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All Journal Journal on English as a Foreign Language (JEFL) JALL (Journal of Applied Linguistics and Literacy) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of English Education Program (JEEP) English Education and Applied Linguistics Journal (EEAL Journal)
Andi Rustandi
Universitas Galuh
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Social Sciences Other

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AN ANALYSIS OF SPEECH ACT DURING SPEAKING CLASS ACTIVITY (TEACHER – STUDENTS TALKS) Chintya Fitria Rachmawati; Andi Rustandi; Luthfiyatun Thoyyibah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 2 (2022): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v5i2.2516

Abstract

This research focuses on speech acts as a significant role in teaching and learning process. In line with this topic, the aimed of this research attempts to find out the types of speech act mostly used by teachers’ and students’ English program. This study used descriptive qualitative method. The data which were used the utterances performed by the teacher and students talk in speaking class. Those speech acts are supported by theories of Searle (1977) who find out the use of speech act. From the theory, there are 5 classifications of illocutionary speech act; representative, directive, expressive, commissive, and declarative. The findings show that the classifications of speech acts mostly used by teacher is directive and representative is mostly used by the students. From the findings, teacher’s directive has some involvement toward students’ behavior during teaching and learning process. Besides, the used of representative by students has enhances their speaking ability. This study concludes that when teacher and students used the speech acts, it helps them comprehend the message in every utterance and easy to understand when communication. Hopefully, this study will help develop good classroom communication between teachers and students.
Interlanguage syntactic temporary, permanent, and fossilized errors in second language writing Andi Rustandi; R. Bunga Febriani; Maria Teresa Asistido; Syafryadin Syafryadin
Journal on English as a Foreign Language Vol 13, No 1 (2023): Issued in March 2023
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6090

Abstract

Although writing argumentative essays has been widely investigated, limited research has focused on types of syntactic fossilization errors, let alone in doctoral students of English department contexts. This study investigated the interlanguage temporary, permanent, and fossilized errors in the second language writing of seven doctoral students from one private university in Jakarta, Indonesia. The study employed a linguistics content analysis method using the argumentative essay products taken from the course of Lexicology and Lexicography during one semester. The data were analyzed using the framework of four syntactic fossilization errors: verb omission, subordination, double verb, and passive voice. In addition, inter-rater reliability was used to measure the trustworthiness of fossilized error analysis in students' argumentative essays. The findings revealed that the doctoral students made four fossilized errors: subordination, omission, double verb, and passive voice. However, verb omission and sub-ordination emerged as temporary fossilization errors and a double verb and passive voice as permanent syntactic fossilization errors in writing argumentative essays. This result suggests that doctoral students need a bridging course to reduce all kinds of errors in writing an argumentative essay as the requirements before they join the real classroom.
Co-Authors Ade Rohana Bambang Ruby Sugiarto Chintya Fitria Rachmawati Dedeh Rohayati Fuji Astuti Imannisa Nabilah Indah Nurkhasanah Iskhak Iskhak Lilies Youlia Friatin Luthfiyatun Thoyyibah Maria Teresa Asistido R. Bunga Febriani R. Bunga Febriani Ratih Ratih Rizki, Intani Permata Syafryadin Syafryadin Syafryadin Syafryadin Wawan Tarwana