used in this study. The data needed were obtained through a sample consisting of 14 students at Senior High School in Garut. The data analysis shows that there is positive relationship between strategic competence and speaking performance. In addition, the communication strategies or strategic competences, which are the most often, applied by the participants of study, are borrowing including literal translation and language mix. Also, they often applied paraphrase including approximation and circumlocution. According to the findings, it can be concluded that communication strategies are important for learners to notice that breakdown in communication not as some insuperable obstacle to be stayed away but as a great chance for learning. So, it is expected that the teachers help the students to remain in conversation, and so allow them with more input and more opportunities to develop their interlanguage system.
ENGLISH PRONUNCIATION ERRORS BY SUNDANESE SPEAKERS Dwi Warry Octaviana
Journey: Journal of English Language and Pedagogy Vol. 2 No. 1 (2019): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v2i1.758

Abstract

The students’ first language (Sundanese) often interferes with English pronunciation. For example, the students get difficulties to distinguish in pronouncing certain sounds of vowels such as between /e/ in ‘beg’ and /æ/ in ‘bag’, /ei/ in ‘wait’ and /e/ in ‘wet’. Sometimes, the students will be able to identify specific problem sounds and sometimes they will not. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the students’ native language does not contain. Therefore, the study was aimed at finding out the main factors that cause the students’ English pronunciation errors and identifying the types of the students’ English pronunciation errors. In acquiring the data, the research used descriptive method. The data needed are gained through a sample consisting 10 of 32 students. The sample was randomly selected. The students were given ten items of questionnaire asking for their responses in line with the causes of their English pronunciation errors. Then, the students’ English pronunciation errors were found from the analysis of the reading material that had been read by the students. In relation to the data gained, the data findings showed that the main factors that caused the students’ English pronunciation errors were coming from internal factors (lack of practice, lack of self-confidence, and lack of exposure) and from the external factors (the differences in pronunciation between the students’ first language (Sundanese) and their target language (English) and the differences between what the correct pronunciation that should be pronounced and its writing actually). After the investigation, the types of English pronunciation errors made by the students in vowels sound were: long and short vowels, diphthongs, and triphthongs. It was caused by the inability to hear certain English sounds that the students’ native language does not contain.
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