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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education ABDIMAS SILIWANGI PROJECT (Professional Journal of English Education) Journal of English Language Teaching and Cultural Studies Journal of Educational Experts (JEE) Journal of Linguistics, Literacy, and Pedagogy
Nai Supartini
IKIP SILIWANGI
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Syntactic Analysis of Legal Criticism in Karni Ilyas’ Articles Nai Supartini; John Pahamzah
Journal of English Language Teaching and Cultural Studies Vol 6, No 1 (2023): March 2023
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v6i1.20078

Abstract

The study investigated the syntactic analysis of the Legal Criticism Articles in Catatan Hukum II written by Karni Ilyas to know the explicit and implicit message in the article. The method used in the research is qualitative by analysing the article based on syntactic analysis. The result shows that the transitive active sentences appear most frequently that are marked by linguistic markers of objects and complements in each of the active sentences. There are also some transitive active sentences, semi-transitive active sentences, and intransitive active voices found in the active sentences of the article. Conditional passive sentences also appear most frequently followed by action passive sentences, intransitive passive sentences, and transitive passive sentences. It can be concluded that Karni Ilyas, apart from wanting to state that the government as a subject who takes action also always sees problems as the government's responsibility. This can be seen from the active sentences used in the article. In addition, Karni Ilyas always places the people or society as subjects or as victims in passive sentences when analysed from the passive sentences used in articles.
AN ANALYSIS OF DEIXIS IN JOHN CLAYTON MAYER’S YOU ARE GONNA LIVE FOREVER IN ME SONG Dina Nur'Aini Zahra; Nai Supartini Atmawidjaja
PROJECT (Professional Journal of English Education) Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, JULY 2024
Publisher : IKIP Siliwangi

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Abstract

Language is more than a tool used to communicate between humans, but also becomes an inseparable part that makes language have various meanings and can be enjoyed by humans. One of the fields that humans can learn from language is pragmatics, which has a sub-study of deixis. Deixis is a sub-study of pragmatics that studies how to study a word related to name, place, time, position, etc. Deixis is found in many media around humans, one of which is music as an entertainment medium. In this study, the author is interested in conducting a deixis analysis of the song with the title "You're Gonna Live Forever in Me" which was sung by John Clayton Mayor in 2017 and is popular again in 2022. In this study, the author employed a descriptive qualitative method, which in contrast to an experimental design, was designed solely to describe a variable, set of symptoms, or condition. There are instances in this study where the claims are confirmed, although they are not frequently. This research used song lyrics entirely to obtain the research data. The results of the analysis are presented using tables to make it easier for readers to understand the results of the data and the types of deixis that the author has analyzed. As a result, the authors found 4 out of 5 deixes that the authors analyzed with each frequency. Personal Deixis 58%, as the highest frequency, Temporal Deixis 20%, Spatial Deixis 20%, Discourse deixis 0% and Social Deixis 2%.
Teacher Responses toward the Use of Picture of Things in Teaching writing at Junior High School Setiadi, Anita Puteri; Atmawidjaja, Nai Supartini
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.24473

Abstract

The Aim of this research is to describe the application of teaching media using pictures in English language learning in class 7 at SMPS Warungkondang Cianjur. The method used in this research is a qualitative descriptive method, by conducting interviews with a teachers who teach in class, to find out representatives of English teachers when teaching writing Things In The Classroom material in class using Picture teaching media by giving paper sheet containing pictures of objects. The results of the research show that according to the opinion of the interview by a teacher, students are quite enthusiastic in learning using pictures, but some students are hampered by a lack of knowledge in understanding vocabulary. So in conclusion, implementing the picture method in seventh grade can motivate students to learn English. Students are enthusiastic in learning, can understand objects in the material, and even learn new things when studying. 
A NARRATIVE INVESTIGATION ON TPACK ENGLISH TEACHERS’PROFICIENCIES Cahyati, Sri Supiah; Rahmijati, Cynantia; Supartini, Nai
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9302

Abstract

Abstract: The introduction of the Merdeka curriculum has brought significant changes in the curriculum, particularly in terms of the autonomy and flexibility of teachers’ teaching especially regarding to digital literacy. The Merdeka curriculum is based on the Technological Pedagogical Content Knowledge (TPACK) framework, which seeks to integrate subject expertise, pedagogical skills, and technological content. Despite extensive research on TPACK, there is a noticeable gap in qualitative studies that explore teacher experiences and perceptions, particularly in the context of Indonesia’s Merdeka curriculum. The novelty of this research lies in its methodological approach—using Narrative Inquiry to explore the experiences of English teachers. This approach provides a deeper, more nuanced understanding of how teachers perceive and implement TPACK in their classrooms. To gain a comprehensive understanding of this issue, we examined 50 teachers from various regions in West Java. Our findings indicate that a significant portion of teachers (55%) have successfully incorporated technology in their teaching practices. Furthermore, the majority of teachers (84%) feel confident utilizing efficient teaching strategies and delivering targeted content (80%). We note that a large percentage of teachers (76%) exhibit proficiency in integrating technology into the teaching-learning process, while also acknowledging their proficiency in technology, pedagogy, and content (79%).However, we also identified several obstacles such as internet connectivity issues, which were identified as a significant potential hindrance (68%), students' unfamiliarity with the application (20%), and data quota limitations (5%) as restrictions. A minor yet distinguished percentage illuminated issues such as school procedures (3%), lack of access to smartphones (2%), and indecision in using LCD facilities (2%) as pitching factors that hinder the smooth merging of technology into teaching and learning. Based on the available evidence, it can be inferred that despite facing several obstacles, a majority of teachers have demonstrated a high level of confidence in their ability to implement digital literacy TPACK-related skills. These skills are essential for promoting effective teaching and learning in a digital age. However, it is important to note that the challenges faced by teachers in this regard cannot be ignored. To ensure that teachers are adequately equipped to navigate these challenges, it is essential to provide them with appropriate training and support. Moreover, the result of this study could contribute to the field of English language teaching, educational technology, and policymaking in education.
Co-Authors Anna Nur Anisa Aseptiana Parmawati Cynantia Rachmijati Dina Nur'Aini Zahra Ella Janawati Sundari John Pahamzah Rahmijati, Cynantia Renny Andriani rosalia, Mella Setiadi, Anita Puteri Sinta Fitri Safwarika Siti Rochmah Sri Supiyah Cahyati Vina Novita Tambaritji Zhafirah Nurul Idzni