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Khairani Ade Guswita

Universitas Negeri Yogyakarta

Author-ID : 3484425

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document

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Articles

Transitivity Analysis of Jokowi and Prabowo Campaign Speech in Indonesian Presidential Election 2019 Khairani Ade Guswita; Suhardi Suhardi
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(1), May 2020
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

This study of the transitivity system aims to identify and describe the type of transitivity, namely the process, participant, and circumstance which appeared in Jokowi and Prabowo campaign speech in 2019. The method used was qualitative method and researcher as key instrument in this study. The method used in collecting data was Metode Simak which proposed by Sudaryanto (2018). Data collected were analyzed by using the theory of Halliday (1985), namely Systemic Functional Linguistics (SFL) which focused on transitivity system. The results of the study based on data analysis show that there are 24 data or about 32% material process as dominant process that found in Jokowi campaign speech, the most dominant participant is actor that found about 15.1% or 23 data , and time as the most dominant of circumstance that found about 21.4% or 9 data. Whereas in Prabowo's campaign speech found that the most dominant process that used is material process about 37.5% or 30 data with the most dominant participant, namely actor and goal that have the same amount of data about 28 data or 18.2%, the circumstance type which is the most dominant used namely place about 11 data or 26.8%. The most dominant transitivity process used by the two presidential candidates shows that the two presidential candidates try to convey things related to the activities or actions that will be done by each presidential candidate if they are elected to become president of Indonesia in 2019-2024 period.

CONVERSATIONAL IMPLICATURE IN ENGLISH LEARNING PROCESS AT SENIOR HIGH SCHOOL IN YOGYAKARTA (IMPLIKATUR PERCAKAPAN DALAM PROSES PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH MENENGAH ATAS DI YOGYAKARTA) Khairani Ade Guswita; Erna Andriyanti
Metalingua: Jurnal Penelitian Bahasa Vol 18, No 2 (2020): METALINGUA EDISI DESEMBER 2020
Publisher : Balai Bahasa Jawa Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/metalingua.v18i2.548

This writing aims to describe the types of conversational implicature and the reason for using conversational implicature by the English teachers in the English learning process at three senior high school in Yogyakarta. The method used was descriptive qualitative and the researchers were the key instrument. The data source of this study was the senior high school teachers’ utterances that contain implicature in English learning process. Data were collected through observation and recording technique. The results of the study show both generalized conversational implicature and particularized conversational implicature were applied. The reasons for using conversational implicature are to increase the force of someone’s message, to achieve certain goals, to attract the hearer’s attention, and to soften expressions. AbstrakKajian ini bertujuan untuk mendeskripsikan jenis-jenis implikatur percakapandan alasan penggunaannya oleh guru bahasa Inggris dalam proses pembelajaran bahasa Inggris di tiga sekolah menengah atas di Yogyakarta. Metode yang digunakan adalah deskriptif kualitatif dan pengajar adalah instrumen kuncinya. Sumber data dalam penelitian ini adalah tuturan guru bahasa Inggris sekolah menengah atas yang mengandung implikatur dalam proses pembelajaran bahasa Inggris. Data dikumpulkan menggunakan teknik pengamatan dan perekaman. Hasil penelitian menunjukkan adanya penerapan implikatur percakapan umum dan implikatur percakapan khusus. Alasan penggunaan implikatur percakapan tersebut adalah untuk meningkatkan kekuatan pesan seseorang, untuk mencapai tujuan tertentu,untuk menarik perhatian pendengar, dan untuk melembutkan ungkapan.

FACTORS AFFECTING LISTENING ANXIETY OF SENIOR HIGH SCHOOL STUDENTS IN ENGLISH CLASSROOM Khairani Ade Guswita; Sugirin Sugirin
JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v6i1.11462

In the process of listening, anxiety is a natural response that occurs to students who can divert the listening process. Thus, the purpose of this study is to find out factors affecting listening anxiety of senior high school students in the English classroom. The method used in this study was mixed method because the data obtained were in the form of qualitative and quantitative data. Participants in this study were 35 senior high school students in 2019-2020 academic year. The instrument used to collect data were questionnaire and interview. Questionnaire contained 14 questions was adopted from The Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) that was given to the students and interview was conducted with an English teacher and three students. The results of this study indicate that there are several factors that cause listening anxiety. The first, the students feel confused and anxious because they are unable to catch the words conveyed by the speaker. The second, the students feel difficult to understand the pronunciation of the speaker. The third, the students feel afraid when the speaker conveying information too quickly. The fourth, the students feel worried about the limited time in doing the listening task. The fifth, the students feel anxious because they think the other student more understand about the contents of the English recording. And the last, the students feel nervous when they do not understand the meaning of each word because they are lack of vocabulary in English. In conclusion, the students feel anxious in doing the listening task which resulted in their listening skills getting lower when learning English in the classroom

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