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Theresia Arianti
MNC University
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Implicature Analysis on English Textbooks for Junior High School: A Comparison Between National and International English Textbooks Ronanda Zahra; Theresia Arianti
Journal of Advanced Multidisciplinary Research Vol 3, No 1 (2022): July 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.3.1.1-18

Abstract

Indonesian government provides both national schools and international schools with different English exposures and different language uses that are implemented in the textbooks. Considering the importance of understanding implicature for students, it needs to be investigated what type of textbook has sufficient resources of implicature for students’ learning. Nevertheless, there is a small number of previous researchers that consider comparing textbooks from different types of schools with different curricula in terms of conversational implicature. Therefore, this study aimed to identify the types and analyze the implied meaning of conversational implicature and flouting of Grice’s maxim that is used in When English Rings a Bell for Junior High School and Cambridge Global English for Lower Secondary textbooks, as well as to find the distinctions that are shown in both textbooks in terms of the implicature. This study employed a descriptive qualitative research method with a content analysis approach. This study found that there were 19 conversations from 241 pages collected from When English Rings a Bell and 17 conversations from 152 pages from Cambridge Global English for Lower Secondary which were categorized into GCI and PCI as well as the four maxims (Quality, quantity, relevance, and manner). Therefore, the percentage for the occurrence of conversational implicature and the flouting of the maxim is higher in the international textbook. In conclusion, as the whole comparison, the most noticeable distinction shown in both textbooks is in terms of the way both textbooks provide content of the learning material in the form of conversation. It is also shown the different level of language use in both textbooks that will affect the complexity of the implied meaning in the conversations where the international textbook provides conversations with clearer context and the implied meaning are way more complex.
The Use of Written Corrective Feedback in SMKN 6 Jakarta Students’ English Writings Cherie Gabriella Constantia; Theresia Arianti
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.16461

Abstract

Students who live in a non-English-speaking country or EFL students often face difficulties in mastering English writing. The teachers need to fix it by giving written corrective feedback which would let the students know the linguistic errors they make in written production and improve from their errors. The aims of this research study are to find out what kind of error that EFL students usually make in English writing, the most common type(s) of WCF that teachers use, and the reason why teachers mostly use one type of WCF. This study was carried out by using Descriptive Analysis Qualitative Method since the results of this study were explained descriptively. The participants that were involved in this study are 20 students of tenth graders and 2 English teachers of SMKN 6 Jakarta. The instruments that were used in this study are Table Analysis (RQ1 & RQ2) and Interview (RQ3). In the end of the study, the results showed that Grammatical Error gained the highest number of errors found in the students’ assignments. The study also found that the English teachers frequently use Direct Correction to correct the students because it is easy, useful, and fast to use. It is suggested for the English teachers correct errors based on their contexts in the assignments and future researchers should also conduct cases about WCF which emphasizes the difference of writing errors that are produced by male and female students.
Co-Authors Cherie Gabriella Constantia Ronanda Zahra