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All Journal LingTera ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH English Language Education Reviews Journal of Educational Science and E-Learning
Wirawati, Bekti
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Education Languange, Linguistic, Communication & Media Other

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Mood and Modalities Revealing Teacher’s Power in EFL Classroom Discourse: Critical Discourse Analysis Surjowati, Ribut; Wirawati, Bekti; Shalsadita, Ratu Tria; Achmad, Shafira Aulia
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.9969

Abstract

This research aims to describe how power relation is exercised through mood and modality used by lecturers during the teaching and learning process in the classrooms. It is categorized as descriptive qualitative research, and the data were collected from the utterances of the English Education lecturers through non-participant observation. They were then analyzed by following three stages of Fairclough CDA. The analysis was done from textual to social practice analysis to reveal the relation between the utterance and power the lecturers practiced in the classrooms. The research finding reveals that the power is reflected through the use of imperative, interrogative, and declarative mood structures. Modality is realized through modal auxiliaries: will, would, can, must, could, may, should, and verbs; have to, think, had better, need to, be sure, perhaps, and be going to. Those expressions carry the meaning of volition, obligation, encouragement, permission, demand, and possibilities employed by the lecturers in the classes. The above meanings of those expressions represent the lecturers’ power over the students. The built power relation represents Indonesian culture in which those in higher positions play as superiors. Examining modality and mood expressions used in education will hopefully give an insight into how to build good communication.
The construction of modalities in Indonesian and English folktales Surjowati, Ribut; Wirawati, Bekti; Kusnowati, Siti; Wijaya, Wiemphy; Syahputra, Bintang Yusma Dian
LingTera Vol 11, No 2 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i2.69564

Abstract

This paper aims to describe the types of modality expressions in English and Indonesian folktales and to examine the extent to which these two groups of writers express modality differently. This study was conducted as descriptive qualitative research, focusing on the use of modalities in Indonesian and English folktales. A total of 30 folktales were collected from the United States, Britain, and Indonesia as the data sources. The data were analyzed based on the theories of Nuyts (2002) and Bybee (1994). The results show that native English writers tend to express deontic modality primarily through modal auxiliaries such as shall, should, can, could, must, and may. However, epistemic meanings are conveyed not only through modal auxiliaries but also through adjectives, adverbs, and lexical verbs, with lexical verbs being the most frequently used. In contrast, non-native writers used fewer varieties of modality expressions, including modal auxiliaries, adjectives, adverbs, lexical verbs, and multi-word units, often relying on the same types of expressions across the folktales. Unlike deontic modality, the folktales are rich in epistemic modality, as the writers used a wider range of expressions to convey these meanings.
Art Students’ Error Analysis in Using Past Tense in Narrative Essay Bardianing, Wahyun; Wirawati, Bekti; Surjowati, Ribut; Tria Shalsadita, Ratu; Auliya Soekandar, Amana; Arif Rizaldi, Septian
English Education:Journal of English Teaching and Research Vol 8 No 2 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i2.21077

Abstract

As EFL learners, writing a narrative essay with proper grammatical rules and good chronological order is not easy. Although simple past tense has been introduced to students, previous studies found that the misuse of past tense remains a problem. A similar case also happened to art students at Sekolah Tinggi Kesenian Wilwatikta Surabaya. Thus, this study aimed to find out the students’ errors in using past tense in their narrative essays. It is seen as an urgent point since the literature about how art students deal with English subjects is very limited. Help is still required, and it begins by identifying their errors in writing. By employing qualitative content analysis of 30 students’ narrative essays, this study found a total of 197 errors. These errors were grouped into three categories: omission (98 errors), addition (67 errors), and misinformation (32 errors). A conclusion was drawn that the students committed grammatical errors in their narrative essays due to several factors such as L1 interference, different grammatical rules between Indonesia and English, insufficient grammatical knowledge, overgeneralization, rule restriction ignorance, and false hypothesis.
Peningkatan Pemahaman Konsep Bangun Datar Melalui Penggunaan Media Geoboard di Kelas VB SD Negeri Pakis 1 Surabaya Munawaroh, Yevi Mufatirotil; Suliyastuti, Nunuk; Wirawati, Bekti
Journal of Educational Science and E-Learning Vol. 2 No. 1 (2025): Juni
Publisher : Rena Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62354/jese.v2i1.31

Abstract

Tujuan dari penelitian ini adalah untuk meningkatkan pemahaman siswa kelas VB SD Negeri Pakis 1 Surabaya terhadap konsep bangun datar melalui pemanfaatan media geoboard. Latar belakang dilaksanakannya penelitian ini adalah masih rendahnya tingkat pemahaman siswa mengenai sifat-sifat bangun datar dalam pelajaran matematika. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilakukan dalam dua siklus. Tiap siklus meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Pengumpulan data dilakukan melalui metode tes, observasi, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan pemahaman peserta didik terhadap konsep bangun datar, yang ditunjukkan melalui kenaikan hasil belajar. Sebelum tindakan dilakukan, tingkat ketuntasan belajar peserta didik hanya mencapai 47,8% dengan rata-rata nilai 59,13. Setelah diterapkannya media geoboard, ketuntasan belajar naik menjadi 56,65% dengan nilai rata-rata 68,3, dan pada siklus kedua meningkat lagi hingga 82,60% dengan rata-rata nilai 77,54. Penggunaan media geoboard yang bersifat konkret membantu peserta didik dalam membentuk, mengamati, dan menganalisis berbagai bentuk serta sifat bangun datar. Hasil ini memperkuat bahwa penggunaan geoboard efektif dalam meningkatkan pemahaman konsep bangun datar peserta didik di kelas tersebut. 
Co-Authors Achmad, Shafira Aulia Arif Rizaldi, Septian Auliya Soekandar, Amana Bardianing, Wahyun Kusnowati, Siti Munawaroh, Yevi Mufatirotil Ribut Surjowati Shalsadita, Ratu Tria Suliyastuti, Nunuk Syahputra, Bintang Yusma Dian Tria Shalsadita, Ratu Wijaya, Wiemphy