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All Journal Jurnal Celtic Journal of English and Education ELT Echo IJIE (Indonesian Journal of Informatics Education) Jurnal Pengabdian Pada Masyarakat Linguistics and Elt Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Voices of English Language Education Society PrimaryEdu - Journal of Primary Education Indonesian TESOL Journal Refleksi Pembelajaran Inovatif PANYONARA: Journal of English Education Pioneer: Journal of Language and Literature Lingua Pedagogia Academic Journal Perspective : Education, Language, and Literature Unisia The Journal Of English Teaching For Young And Adult Learners
Astri Hapsari
Prodi Pendidikan Bahasa Inggris Universitas Islam Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Brief Analysis Of Apology In Pondok Village, Padang, West Sumatera hapsari, Astri
Journal of English and Education (JEE) Vol. 7 No. 1 (2013): VOLUME 7 NO 1 JUNE 2013
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v7i1.4468

Abstract

Communication by using spoken language cannot be separated from human's daily life. Every day, a person uses various utterances or illocutionary acts- part of speech acts, in order to communicate what he/she has in his/her thought to others. One may use the speech act to give a compliment, make a request, refuse an invitation, ask for an apology, etc. The knowledge required by an addresser (speaker) to perform illocutionary acts constitutes part of his/her communicative competence. An appropriate illocutionary act will be delivered if the addresser has a good communicative competence of his/ her language. Thus, in discourse studies of a language, it is important to set up units of analysis called speech act sets (Olshtain and Cohen, 1983). In this paper, the speech act set that will be discussed is the speech act set for apology. The community involved in this research is Chinese generation in Pondok Village, Padang, West Sumatera. The research is done in situ – the actual place where one can see people realistically in the language being studied. The aims of the research are to describe and analyze speech act set for apology as demonstrated by Chinese generation in Pondok Village, Padang, West Sumatera.Keywords: speech act set, apology, Chinese generation, Pondok Village, Padang, West Sumatera
The Role Of Explicit Pragmatic Instruction To Improve Second Language Learners' Ideational Metafunction Of The Target Language hapsari, Astri
Journal of English and Education (JEE) Vol. 7 No. 2 (2013): VOLUME 7 NO 2 DECEMBER 2013
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v7i2.4473

Abstract

Pragmatics is considered to be the component of language which is hard to teach for beginner learners of English. Highlighting the argument on the model of language competence proposed by Bachman's (1990), this paper discusses how the definition of pragmatic competence in the field of TESOL should include illocutionary competence in Bachman's model. Taking the stance on functional grammar's perspective, a brief analysis is presented how explicit pragmatic instruction can improve second language learner's ideational metafunction of the target language.Keywords: explicit pragmatic instruction, ideational metafunction, functional grammar
Online Self-Regulated Learning Strategies in the Process of Writing Undergraduate Thesis: A Survey Study Hapsari, Astri; Fatmasari, Tiara Ayu
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.24333

Abstract

This survey study aims to identify EFL undergraduate students’ online self-regulated learning strategies in the process of writing their undergraduate theses during COVID-19 pandemic. 97 senior students agreed to participate in this study. This study used a 24-item questionnaire adapted from Barnard et al. (2009) Online Self- Regulated Learning Questionnaire (OSLQ). The results revealed that the participants’ online self-regulated learning strategies in the process of writing their undergraduate theses from the highest to lowest mean score were: environment structuring, help-seeking, self-evaluation, goal setting, time management, and task strategies. Environment structuring had the highest average score, indicating that undergraduate English Education students were able to choose and arrange places for online learning to minimize distractions so that their learning could run optimally. However, the ability of self- regulated learning strategies in the task strategy domain had the lowest average score. The results displays that in the process of writing undergraduate theses, participants’ ability in task strategies needed to be improved. For further research, the researchers recommend further investigation on the relationship between undergraduate students’ motivation and ability in implementing their self-regulated online learning strategies in writing undergraduate thesis. Future research should also include metacognitive learning strategies and re-examine the relationship of undergraduate students’ online self-regulated learning strategies to their online learning performance in writing undergraduate theses.
EFL Undergraduate Students' Cognitive Strategies in Process-Based Writing Arliyanti, Devi; Hapsari, Astri
Pioneer: Journal of Language and Literature Vol 14 No 2 (2022)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v14i2.1693

Abstract

Even though process-based writing has been extensively researched and implemented in higher education, little is known about how cognitive strategies are implemented in process-based essay writing. This study investigated how EFL undergraduate students used writing strategies in English essays. The process of writing was investigated by using cognitive theory in this semi-structured interview qualitative research. The two participants were English language education department batch 2019 students from a private university in Yogyakarta who had completed their processes-based essay writing final project when the study was conducted. The findings revealed that Rara and Kevin (the participants' pseudonyms) used different writing strategies in the essay writing process planning stage. Rara organised her writing using the outline, whereas Kevin used keywords to organise his writing. This study implied that when teaching process-based essay writing, a language teacher or lecturer should be aware of the different stages of the student's cognitive strategies, especially during the planning stage.
Co-Authors Arliyanti, Devi Burhanudin Rais Diah Agustina Ratu Fahmi Gunawan Fatmasari, Tiara Ayu Genti Putri Dwi Redjeki Hazhira Qudsyi Hepi Wahyuningsih Miftah Haniful Ammar Mohammad Izam Ghali Muhammad Mukhlas Muzdalifah, Afni Febriani Ninik Tri Astutik Nugroho, Hafidz Satrio Pertiwi, Puteri Rahmadhani, Zulva Resnia Novitasari Rr Putri Intan Permata Sari Tasdiq Jibran Prameswara