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All Journal Journal of Language and Literature Jurnal Simki Postgraduate
Ramadhani, Tria Rahayu
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EFL STUDENTS’ CREATIVITY REFLECTED IN THE USE OF CATAPHORIC REFERENCES IN STUDENT CREATIVE WRITING Ramadhani, Tria Rahayu; Iftanti, Erna
Journal of Language and Literature Vol 12, No 1 (2024)
Publisher : Universitas Gunadarma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35760/jll.2024.v12i1.10665

Abstract

This study explores the impact of cataphoric references on coherence and creativity in non-native English speakers attending university-level creative writing courses. This research aims to address the question of whether students’ creativity is reflected through the use of cataphora in their writing. Using qualitative descriptive analysis, the author focuses on creative writing works from a Creative Writing Course at Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, employing purposive sampling from two students’ compilation books for diverse representation. Data collection involved systematically reading the compilation books, and noting instances of cataphoric and anaphoric references. The collected data were organized into tables, categorizing passages based on Longacre's text types. Analysis centers on cataphoric and anaphoric references, guided by Halliday and Matthiessen's theoretical framework (2014). This theoretical lens guided the exploration of the roles of cataphora in different text types and the subsequent understanding of its impact on students' creativity. The findings reveal that cataphora can function as both cohesive and creative tools, enhancing the creative dimension of a text by instilling suspense or a sense of anticipation. Interestingly, texts that abstain from using cataphora and solely utilize anaphora may enhance creativity through diction diversification. However, it is acknowledged that determining whether students’ creativity is reflected through the use of cataphora in their writing presents challenges. The study's limitations stem from the analysis of purposive samples, thus restricting the generalizability of the results. Despite limitations, this study significantly contributes to understanding the creative dimensions of cataphoric references in non-native English-speaking students' writing.
The Role of Vlog Assignments In Developing Pragmatic Skills Among Students at University Level Ramadhani, Tria Rahayu; Anisah, Rifqoh Nu’ma; Fathr, Abdu Dzulhaq Laqod
Jurnal Simki Postgraduate Vol 3 No 3 (2024): Volume 3 Nomor 3 Tahun 2024
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v3i3.886

Abstract

Effective speaking involves not only linguistic competence but also pragmatic skills, which are often overlooked in traditional language instruction. While previous studies on vlogs in language learning have primarily examined linguistic aspects, the role of pragmatic competence remains underexplored. This study addresses this gap by investigating the impact of vlog-making assignments on pragmatic skill development among English as a Foreign Language (EFL) students, utilizing Speech Act Theory as the theoretical framework. Employing a qualitative descriptive approach, the research analyzed vlogs from five students. The findings revealed that students predominantly used Representatives and Expressives, demonstrating their capacity to convey contextually appropriate observations, opinions, and emotions. These results highlight the potential of vlog-making assignments in enhancing both linguistic and pragmatic communication skills. The study's limitations, notably the small sample size and qualitative design, underscore the need for expanded research with more diverse samples to comprehensively understand how vlog assignments influence pragmatic skill development. Despite these constraints, the research advocates for integrating digital tools in language education and emphasizes the importance of assessment methods that holistically evaluate linguistic and pragmatic competencies.
Co-Authors Anisah, Rifqoh Nu’ma Erna Iftanti Fathr, Abdu Dzulhaq Laqod