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All Journal UICELL Conference Proceeding Journal of English Education and Teaching (JEET) Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Prosiding Seminar Nasional Universitas Ma Chung

Indah Damayanti

Universitas Bengkulu

Author-ID : 3884321

Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 6 Documents Claim Missing Document

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Articles

Figurative Language in William Shakespeare and William Wordsworth’s Poems Vivi Melaty Ruslida; Drs. Barnabas Sembiring; Indah Damayanti
UICELL No 3 (2019): UICELL Conference Proceedings 2019
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (674.52 KB)

This research is aimed to investigate the using and the meaning of figurative language in the poems. The sample of this research were ten poems from the two authors separated in 2 century, they are Shakespeare and Wordsworth. This research applied descriptive qualitative method and the objective approach to analyzed the data. The figurative language was analyzed based on Wren and Martin’s theory and also the implied meaning of each figurative language. The figurative language found were presented in the form of table. From the data analysis, it was found all the figurative language in the five poems by Shakespeare except Euphemism and Irony. In Wordsworth’ poems, all the figurative languages were found except Synecdoche and Irony. From the figurative language found and the background of the authors, it was concluded that Shakespeare is a Poetic person, he usually used some beautiful words to describe something. While, Wordsworth is a Romantic person, he usually told about love, emotion and even feeling sadness always related to the lost love. Keywords: Figurative Language, Poems, William Shakespeare, William Wordsworth

A Comparative Study Between Extrovert and Introvert Student’s Achievement in English Conversation Course Rieke Ayu Oktriani; Indah Damayanti; Mei Hardiah
Journal of English Education and Teaching Vol 5, No 4 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.4.582-593

This research aimed to find out whether there is a significant difference in achievement between extrovert and introvert students in speaking ability in the English Conversation subject for 2nd-semester students of the University of Bengkulu. This research was causal-comparative research. The subject of this research was students at the 2nd semester English Department Study Program of University Bengkulu who has taken the English conversation subject in the academic year 2019/2020. The researcher used a Questionnaire and achievement result as the instrument. The result of this research shows that there were no significant differences between introvert and extrovert personalitiesin English Conversation Class achievement. It was concluded that the student's personality does not affect the score achieved in the speaking class.

An Analysis of Language Skills’ Proportion in the English Textbook Grade XII Published by Kemendikbud 2014 Muhammad Reza Dwika Nanda; Alamsyah Harahap; Indah Damayanti
Journal of English Education and Teaching Vol 3, No 4 (2019)
Publisher : Universitas Bengkulu

The design of this research was descritive quantitative. It was aimed to find out the suitability of english textbook with the curriculum and the proportion of the language skills’ in the English textbook grade XII published by kemendikbud 2014. The subject of this research was the English textbook grade XII for 1 year , consist of 16 chapters. The data was collected by using evaluation checklist that proposed by syllabus in curricullum 2013 and the expert (Ur (1996)). The result showed that the English Textbook Grade XII for senior high school published by Kemendikbud 2014 is categorized into “very good” category. From 27 learning objectives (KD) that proposed by the curriculum 2013 in syllabus, 22 of it is covered to the English textbook. The writing skill has the highest proportion it is 38 %; the second is reading skill has 30 %; the third is speaking skill has 21 %; and the last is listening skill has 11 %.Consequently, it can be conclude that it is suit to the standard from the government, to make the students reach the functional level of literacy and used the text – based teaching and focuss on the text.

IMPROVING STUDENTS’ SPEAKING SKILLS WITH ACTION LEARNING STRATEGY AT EIGHTH GRADE OF JUNIOR HIGH SCHOOL (A Classroom Action Research at Eight Grade Students of SMP N 01 Kota Bengkulu) Dorea Afrilia Wulandari; Kasmaini Kasmaini; Indah Damayanti
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 19 No. 1 (2021): Wacana, Vol. 19, No. 1, Januari 2021
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v19i1.23033

This research aimed to see the improvement of students’ speaking skill in english lesson by using action learning strategy at eighth grade. The participants of this research were 32 students form VIII.6 class consisting on 15 male and 17 female. This research used Classroom Action Research (CAR). The data were obtained through the observation and speaking test. To determine students who are successful in improving speaking skills based on the KKM (Minimum Completeness Criteria), which is 80. To analysis the data, the researcher used two steps, namely scoring students speaking skills use quantitative data and calculating the students’ score. The results of this study showed an increase in students' speaking ability. The results of this research indicate an improve in students' speaking ability. Students who experienced an increase in speaking skills in the preliminary data was 62.5%, or 20 students, the cycle I was 75% or 24 students and the cycle II was 84.375% or 27 students. While students who did not succeed in the preliminary data was 37.5% or 12 students, the cycle I was 25% or 8 students and the cycle II was 15.675% or 5 students. Based on the results of interviews conducted by researchers to several samples of students, several factors were found that were able to improve students' speaking skills. These factors were the comfort that students get while studying, giving reward points to attract students' interest and teachers applied some learning tricks to attract students' attention while studying.

Identity and Desire in John Steinbeck’s “The Harness” (1938) Indah Damayanti
Prosiding Seminar Nasional Universitas Ma Chung Vol. 1 (2021): Prosiding Seminar Nasional Universitas Ma Chung
Publisher : Ma Chung Press

Emma is portrayed in the nuptial relationship which situates her to be conditional upon her husband power. She seemingly portrayed as a stereotype figure of a married woman. In fact, the closely reading gives us another insight of Emma where we can see her identity from another angle. The feminist angle in literary works was regarding patriarchal society which dominates the women’s portrayal of that time. The patriarchal flourished the society’s perception which considers that is men who ruled and controlled over women. This tradition had been stumped the women desire for approval of their existence. The purpose of this paper is to analyze the female protagonist identity and her desire portrayed and focused in “The Harness.” In order to reveal Emma’s identity and her desire, the study focus not only on Emma only but also Peter is analyzed as well, analyzing the relationship between the couple. Emma appears to be strong and independent. Although she is portrayed as a little skinny old woman who lies sick most of her lifetime, she can direct Peter not only to wear the harness but also to run and keep both their house and their farm as she wants them to be. Emma, in this sense, is very powerful and “masculine” from a modern gender point of view. Her identity seemingly is far from feminine in its reality.

Teenager Value in Mark Twain's the Adventure of Tom Sawyer Hairunisa Nugraheni; Indah Damayanti; Zahrida Zahrida
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.310-321

This research aimed to find out the kind of values in the teenager characters of Mark Twain’s The Adventure of Tom Sawyer as well as to find out its similarities with the character of Indonesian teenager. Library research (documentation) and descriptive qualitative method were used to conduct the research. The data findings were identified by using Peterson and Seligman's virtues and character strengths (2004) then the researcher found out the similarities with the characters of Indonesian teenager based on Indonesia Ministry of Education’s Character Education using checklist and simple tabulation. The results showed that: 1) There were 22 type of values found in the teenager characters of Mark Twain’s The Adventure of Tom Sawyer namely curiosity, creativity, open-mindedness, love of learning, wisdom, bravery, honesty, persistence, vitality, love, kindness, social intelligence, fairness, leadership, humility, prudence, self-regulation, appreciation of beauty and excellence, gratitude, hope, humor, and spirituality; 2) There were six similar traits that are presented in 22 type of values found in the teenager characters and characters of Indonesian teenager (Character Education) namely religious, honest, creative, curiosity, love to read, and care about social. To conclude, there were two points about this research as follows. 1) Teenager characters of Mark Twain’s The Adventure of Tom Sawyer dominantly had good personality based on Peterson and Seligman’s virtue and character strengths. 2) There were six similar values (religious, honest, creative, curiosity, love to read, and care about social) between the characters of Indonesian teenager and teenager values from Mark Twain’s The Adventure of Tom Sawyer.

Co-Authors Alamsyah Harahap Dorea Afrilia Wulandari Drs. Barnabas Sembiring Hairunisa Nugraheni Kasmaini Kasmaini Mei Hardiah Muhammad Reza Dwika Nanda Rieke Ayu Oktriani Vivi Melaty Ruslida Zahrida

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