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All Journal Proceedings Education and Language International Conference Syntax Literate: Jurnal Ilmiah Indonesia ACITYA Journal of Teaching & Education Journal of Language and Literature Journal of Language Education
Ade Windiana Argina, Ade Windiana
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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INDONESIAN PISA RESULT: WHAT FACTORS AND WHAT SHOULD BE FIXED? Ade Windiana Argina; Delsi Mitra; Nur Ijabah; Rozi Setiawan
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

One of the most prestigious programmes employed to measure educational achievement worldwide is Programme for International Student Assessment (PISA) offered by Organization for Economic Cooperation and Development (OECD). The core objective of PISA is to provide cross-nationally comparable evidence of student performance on the skills that are judged to be important for adult life (Breakspear, 2014). PISA result for Indonesia, as one of 72 countries joining PISA in 2015, pictured the stagnancy and failure of education performance system in this developing country. Attractively, it dragged the writers to conduct this study in purposing to identify the factors probably influencing the low position of Indonesia in PISA result during its participation. Based on the analysis, teachers’ quality, education system, education fund as well as educational decentralization are the most probable major factors influencing Indonesia PISA. To make this study more worthwhile, the writers also tried to seek and propose solutions bounding up with those analysed factors and education in the 21st century in purposing to be used as the reference for all elements of education in Indonesia and its stakeholders to improve the stagnancy and prevent the failure to engage with global demands in the 21st century. Keywords: PISA, Indonesia PISA result, Indonesia Educational System, Education Problems, the 21st Century Education.
Hedging Strategies in Research Articles: A Comparative Analysis of Indonesian Male and Female English Students Ade Windiana Argina; Nur Ijabah
Acitya: Journal of Teaching and Education Vol 4 No 1 (2022): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.147 KB) | DOI: 10.30650/ajte.v4i1.3215

Abstract

Hedge is claimed as linguistic of full commitment or precision commonly used in academic writing to give the appropriate uncertainty, proper strength of claimed data, politeness, and precise presentation in providing and presenting literary works i.e. research articles. This study aimed at revealing the tendency and preferences of Indonesian English Students in applying hedging strategies, and frequencies of hedges use, and if there were any differences between males and females in using hedges in research articles. Data corpus was composed of 40 articles written in English by male and female postgraduate students majoring English Education. The output was categorized which was referred to a combined framework proposed by Holmes (1988), Hyland (1998), Hyland and Milton (1997), Vartala (2001), and Crompton (1997) covering 9 types of hedges. The statistical result showed that although Indonesian Male English Students (IEMSs) employed Hedges in their research articles more frequently than Indonesian Female English Students (IEFSs) did, MANOVA proved that there was no significant effect of gender on the use of hedges in research articles written by Indonesian English Students. Nevertheless, ANOVA result confirmed significant main effects of gender on the use of some types of hedge (Adverb of Frequency, Quantifiers, Epistemic Lexical Verbs and Adjective& Adverb Informal).
Understanding Advertiser’s Intention: The Analysis of Presupposition Triggers in Advertisement Nur Ijabah; Ade Windiana Argina
Acitya: Journal of Teaching and Education Vol 4 No 2 (2022): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1361.531 KB) | DOI: 10.30650/ajte.v4i2.3237

Abstract

An advertisement is media that is used by a producer or company to reach their goal of selling the product as much as possible. Through language used in an advertisement, the advertiser tries to manipulate the audience’s minds to buy a particular product or service. One of the strategies to reach their goal is by employing presupposition in the advertisement. The presupposition is claimed to be able to give persuade potential consumers as well as to make the advertisement economic, as the information is concisely presented. This study aimed to investigate kinds of presupposition triggers employed in cosmetic advertisement namely SK-II. This study chose five videos of SK-II advertisement as the data. Then the videos were transcribed and selected the potential presupposition. Through analyzing presupposition triggers with the framework proposed by Levinson, it is hoped that this study will uncover the message employed in the advertisement, and help the reader understand the intention behind the language used in advertising so that they would be a wise consumer in deciding what products should be bought. Keywords: Presupposition triggers, advertisement, persuasive function
Teachers as Curriculum Evaluator: The Implementation of Authentic Assessment in Curriculum 2013 by English Teacher Ade Windiana Argina
Humanitatis : Journal of Language and Literature Vol 4 No 1 (2017): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

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Abstract

Authentic assessment becomes a crucial impression in its implementation in which teachers should comprehensively implement it in every teaching and learning process. The curriculum implementation needs some supporting factors including teachers' familiarity of the curriculum being implemented and their professional competence (Lengkanawati, 2004). However, a number of teachers still have lack understanding about the concept of authentic assessment impacting its implementation. 1) How comprehensively this assessment has been implemented by teachers (tools mostly used, aspect mostly assessed and the level of comprehensiveness of its implementation)? and 2) what problems are encountered by teachers? By employing mixed-method, this study revealed that less than 40% teachers have comprehensively implemented this assessment and most of them still face difficulties in implementing authentic assessment: lack of comprehensive knowledge and understanding about authentic assessment, their low readiness, low support and cooperation from stakeholders and time limitation. Hopefully, this study can be used as a scientific reflection and information for teachers and stakeholders to improve the quality of curriculum implementation.
How Second Language Learners from Mars and Venus Are Different in Lexical Acquisition Windiana Argina, Ade; yakub, Sudirman; Oktafiani, Susi; Sobali, Utep
JOLADU: Journal of Language Education Vol. 2 No. 1 (2023): JOLADU : Journal Of Language Education, Agustus 2023
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v2i1.317

Abstract

Up to the present day the issue of gender and language has been widely studied by numerous researchers not only by linguistics but also practitioners from other fields of study. The amount of research has been done through different methods, instrument and scope. These various approaches have brought contradictory answers of the questions - is there any effect of gender on the language acquisition? If so, to what extent gender demonstrates its influence on language learning? More specifically, does gender difference demonstrate different lexical acquisition of second language learners? Does gender solely affect second language learners lexical acquisition? Burning questions come up along with the various perspectives and paradigm held by practitioners. The complexity brings the impossibility to cover all of questions in one study. Therefore, this study is intended to contribute to sum up studies done in the field of how gender difference demonstrate its effects on second language learners lexical acquisition. By thematical approach, this library research presents a few studies related to gender lexical acquisition that have been available over the last twenty years. The contradictory findings are revealed, that is differences do exist with huge varieties in terms of lexical acquisition, vocabulary, learning strategy and lexical use. Yet, complex measurement of gender effect on lexical acquisition occurs as the effect of the potential existence of other variable factors. Some researchers believe that gender does not solely influence second language learners acquisition. They assume that various findings might be affected by some other variable factors that make male become male and make female become female or make language learners lost their gender identity or home whether they are from Mars or Venus in language acquisition. These variable factors include age, biological, social (context, experience & socialization), psychological, pedagogical (teaching & learning instruction) and linguistical (L1 & L2 relation)
From Monomodal to Multimodal Corpus: Grounds, Studies, and Agenda Argina, Ade Windiana; Prasetyo, Ilham Agung; Setiawan, Rozi
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-literate.v11i1.63079

Abstract

This article provides a comprehensive literature review on the emergence and development of multimodal corpus pragmatics, a field that integrates multimodality, pragmatic theory, and corpus-based approaches. Technological advancement has shifted linguistic inquiry from traditional monomodal corpora toward multimodal data that capture verbal and non-verbal semiotic resources such as gesture, facial expression, prosody, and embodied actions. Drawing from theoretical contributions (Huang, Gu, Payrato, Kendon, Kress & van Leeuwen) and empirical studies across film, advertising, documentary, and product presentation contexts, this review highlights how multimodal corpora enrich the analysis of meaning-making, speech act performance, implicature recovery, and identity construction. The analysis discusses four major themes: (1) the conceptual grounds for transitioning from monomodal to multimodal pragmatic corpora, (2) theoretical and empirical findings demonstrating the methodological advantages of multimodal pragmatics, (3) proposed units of analysis for multimodal annotation, and (4) future agendas including methodological challenges, tool development, and interdisciplinary expansion. The review concludes that multimodal corpus pragmatics offers a more comprehensive representation of human communication while presenting substantial analytical and technical challenges. Its pedagogical implications suggest the relevance of integrating multimodal pragmatic awareness into language teaching to enhance learners’ communicative competence.
Co-Authors Delsi Mitra Ilham Agung Prasetyo Nur Ijabah Nur Ijabah Oktafiani, Susi Rozi Setiawan Rozi Setiawan, Rozi Sobali, Utep Yakub, Sudirman