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Journal : Vision: Journal for Language and Foreign Language Learning

An Analysis of Speech Act Used in London Has Fallen Movie Tutuarima, Zulfa; Nuraeningsih, Nuraeningsih; Rusiana, Rusiana
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i23022

Abstract

The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.
THE CONSTRAINTS OF THE IMPLEMENTATION OF TEAM-BASED LEARNING IN CLASSROOM ACTION RESEARCH CLASS Rusiana, Rusiana
Vision: Journal for Language and Foreign Language Learning Vol 5, No 2 (2016)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i21041

Abstract

The previous research that I conducted, the use of Team-Based Learning in Classroom Action Research (CAR) class is well accepted and gives a good influence on the students’ learning. To have a responsibility to teach Action Research and to keep being reflective as a teacher, I am interested to implement TbL in anoth- er class of CAR which is aimed at knowing the constraints of its implementation and how the students cope with those constraints. The design of the research is qualitative research. The participants are one class of  Classroom Action Research class consists of  16 students. The instruments are observation and questionnaires. The findings show that the constraints on the implementation of TbL in CAR class are dealing with the material, team work, and incomplete team member. To cope with the constraints, the students have dis- cussion and ask for opinions among the team member. In addition, instead of discussion, to have complete team member is the pos- sible solution to cope with the constraints.