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p-Index From 2021 - 2026
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All Journal JALL (Journal of Applied Linguistics and Literacy) Journal of Innovative and Creativity
Arindi Indra
Tidar University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DISCOURSE MARKER ANALYSIS IN AVENGERS: ENDGAME MOVIE Ana Nisa Ussolichah; Arindi Indra; Hesti Dwi Rahayu; Atsani Wulansari
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5503

Abstract

This study examines the use of Discourse Marker in Avengers: Endgame movie. Discourse Markers are words that connect the speaker with what has been said before. The purpose of discourse markers is to keep the conversation owing and not stiff. This discourse marker can improve a person's speaking ability to make it easier to understand. This research uses analytical methods taken from Avengers: Endgame movie, directed by Anthony Russo and Joe Russo.Avengers: Endgame movie is a 2019 American Superhero movie based on the Marvel Comics superhero team by Avengers. The data collected were analyzed using a qualitative descriptive method: the procedure data collection, data analysis, and presentation of the study results. The results showed (1) the number of discourse markers used in the Avengers: Endgame movie ; (2) the discourse marker that appears the most.
English Lexical Collocation Error in Procedure Texts: A Case of Senior High School Students in Non-Formal Education Arindi Indra; Sri Sarwanti; Gilang Fadhilia Arvianti
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i2.13115

Abstract

Developing a natural flow in English writing relies heavily on a learner's ability to pair words accurately through collocations. Unfortunately, students outside the formal schooling system rarely get enough targeted practice to master these specific lexical connections. The purpose of this study was to analyse the use of English lexical collocations in procedure texts written by senior high school students in non-formal education and to identify the factors associated with lexical collocation errors found in their writing. Employing a descriptive qualitative method, the data consisted of 15 student-written texts collected through a documentation technique. The data were analysed by identifying, classifying, and interpreting lexical collocations and collocation errors found in the texts. The results revealed that students still experienced difficulties in producing natural expressions, with 35 errors found across 89 identified collocations (an overall error rate of 39.33%). Specifically, Type L1(Verb + Noun) had the highest number of errors (48.57% with 17 errors), while Type L3(Adjective + Noun and Noun + Noun) showed the highest error rate within its own group (48.39%). These errors were mainly caused by limited vocabulary, literal translation, first language (L1) interference, limited collocational knowledge, and a lack of exposure to authentic English expressions. Nevertheless, several students successfully produced acceptable collocations such as mix well, stir well, boil the water, and add milk. The study concludes that explicit collocation instruction and greater exposure to authentic language are needed to improve students' procedural writing.
Co-Authors Ana Nisa Ussolichah Atsani Wulansari Gilang Fadhilia Arvianti Hesti Dwi Rahayu Sri Sarwanti