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All Journal Wiralodra English Journal (WEJ) ENGLISH FRANCA : Academic Journal of English Language and Education
Ledy, Neris Mayang
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Elementary School Students' Perceptions of Learning Vocabularies Using Short Stories Ledy, Neris Mayang; Sujarwati, Iis; Syafryadin, Syafryadin
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 7 No. 1 May (2023): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v7i1.5890

Abstract

Short stories are considered an excellent and highly significant teaching approach in elementary level teaching and learning as they provide a useful and unique learning resource and encourage language acquisition, progress and personal interest. This study aims to better understand how primary school pupils see vocabulary development. A mixed-methods study was conducted with thirty sixth graders at SD IT Cahaya Rabbani Kepahiang to gather both quantitative and qualitative data. To collect quantitative data, a questionnaire was employed, and to collect qualitative data, interviews were used. Using SPSS and Excel, the data were descriptively examined. Because short stories are engaging, practical, and simple to grasp, 80% of SD IT Cahaya Rabbani Kepahiang students highly agree and believe that using short story media can help students learn more words in English. The study's conclusions indicate that students are open to using short stories to broaden their vocabulary and find them engaging. Therefore, English teachers should employ short stories to assist students learn vocabulary. The instructor should be mindful of the significance of selecting short stories wisely and doing it in a way that is both engaging and amusing. The selected short stories must also pay attention to the interests, needs, and skills of students. In this study, only a subset of children from the same school participated. Information was only collected once, through questionnaires and interviews. As a result, only students in the same school can use the findings. Additional research should include more people from various institutions to provide more thorough results. Additionally, it is possible to investigate the effectiveness of using short stories to help students expand their vocabulary by using different research methodologies like experimental or action research.Keywords: Students’ perception; short story; vocabulary
METADISCOURSE MARKERS IN INTRODUCTION SECTION OF MASTER THESES IN ENGLISH EDUCATION STUDY PROGRAM STUDENTS AT UNIVERSITY OF BENGKULU Ledy, Neris Mayang; Syafryadin, Syafryadin; Sujarwati, Iis
Wiralodra English Journal (WEJ) 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