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All Journal Wiralodra English Journal (WEJ)
Neris Mayang Ledy
Bengkulu University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ PERCEPTIONS OF USING POWERPOINT AS LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT JUNIOR HIGH SCHOOL Neris Mayang Ledy; Syafryadin Syafryadin
Wiralodra English Journal Vol. 7 No. 1 (2023): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i1.218

Abstract

This study is aimed at investigating students’ perceptions of using PowerPoint as a learning medium in English language teaching at a junior high school. The study was carried out at SMPN 1 Kepahiang with 30 students in the seventh grade as the subject of the study. This study combines quantitative and qualitative methodologies to examine students’ perceptions of using PowerPoint as a learning medium in English language teaching. The data was analyzed through quantitative (questionnaire) and qualitative (interview) methods. The results showed that students had positive perceptions of using PowerPoint as a teaching medium in learning English at school and were able to improve and motivate themselves. The interviews' conclusions were confirmed by the interview results, which showed that more students approved of using PowerPoint for learning. Thus, it may be said that students have positive and joyful perceptions of PowerPoint. Additionally, students believe PowerPoint to be more beneficial while learning English, particularly when it comes to boosting English activity, motivation, and competency during the learning process. Future researchers are advised to employ a larger sample, a longer time, and to utilize a PowerPoint presentation that is more appealing and varied, such as one created using Canva or another tool.
METADISCOURSE MARKERS IN INTRODUCTION SECTION OF MASTER THESES IN ENGLISH EDUCATION STUDY PROGRAM STUDENTS AT UNIVERSITY OF BENGKULU Neris Mayang Ledy; Syafryadin Syafryadin; Iis Sujarwati
Wiralodra English Journal Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.322

Abstract

Metadiscourse refers to the language elements that writers or speakers use to organize, guide, and comment on their text, helping readers understand the structure and connect ideas. This study investigates the critical role of metadiscourse markers in the introduction sections of master's theses, focusing on how these markers enhance clarity and organization, making the text more accessible and engaging. The research aimed to analyze the types and frequencies of both interactive and interactional metadiscourse markers in the introductions of theses by students in the English Education Study Program at Bengkulu University. A mixed-methods approach was employed to analyze 30 introduction sections. The findings show that writers predominantly use interactive markers, especially transitions (70.7%), evidentials (11.7%), and frame markers (8.3%), more than interactional markers like hedges (52.2%) and engagement markers (24.8%). The frequent use of transition markers suggests a focus on guiding readers through the text rather than direct engagement. These results underscore the importance of metadiscourse markers in creating a well-structured and persuasive introduction. Mastering these markers can significantly enhance the quality of academic writing. Future research could extend this analysis to other thesis sections or different academic contexts.
Co-Authors Iis Sujarwati Syafryadin Syafryadin