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All Journal ELS Journal On Interdisciplinary Studies in Humanities Jurnal Ilmu Pendidikan Dasar Indonesia
Olusegun Oladele Jegede
Lead City University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Syntactic Analysis of Donald Trump’s Inaugural Speech Olusegun Oladele Jegede
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 3 (2020): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.195 KB) | DOI: 10.34050/elsjish.v3i3.11068

Abstract

This study aimed at examining the syntactic devices in the inaugural speech of Donald Trump. The study adopted a quantitative and qualitative method. The study used frequencies and statistics to examine the frequency of occurrence of the syntactic devices used in the speech. The study also focused on how the devices helped in the interpretation of the speech. The speech was critically read. The syntactic devices (sentence types, modality, conjunctions, adverbials and pronouns) used in the speech were identified, categorised, interpreted and discussed according to the ideas presented in the speech. The findings revealed that the types of sentences employed were simple, complex, and compound sentences. He used more of simple sentences to achieve succinctness in his speech. He also used syntactic devices such as modal verbs, conjunctions, personal pronouns and adverbial phrases to accomplish conciseness, logicality, accuracy and effectiveness in his speech. The study concluded that the use of syntactic devices helped the speaker to achieve cohesion in the speech, thereby enabling him to express his motives, plans, feelings, and expectations from the Americans.
Translanguaging as a Pedagogical Strategy in Bilingual Primary Classrooms in Nigeria Olusegun Oladele Jegede
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 4 No 1 (2024): DESEMBER
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v4i1.2455

Abstract

This study explored translanguaging in bilingual classrooms, focusing on its impact on student engagement, language proficiency, and academic performance while examining teachers' perceptions and their implementation challenges. Using a mixed-methods approach, the study gathered qualitative data through semi-structured interviews and classroom observations and quantitative data through surveys and standardized tests involving 50 teachers and 250 students across five bilingual primary schools. The findings revealed that translanguaging practices fostered improved student engagement, comprehension, and academic performance, with significant gains in language proficiency. Teachers held positive perceptions of translanguaging, noting its potential to facilitate better learning, although they also pointed out challenges such as limited teacher training, rigid curricula, and resistance to change. The study revealed that translanguaging had a transformative impact on academic outcomes, especially in language subjects, but faced barriers to consistent implementation. The study concluded that translanguaging practices significantly enhance student engagement, comprehension, and academic performance but face challenges such as limited teacher training and curriculum rigidity, necessitating policy reforms and professional development for effective implementation. This study contributes valuable insights into the effectiveness of translanguaging in Nigerian bilingual classrooms, revealing its positive impact on academic outcomes and the need for curriculum reform, teacher training, and policy adaptation to support its implementation.
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