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All Journal Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya FOSTER: Journal of English Language Teaching Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Andrian Nuriza Johan
Universitas Muhammadiyah Purworejo
Education Languange, Linguistic, Communication & Media

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THE SYNTACTIC ANALYSIS OF DECLARATIVE SENTENCES IN BBC NEWS ARTICLES AND ITS APPLICATION IN TEACHING GRAMMAR FOR THE TWELFTH GRADE OF VOCATIONAL HIGH SCHOOL Sari Saraswati; Andrian Nuriza Johan
p-ISSN 2356-0576
Publisher : Pendidikan Bahasa dan Sastra Universitas Muhammadiyah Purworejo

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Abstract. This research is concerned with the sentence structure of declarative sentences found in BBC New’s articles. The aims of this research are to identify the syntactic structure of declarative sentences in the articles of technology of BBC News and to describe the application of declarative sentences in the articles of technology in teaching grammar for the twelfth grade of vocational high school. This research belongs to descriptive qualitative research because the data of this research is collected by classifying the declarative sentences found in the technology articles and the researcher as the key instrument. In collecting the data, the researcher chose, read, selected the technology articles, and arranged the data of declarative sentences from those articles. In analysing the data, the researcher identified, classified, counted , discussed the finding, applied the research finding in teaching grammar, and drew conclusion and suggestion. The result of this research shows that there are 103 declarative sentences found in technology articles of BBC News published in January 2020. Based on the types of declarative sentences, there are four types found. There are 57 simple sentences (55.34%), 5 compound sentences (4.85%), 36 complex sentences (34.96%), and 5 compound-complex sentences (4.85%). This research can be applied in teaching grammar for the twelfth grade of vocational high school. Keywords: Syntactical Analysis, Declarative Sentences, BBC News, teaching grammar.
Analisis Tindak Tutur Pada Buku Teks Yang Berjudul “When English Rings A Bell “ Textbook Andrian Nuriza Johan; Januarius Mujiyanto; Sri Wuli Fitriati; Rudi Hartono
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Dalam komunikasi lintas budaya, keterampilan pragmatis sangat penting. Dalam pragmatik, tindak tutur dianggap sebagai "salah satu konsepsi yang paling meyakinkan". Sangat disarankan bahwa materi buku teks mencakup komponen pragmatis yang memadai untuk memungkinkan peserta didik menjadi kompeten secara pragmatis. Tujuan dari penelitian ini adalah untuk melihat tindak tutur dalam buku teks When English Rings a Bell. Penelitian kualitatif digunakan untuk mengumpulkan data, menganalisis data, dan membuat kesimpulan berdasarkan temuan analisis. Analisis isi adalah jenis penelitian kualitatif yang digunakan. Dalam buku teks bahasa Inggris berjudul When English Rings a Bell, data berupa tindak tutur dalam setiap ujaran yang tercakup dalam setiap percakapan. Temuan itu dari 84 data (ucapan), ada 40 data asertif/perwakilan, 23 data direktif, 3 data komisif, 18 data ekspresif, dan tidak ada datum deklarasi terkait kategori tindak tutur dalam percakapan dalam buku teks “When English Rings a Bell". Peneliti menemukan bahwa keempat jenis tindak tutur dengan fungsinya masing-masing ini semuanya terdapat dalam delapan puluh empat ujaran yang digunakan oleh penutur setiap percakapan dalam buku teks berjudul When English Rings a Bell. Untuk fungsi tutur yang disebut asertif atau perwakilan yang terdapat dalam percakapan buku teks pilihan peneliti, ada yang menyatakan, menginformasikan, dan menyetujui. Sedangkan fungsi komisif tindak tutur yang ditemukan adalah menawarkan dan menjanjikan. Pada jenis tindak tutur direktif terdapat pertanyaan dan permintaan. Last but not least, fungsi jenis tindak tutur ekspresif adalah berterima kasih, memuji, dan mengungkapkan suka.
The Analysis of Speech Acts in “English for Nusantara“ Textbook Andrian Nuriza Johan; Januarius Mujiyanto; Sri Wuli Fitriati; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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In cross-cultural communication, pragmatic skill is extremely important. In pragmatics, speech acts are considered "one of the most convincing conceptions." It is strongly recommended that the textbook's materials include sufficient pragmatic components to enable learners to be pragmatically competent. The purpose of this study was to look at the speech acts in the textbook English for Nusantara . Qualitative research is used to collect data, analyze the data, and form a conclusion based on the analysis' findings. Content analysis is the type of qualitative study used. In an English text book titled English for Nusantara, data were speech acts in every utterance covered in each conversation. The finding was out of 191 data (utterances), there were 108 assertive/representative data, 49 directive data, 2 commissive data, 32 expressive data, and no declaration datum related to the categories of speech acts in the conversations in the textbook "English for Nusantara". The researcher found that these four types of speech act with their own functions were all existed in a hundred-eight utterances used by the speaker of each conversation in the textbook entitled English for Nusantara. For the functions of speech ach named assertive or representatives contained in the conversations of the textbook chosen by the researcher, there were stating, informing, and agreeing. Meanwhile, the function of speech act commissive that could be found were offering and promising. In the speech act type of directive , there could be found questioning and requesting. Last but not least, the functions of type of speech act expressive were thanking, complimenting, and expressing like.
Investigating the Effect of Problem-Based Learning on Students’ Recount Writing Skills in an Indonesian EFL Classroom Dewi Aprillavien Syahrani; Andrian Nuriza Johan; Basuki
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.411

Abstract

Writing is a challenging skill for students in English as a Foreign Language (EFL) contexts, particularly in producing recount texts due to difficulties in generating ideas, organizing content, and applying appropriate language features. This study aims to investigate the effect of Problem-Based Learning (PBL) on students’ recount text writing skills. A quantitative pre-experimental design with a one-group pretest–posttest approach was employed, involving 32 tenth-grade students. The data were collected through writing tests and analyzed using descriptive and inferential statistics, including the Wilcoxon Signed-Rank Test. The findings revealed a statistically significant difference between pre-test and post-test scores; however, the results indicated a decline in students’ writing performance after the implementation of PBL. This suggests that PBL, in this context, was not effective in improving students’ recount text writing skills. The findings highlight that the effectiveness of PBL is influenced by factors such as the duration of implementation, the level of instructional scaffolding, and students’ readiness to engage in student-centered learning. Therefore, it is recommended that PBL be implemented gradually with sufficient guidance and longer duration to achieve optimal results. This study contributes to the understanding of the practical challenges in applying student-centered learning approaches in EFL writing classrooms.
The Effect of Think–Pair–Share on Students’ Reading Comprehension of Descriptive Texts in Indonesian Senior High School Cinta Nanda Zerenta Pangesti Salma; Junaedi Setiyono; Andrian Nuriza Johan
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.409

Abstract

This study aimed to examine the effect of the Think–Pair–Share (TPS) technique on students’ reading comprehension of descriptive texts among eleventh-grade students at SMA Negeri 5 Purworejo. The study was motivated by the need to promote more interactive and student-centered strategies in reading instruction, particularly in understanding descriptive texts. A quantitative pre-experimental method employing a one-group pre-test and post-test design was used. The participants consisted of 36 students selected through purposive sampling. Data were collected using reading comprehension tests administered before and after the implementation of the TPS technique. The collected data were analyzed using both descriptive and inferential statistics to determine the extent of students’ improvement. The results of the paired sample t-test revealed a statistically significant difference between pre-test and post-test scores (p < 0.05), indicating that the TPS technique had a positive and meaningful effect on students’ reading achievement. The improvement can be attributed to the structured stages of TPS, which require students to think independently, collaborate with peers, and actively share their ideas in class discussions. These stages foster greater engagement, critical thinking, and deeper comprehension of the text. Moreover, the interactive nature of TPS supports students in constructing meaning more effectively through social interaction. Therefore, TPS can be considered an effective and practical instructional strategy for enhancing students’ reading comprehension. This study also contributes to the existing literature by providing empirical evidence on the application of TPS in teaching descriptive texts and offers valuable insights for English teachers seeking to implement collaborative learning approaches in reading classrooms.
Co-Authors Basuki Cinta Nanda Zerenta Pangesti Salma Cynthia Junaedi Dewi Aprillavien Syahrani Hartono, Rudi Januarius Mujiyanto Sari Saraswati Sri Wuli Fitriati