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Bram, Barli

Universitas Sanata Dharma Yogyakarta, Indonesia

Author-ID : 502089

Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Categories of Speech Functions Used by Totto-Chan and Mr. Kobayashi in Totto-Chan: The Little Girl at the Window Napitupulu, Esther Febriana Tiurmaida; Bram, Barli
IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Vol. 6 No. 1 (2021): January 2021
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/ijoltl.v6i1.658

This research aimed at analyzing the categories of speech functions used by the characters Totto-Chan and Mr. Kobayashi in Totto-Chan: The Little Girl at the Window book. There are two research questions, namely, 1) what categories of speech functions are used by Totto-chan and Mr. Kobayashi in Totto-Chan: The Little Girl at the Window? and 2) which categories of speech functions are dominantly used by Totto-chan and Mr. Kobayashi in Totto-Chan: The Little Girl at the Window? The researcher used qualitative research method and content analysis. In analyzing and categorizing the data, the researcher used Holmesâ€™ & Wilsonâ€™s (2017) speech function theory and two other functions of speech by Searle (1979). According to the research results, Totto-chan uses seven categories of speech functions, namely, expressive, directive, referential, metalinguistic, poetic, phatic, and commissive functions. Whereas, Mr. Kobayashi uses seven categories of speech functions. They are expressive, directive, referential, poetic, phatic, commissive, and performative functions. the categories of speech functions that are dominantly used by Totto-chan are referential, expressive, and phatic functions. Whereas, the categories of speech functions that are dominantly used by Mr. Kobayashi are referential, phatic, and imperative functions, which are included in directive functions.

Conceptual Metaphors in Selected Song Lyrics of Les MisÃ©rables Original Broadway Soundtrack Lazar, Paskalina Dwi Intan Bui; Bram, Barli
IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Vol. 6 No. 3 (2021): September
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/ijoltl.v6i3.681

In a musical drama, a good song certainly supports the performance of the musical. When writing lyrics, many songwriters use figurative language to make their songs more lively and meaningful. One of the types of figurative language used is metaphor. This paper aimed to discover the conceptual metaphors in Les MisÃ©rables original Broadway soundtrack's selected song lyrics and find the meanings of metaphors found in song lyrics of Les MisÃ©rables original Broadway soundtrack. In the data analysis, a qualitative approach was applied to find the literal meanings and metaphorical meanings of the conceptual metaphors. The data were collected from 10 selected songs of Les MisÃ©rables' original soundtrack. The results showed that there were 25 conceptual metaphors of 48 lyrics taken from 10 songs. More specifically, 14 conceptual metaphors are classified as structural metaphors, five as orientational metaphors, and six as ontological metaphors in the selected song lyrics.

Illocutionary Acts in Recorded Presentations of English Education Master's Program Students Dewanty, Monika; Bram, Barli
Vivid: Journal of Language and Literature Vol. 12 No. 2 (2023)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.12.2.147-152.2023

This study aims to identify the illocutionary acts used by English Education Master’s Program students and the underlying reasons for them to use the acts in their recorded presentations. There is little study on master’s degree students, especially in the pandemic era. Therefore, this study attempted to identify the illocutionary acts performed by master’s degree students in the recorded presentation. This study used qualitative research in order to collect and analyze the data. Searle’s (1979) theory of the illocutionary act is used. The data was taken from the videos which were transcript. The transcription was used to analyze the illocutionary acts used by the students. The qualitative data showed that the students mainly used representatives (66%), directives (26%), and expressive acts (8%) in the video 1 of the recorded presentation. Similarly, in the second video, the student used representatives (68%), directives (25%), and expressive (6%). Besides, none of the videos were showing the students’ commissive and declarative acts. Results showed that the students used it for explaining to the audiences about facts or theories and examples.

Examining Self-Efficacy and Language Anxiety of Theological Seminary Students Lumintang, Sheline Feranda; Bram, Barli
Linguistics and ELT Journal Vol 12, No 2 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i2.27935

This article examined self-efficacy and language anxiety about using English as a foreign language experienced by theological seminary students. Specifically, it explored whether students confident in their language skills would feel less anxious or vice versa. It also aims to discover the strategies students used to overcome language anxiety. A mixed-methods study involving 36 theology students who were asked to complete a questionnaire and 10 of them were also interviewed in depth. The results showed that there was a positive trend, self-efficacy was not always directly or linearly proportional to anxiety levels. However, from the interviews, it was found that some ways help students reduce their anxiety when speaking in a foreign language. Overall, this study highlighted the importance of self-efficacy in foreign language learning, especially for theology students. By increasing students' self-efficacy, theological education institutions can help them by providing facilities or encouragement to achieve better academic performance and be ready to face all challenges in their future ministry tasks.

EXPLORING MOVIES AS EDUCATIONAL TOOL FOR JUNIOR HIGH SCHOOL STUDENTS Armando, Eric Ginta; Aji, Gregorius Punto; Bram, Barli
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 11, No 2 (2024)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v11i2.6368

This study investigated the efficacy of using movies as enrichment tools for enhancing vocabulary acquisition in seventh-grade students at SMP Kanisius Gayam Yogyakarta, Indonesia. Employing a quasi-experimental design with two classes, data from 30 students were gathered through pre-test and post-test vocabulary assessments, along with a perception-focused questionnaire. Results revealed a positive student perception of movies as effective enrichment tools. Statistical analyses, including difference tests and gain score calculations, demonstrated a significant enhancement in vocabulary knowledge for both groups. Notably, post-test scores showed no significant difference between the groups, indicating the approach's efficacy across diverse initial vocabulary levels. These findings prove that utilizing movies as enrichment tools can notably boost vocabulary acquisition in seventh-grade students, paving the way for innovative vocabulary learning methods in adolescent education.

Women's Language Features Used by a Woman Who Masquerades as a Man in Mulan (2020) Movie Natasha Ayalus Yoan Yola Yolanda; Barli Bram
Tell : Teaching of English Language and Literature Journal Vol 9 No 1 (2021): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

This paper aimed to explore the use of womenâ€™s language features by a woman character who masquerades as a man in Mulan (2020) movie. Two research questions were formulated. First, what women's language features are used by the character Mulan in Mulan (2020) movie? Second, does Mulan still use the womenâ€™s language features while she masquerades as a man? This study was qualitative research and used a document analysis to analyze the data. Two observation checklist tables and a frequency comparison table were used to help the researchers to categorize the data for interpretation. Â The results that showed the percentage of the womenâ€™s language features from Mulanâ€™s utterances when she played a role as a woman was 83.33% and then decreased to 58.82% when she played a role as a man. The results also showed that the gender roles in society take part in forming someoneâ€™s speech. The decreasing point proved that playing a role as a man helped Mulan to feel more confident to state her ideas in society.

Three Models of English Morphology Bram, Barli
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 1 (2012): April 2012
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v15i1.316

This paper explores models of English morphology, namely Item and Arrangement (IA), Item and Process (IP), and Word and Paradigm (WP), which can be used to analyze morphological data, particularly word formation involving prefixes and suffixes. Sample data, consisting of complex words or words having more than one morpheme, were analyzed using the three models to discover their strengths and shortcomings. In order to find out the differences between the three models of morphology, it is important that the current writer should examine strategies for distinguishing between derivational affixes and inflectional ones. There exist three advantages if morphologists know very well the three models of English morphology. First is that IA fails to display a clear sequence of the item and arrangement when dealing with some irregular plural nouns and irregular past tense. Second is that IP offers a better solution to irregular plural nouns, such as mice and men. Third is that WP appears to be the most efficient model when dealing with inflectional morphology.

SWEAR WORDS AND THEIR IMPLICATIONS FOR ENGLISH LANGUAGE LEARNING-TEACHING Andang, Kristina; Bram, Barli
LLT Journal: A Journal on Language and Language Teaching Vol 21 (2018): Special Issue (Supplement) June 2018
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v21iSuppl.1195

This study attempts to explore the frequency of use of swear words and their implication for English language learning-teaching. Swear words or expletives are usually considered negative or rude to be used even in the United States or United Kingdom as English-speaking countries. In English language learning-teaching, swear words become part of linguistic studies and socio-cultural knowledge for teachers and students. This study aims to resolve two questions, namely first, what swear words have the highest frequency based on COCA and second, what implications of the frequency of swear words are for learners and teachers of English. Data were collected from a survey conducted using Facebook, which is a social medium used widely in both the United States and Indonesia for more than 13 years, and were retrieved from the Corpus of Contemporary American English (COCA), more precisely the frequency of swear words. The results of this study are expected to give knowledge on English language learning-teaching in a cultural context.

Schwa or Unstressed Vowel Sound in English Vocabulary Items from Surah Al-Baqarah of the Holy Quran Wahyuni, Hanna Irma; Bram, Barli; Upor, Rose A.
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11692

The schwa sound [ə] in the English language remains challenging and it appears to be overlooked by EFL learners. In practice, the word ‘submit’ is mispronounced by English learners: */sʌbˈmɪt/, instead of /səbˈmɪt/. Some studies have discussed schwa but their data sources were not the Holy Quran. Hence, this article investigated the schwa sound in English vocabulary items collected from the Holy Quran and represented by the letters 'o' and 'u' as in ‘polite’ and ‘submit’. Employing a descriptive qualitative method, the researchers collected 97 vocabulary items containing schwa sounds taken from surah Al-Baqarah verses 1-286. The results indicate that the schwa term that represents the unstressed syllable can be renewed with the terms proposed in this study such as 'astressed' and 'disaccented'. In addition, to maintain the schwa term, a change of its pronunciation is proposed becoming /ʃwə/ and not /ʃwɑː/. Most of the written vowels 'o' and 'u' are pronounced in a strong form, and unstressed vowels 'o' and 'u' are pronounced as a schwa. The appearance of unstressed schwa in the vowels 'o' and 'u' is not determined by its location whether it is in the first or second syllable. Schwa could appear anywhere as long as he was not stressed. Schwa was not found in stressed syllables. Lastly, all -ion [ən] and -ous [əs] suffixes must be pronounced with a schwa. The results imply that EFL learners ought to consult an excellent dictionary to ensure correct pronunciation. Future researchers are expected to examine further patterns of a schwa sound in English vocabulary items to assist EFL learners in improving their pronunciation.

EXPLORING THE WELL-BEING OF THE UNIVERSAL APOSTOLIC PREFERENCES OF ENGLISH EDUCATION STUDENTS AT PRIVATE CATHOLIC UNIVERSITY Angelina, Patricia; Bram, Barli
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 1 (2025): January 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i1.11024

This study aimed to investigate factors affecting the well-being of the students of the English Language Education Study Program of Sanata Dharma University, a private Catholic higher education institution. It also examined the students coping mechanisms to tackle stressors. This study used a survey method, and data were collected using an online questionnaire that consisted of open-ended questions which addressed the factors that affected the students well-being and their coping mechanisms. The participants were 70 students from Sanata Dharma University's English Language Education Study Program. Results showed the respondents faced seven factors which affected their well-being, namely academic stress, financial condition, social relationships, physical and mental health, time management, support system availability, and high expectations. The participants used seven coping mechanisms to maintain and improve their well-being as follows: having a healthy lifestyle, doing hobbies, socializing with new people, managing time well and setting priorities, knowing limits, doing independent study outside campus, and finding a support system.

Co-Authors A.A. Ketut Agung Cahyawan W Aditya Agung Sutono Adityo Prawinanto Adityo Prawinanto Adityo Prawinanto Agustin, Ernawati Alberik Ryan Tendy Wijaya Albertus Agung Sanjaya Albertus Yordhana Arsanto Aletheia Ajeng Priskinanda Alfonsa Vina Kanasya Aloisius Wisnu Mahendra Alvia Nurrahma Ekasiwi Anchieta Ave Avillanova Andang, Kristina Andang, Kristina Andriani, Erina Angelina Diva Angelina Diva Wijaya Anita Galuh Sri Hapsari Aprilia Arnis Ginting Ari Sandy, Yuli Armando, Eric Ginta Arsanto, Albertus Yordhana Arya Putra, Akbar Mandala Astri Wulandari Astriningsih, Nurhapsari Aulia, Ahmida Rizki Ayu Ratri Ayuni Kabobu Heda Bernadeta Siska Indriyana Blasius Banu Suryaleksana Bria, Maria Gaudensia Brigitta Shinta Hapsari Catur Fitriana Christiani Tiwi Sumanti Dayan Domisianus Toar Dewanty, Monika Dyah Ayu Kusumawardani Efrika Siboro Elisabeth Suminto Elisabeth Wulan Wahyuningtyas Elizabeth Emmanuela Sulistyawati Erina Andriani Erina Andriani Erina Andriani Fransiska Selvy Wulandari Ginting, Aprilia Arnis Gloria, Gloria Gracia Vica Ade Nugraheni Gregorius Punto Aji, Gregorius Punto Haninda, Marcellina Happy Indriyono Happy Indriyono Hapsari, Anita Galuh Sri Hapsari, Brigitta Shinta Hardi Prasetyo Hardi Prasetyo Heda, Ayuni History, Jati Landhung Indira Lusianingtyas Siswanto Irene Anggita Dennaya Jati Landhung History Jeane Theresia Limeranto Kanasya, Alfonsa Vina Kartika Widiastuti, Maria Kasmiran, Marselus Suarta Krismalita Sekar Diasti Kristian Florensio Wijaya Kriswinahyu, Aprilia Dyah Kusuma Jelita Mawarni, Angelina Lazar, Paskalina Dwi Intan Bui Lisa Wijaya Lista Indriani LUKMAN SARJONO, RADEN INDRAJID Lumintang, Sheline Feranda Lusiana Sari Rahayu Margareta Novita Sari Maria Nadilia Maria Wisendy Sina Markus Budiraharjo Mety, Mety Michael Alfredo Pesurnay Michael Alfredo Pesurnay, Michael Alfredo Monika Dewanty Nabila, Kafa Bella Nadeak, Ave Lucia Nadia Aprilia Listyantari Nadilia, Maria Napitupulu, Esther Febriana Tiurmaida Natasha Ayalus Yoan Yola Yolanda Nernere, Regina Putri Noviani, Stella Nugraheni, Gracia Vica Ade Nugraheni, Maria Paskalia Putri Nugroho, Alvian Nurinik Wea, Teofanne Ouda Teda Ena Paradewari, Dirtya Sunyi Paskalis Damar Aji Kurnia Patricia Angelina Prasetyo, Hardi Prawinanto, Adityo Raden Indrajid Lukman Sarjono Ratri , Ayu Ratri, Ayu Retno Muljani Riandana, Martinus Hergirico Sanjaya, Paschalis Kurniawan Sari, Margareta Novita Setiawan, Widiarto Adhi Sinom, Patrick Adtya Pratama Sisilia Endah Lestari Sisilia Endah Lestari, Sisilia Endah Stella Noviani Sulistyawati, Elizabeth Sulistyawati, Elizabeth Emmanuela Sumit Choemue Sumit Choemue Sumit Choemue Suryaleksana, Blasius Banu Susan Maria Tabita Hermayani Tabitha, Ratya Khelin Teofanne Nurinik Wea Theresia Seismika Widowati Truly Almendo Pasaribu Upor, Rose A. Veronica Esti Nugrahani Veronica Esti Nugrahani Wahyuni, Hanna Irma Wahyuningtyas, Elisabeth Wulan Wasisti Argo Tyas Reno Wasisti Argo Tyas Reno, Wasisti Argo Tyas wijaya, kristian florensio Yeskha Martika Megariani Yoannes Yuka Krisdianata Yolanda, Natasha Ayalus Yoan Yola Yulius Nahak Yulius Nahak Yuliyana Yuliyana Yundari, Yundari

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