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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Nisrina Fauziah
Universitas Tidar
Languange, Linguistic, Communication & Media

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Analysis of Content Words in the Song “Who Says” by Selena Gomez Arrisma Delimasari; Nisrina Fauziah; Dhania Puspita Anjarsari; Paulina Besty Fortinasari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.3918

Abstract

To ensure that students can understand the meaning of the English they are learning, knowledge of content and function words are two important aspects that must be possessed. The aim is to avoid misunderstanding in the interpretation process, both in written and oral texts. Nevertheless, this research was made with the aim of knowing types of content words appeared in the lyrics of Selena Gomez's song "Who Says" and the function of the dominant content word in this song. In order to obtain the required data, researchers used a qualitative descriptive method. Meanwhile, the lyrics of the song were analyzed manually by giving the symbols "V", "N", "Adj", and "Adv" according to the word class. With the result that the data could be obtained, they were 83 words of nouns, 74 words of verbs, 32 words of adjectives, and 3 words of adverbs. In addition, of the 83 nouns, there was the word "you're" which was the dominant or most appearing word that could function as a subject as well as an object.
Classroom’s Environment and FOMO: Students’ Perspectives Arrisma Delimasari; Nisrina Fauziah; Dhania Puspita Anjarsari; Taufik Arochman
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.3941

Abstract

The level of concentration is one of the things that is important in the learning process since it can determine whether the students understand the learning material being taught or not. Therefore, this study was conducted with the aim of finding out what factors can influence students' learning concentration, especially in terms of the classroom situation and the sense of FOMO they might feel, as well as how students overcome this sense of FOMO when doing assignments. In order to obtain the required data, the researcher used a qualitative research method and shared questionnaires to fourth semester English Education students at Universitas Tidar. From the questionnaire that was filled in by 47 students, it was found that the noisy, boring class and when students were sleepy were the class situation that could affect their learning concentration. In addition, the feeling of FOMO also affects their concentration, especially when students know that their friend had done the task, while the student had not. The effect is that this can slow down student development, because when doing assignments students would seem in a hurry because they wanted to finish quickly without really understanding the material.
Co-Authors Arrisma Delimasari Dhania Puspita Anjarsari Paulina Besty Fortinasari Taufik Arochman