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Journal : Celt: A Journal of Culture, English Language Teaching

Interactional Metadiscourse Markers in Introduction Section of Dissertation: Differences Across English Proficiency Level Yunik Susanti; Fabiola D Kurnia; Suharsono Suharsono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 2: December 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (638.014 KB) | DOI: 10.24167/celt.v17i2.1111

Abstract

Following the concept of Interpersonal model of Metadiscourse markers proposed by Hayland and Tse (2004) then developed by Hayland (2005), this content analysis aims to find the use of interactional metadiscourse markers in the introduction sections of two dissertations written by good and poor writers of doctorate students State University of Surabaya. The interactional metadiscourse markers were categorized into Booster, Hedges, Attitude Markers, Engagement Markers, and Self Mention.The good writer used more in number and variations of interactional metadiscourse markers than those of the poor writer used. For the most frequent interactional metadiscourse markers,the good writer used Engagement Marker, while the poor writer used the Self Mention as the most frequent one. It can be concluded that the use of interactional metadiscourse markers can be used as indicators of a good writer. So, it is suggested for the English teacher/lecturer to teach explicitly the use of interactional metadiscourse markers especially when the students write in academic writing.
Fostering Literacy Culture by Optimizing Reading Corner at Elementary School Susanti, Yunik; Kurnia, Ita; Nurhajati, Diani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v25i1.12523

Abstract

Literacy is not just the ability to read and write, it involves the ability to understand, engage, use, analyze and transform both written and spoken texts. Schools have an important role in building a literacy culture in schools. One of them is creating a literacy-friendly physical environment. Reading corner is an example of a physical environment that supports the development of a literacy culture at school. This study aimed to study the implementation of reading corner activities in order to foster literacy culture as applied in an elementary school and to identify the students’ reaction to the activities in reading corners. This case study was carried out at Kaliombo elementary school Kediri. The data from school principals, teachers and students were gathered through interview, questionnaire and documentation. The data was analyzed using qualitative data analysis and percentage computation. The results showed that the literacy culture built in the reading corner was carried out in several ways: (a) composing a certain schedule for each class to read certain books and do activities in the reading corner; (b) providing interesting and varied new books to boost the students’ interest in the reading corner; (c) creating literacy-related activities in reading corner. The study finds that students had positive reactions to the implementation of activities in the reading corner to foster literacy culture. This study also implied that the reading corner is worth developing in elementary school as it facilitates students with numerous activities that encourage the formation of a literacy culture.