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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Getsempena English Education Journal Berumpun: international journal of social, politics and humanities Getsempena English Education Journal Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan
Resti Amalia
Universitas Bangka Belitung
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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A CRITICAL DISCOURSE ANALYSIS AND ILLOCUTIONARY ACTS OF JOHN MAY’S SPEECH IN THE DUKE OF EDINBURGH’S CEREMONY AWARD Prescilla, Yesvika Fibry; Amalia, Resti
Getsempena English Education Journal Vol 5, No 2 (2018)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (602.268 KB)

Abstract

AbstractThe aim of this article is to investigate John May’s speech in The Duke of Edinburgh’s ceremony award in Indonesia. This study was designed based on descriptive qualitative research using critical discourse analysis approach, focusing on illocutionary acts under the speech acts theory. The video of speech was transcribed and analyzed to gain the deep insight of the speech. The result showed that speaker addressed not the audiences only but also all the people in the world. The purposes of John May’s speech are to congratulate the awardees in completing the program and then achieving the award, to encourage all the audiences, and to convince young people, especially the one who joined the award. The speaker’s feelings through the speech are happy, satisfied, excited, proud, and confident/sure. Those expressions show no hidden agenda. The types of illocutionary acts that the speaker used are representatives, directives, commisives, expressive, and declaratives. However, mostly he used expressive speech acts in his speech in order to encourage other people. Keywords: Speech, Critical Discourse Analysis, Illocutionary Acts, Speech Acts, Expressive
A CRITICAL DISCOURSE ANALYSIS AND ILLOCUTIONARY ACTS OF JOHN MAY’S SPEECH IN THE DUKE OF EDINBURGH’S CEREMONY AWARD YesvikaFibry Prescilla; Resti Amalia
Getsempena English Education Journal Vol. 5 No. 2 (2018)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (602.268 KB) | DOI: 10.46244/geej.v5i2.851

Abstract

The aim of this article is to investigate John May’s speech in The Duke of Edinburgh’s ceremony awardin Indonesia. This study was designed based on descriptive qualitative research using critical discourse analysis approach, focusing on illocutionary acts under the speech acts theory. The video of speech was transcribed and analyzed to gain the deep insight of the speech. The result showed that speaker addressed not the audiences only but also all the people in the world. The purposes of John May’s speech are to congratulate the awardees in completing the program and then achieving the award, to encourage all the audiences, and to convince young people, especially the one who joined the award. The speaker’s feelings through the speech are happy, satisfied, excited, proud, and confident/sure. Those expressions show no hidden agenda. The types of illocutionary acts that the speaker used are representatives, directives, commisives, expressive, and declaratives. However, mostly he used expressive speech acts in his speech in order to encourage other people.
Cultural Literacy in Academic-Related Documents of English Subject in Junior High School Resti Amalia; M. Aries Taufiq
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 17, No 1 (2023)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v17i1.119604

Abstract

This study investigated cultural literacy in academic-related documents of English subject in Junior high school. This study used content analysis. The data was words, phrases, clauses, sentences, and the pharaprashing of them taken from Junior High School. The finding showed that all the aspects of cultural literacy were stipulated in Indonesian government regulation. The similar condition applied to syllabus. Both of them were dominated by competency interpreting cultural context. However, there was no consistency across the documents because cultural literacy indicators appeared quite low in other documents such as lesson plan, learning material, and assessment. This condition indicated that students of Junior High School did not get any cultural literacy learning through English subject even though it was stipulated, and addressed in academic-related documents. This study proposed a possibility for teachers to insert cultural literacy for Junior High School students by introducing them to the classroom diversity.
Privatization Of The Education Sector In Indonesia: A Review Of Conflict Theory Hidayati Hidayati; Resti Amalia; Ririn Septia; M. Aries Taufiq
Berumpun: International Journal of Social, Politics, and Humanities Vol 5 No 2 (2022): Berumpun: International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/berumpun.v5i1.83

Abstract

Privatization of education in Indonesia is legitimized by a number of regulations, for example Law no. 20 of 2003 on the National Education System and Law no. 9 on Education Legal Entities. The existence of this education legal entity makes educational institutions free to seek capital to invest in educational activities. So that the world of education turns into a commercial investment land. This condition, in the view of sociology, will lead to interclass conflicts caused by the inequality of the community in accessing education. This study aims to describe the views of conflict theory regarding the phenomenon of privatization of education. The method used is the study of literature or literature by collecting secondary data from books, news and journal articles. The results of the study show that 1) the conflict theory view of education privatization can be viewed from the community analysis unit and the individual analysis unit; 2) At the level of the community unit of analysis, education privatization can be explained through Karl Marx's conflict theory and Weber's theory of power. 3) Marx's conflict theory emphasizes the two social classes formed due to differences in ownership of capital production factors. Meanwhile, according to Weber, the process of conflict is caused by the existence of authority or power that separates society into superordinate groups and subordinate groups. 4) At the individual unit of analysis level, conflicts due to education privatization can be viewed from Coser's conflict theory, where conflicts do not only have a negative impact, but also a positive impact on society.
LEXICAL VARIATION IN UNIVERSITY STUDENTS’ ACADEMIC WRITING M. Aries Taufiq; Rahmi Eka Putri; Resti Amalia; Ririn Septia; Hidayati; Asmawati
Edutainment Vol 12 No 1 (2024): Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan
Publisher : UNMUHBABEL Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/e.v12i1.886

Abstract

Lexical variation demonstrates word variations utilized in university students’ writing. The focus of this study was to investigate the lexical variation in students’ academic writing and factors contributing to the variations in their’ writing. The data sources for this descriptive study were the introduction portions of the thesis proposals submitted by the students. To identify lexical variance in students' writing, thirty introduction portions from their thesis proposals were gathered and examined. The results showed that university students used fewer different terms in their writing and that nouns predominated in their compositions. Furthermore, the morphological knowledge gaps and vocabulary knowledge of the students were the elements impacting the lexical variations in their academic writing. This study came to the conclusion that pupils were still unable to use a variety of terms in their writing based on its findings. Therefore, it was anticipated that the students would increase their vocabulary in order to write more effectively and to generate work that was richer and better.
Co-Authors Asmawati Asmawati Hidayati Hidayati Hidayati M. Aries Taufiq Prescilla, Yesvika Fibry Rahmi Eka Putri Ririn Septia Ririn Septia YesvikaFibry Prescilla