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All Journal Language and Education Journal JETA (Journal of English Teaching and Applied Linguistic) International Journal of Contemporary Studies in Education
SIGIT SUHARJONO
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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DEIXIS USED IN THE MOVIE “TOY STORY: LAMP LIFE” BY DISNEY RULIK SETIANI; SINTA NOVIA; SIGIT SUHARJONO
JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is a deixis analysis which is one of the sciences of semantics. This study aims to classify deixis, to find the dominant deixis in movie, and to discover is there any deixis that cannot found in the movie. This research use qualitative descriptive strategy as the method. Researchers used a movie from Disney entitled "Toy Story: Lamp Life" as a medium for researching deixis. There are 5 types of deixis; person deixis, time deixis, place deixis, discourse deixis, and social deixis. Through the analysis process, it was founded 4 deixis but 1 deixis or social deixis is not founded, researchers used qualitative research method. After researchers classify the data, researchers found the dominant deixis in the movie "Toy Story: Lamp Life" is person deixis, and the deixis did not find is social deixis. Based on the result of the analysis, it is concluded that the movie has so many deixis that the students can use it to be a media to learn deixis in semantic learning.
Written Corrective Feedback Employed by Lecturer on Students’ Writing Rulik Setiani; Sigit Suharjono
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1626

Abstract

Purpose – The aim of the study is to identify the types of written corrective feedback and find out the types that are frequently employed by lecturer of students’ writing in her feedback or correction. State the background of the study is Written corrective feedback is not only provided to students are able to develop, motivate, revise but also to do their writing well. Methodology – The researcher employed a qualitative descriptive research method. The instrument used was document. 19 students' writing as documents were analysed. Findings – the study show that lecturer used four types of written corrected feedback among 6 types. There were 1 direct corrective feedback, 332 indirect corrective feedback, 88 focused corrective feedback, and 6 unfocused corrective feedback. The researchers discovered that the lecturer was more likely to use indirect corrective feedback in giving feedback of students’ writing. Novelty – The study may provide practical recommendations for improving writing instruction by showing the effectiveness or challenges of particular feedback types used by lecturers. Significance – The findings benefit to lecturers who teach writing skills, there are many types of written corrective feedback. Lecturers should vary their feedback when making error corrections in students' written productions. For example, not only can most lecturers employed direct and indirect corrective feedback, but lectures can also employed other types of written corrective feedback, such as metalinguistics or reformulation feedback.
DEIXIS USED IN THE MOVIE “TOY STORY: LAMP LIFE” BY DISNEY RULIK SETIANI; SINTA NOVIA; SIGIT SUHARJONO
JETA (Journal of English Teaching and Applied Linguistic) Vol. 5 No. 1 (2024): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/jeta.v5i1.1481

Abstract

This research is a deixis analysis which is one of the sciences of semantics. This study aims to classify deixis, to find the dominant deixis in movie, and to discover is there any deixis that cannot found in the movie. This research use qualitative descriptive strategy as the method. Researchers used a movie from Disney entitled "Toy Story: Lamp Life" as a medium for researching deixis. There are 5 types of deixis; person deixis, time deixis, place deixis, discourse deixis, and social deixis. Through the analysis process, it was founded 4 deixis but 1 deixis or social deixis is not founded, researchers used qualitative research method. After researchers classify the data, researchers found the dominant deixis in the movie "Toy Story: Lamp Life" is person deixis, and the deixis did not find is social deixis. Based on the result of the analysis, it is concluded that the movie has so many deixis that the students can use it to be a media to learn deixis in semantic learning.
Vocabulary Learning Strategies of a Fluent EFL Learner: A Case Study Jingga Ameira; Sigit Suharjono
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.448

Abstract

Vocabulary knowledge plays a crucial role in EFL learning; however, limited qualitative research has explored how fluent learners apply vocabulary learning strategies in authentic contexts. This study aims to investigate the strategies used by a fluent EFL learner and examine how these strategies reflect cognitive and metacognitive processes based on Schmitt’s taxonomy. A qualitative single-case study design was employed, involving one fluent English learner selected through purposive sampling. Data were collected through a semi-structured interview and analyzed using systematic qualitative procedures. The findings reveal that the participant employed all five categories of vocabulary learning strategies in a flexible and context-dependent manner. Cognitive and metacognitive strategies were more prominent, as reflected in active engagement, contextual learning, and self-regulated learning practices. Vocabulary development was primarily supported by meaningful exposure and communicative use rather than mechanical memorization. These findings highlight the importance of examining fluent learners as information-rich cases to better understand effective vocabulary learning processes. The findings suggest that vocabulary instruction should emphasize authentic language use, strategic flexibility, and learner autonomy in higher education contexts.
Co-Authors Jingga Ameira Rulik Setiani SINTA NOVIA