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THE USE OF DEIXIS IN EFL CLASSROOM INTERACTION: A PRAGMATIC STUDY OF SIXTH-SEMESTER STUDENTS OF THE ENGLISH EDUCATION STUDY PROGRAM AT NUSA NIPA UNIVERISTY Timbu, Maria Elisabeth Ina; Balik, Lusiana Mariyeta; Kartini, Maria
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 8 No 2 (2024): KLAUSA Vol 8 No 2 (2024)
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33479/klausa.v8i2.1079

Research has shown that EFL learners often face challenges with deictic expressions, leading to communication errors. The author wanted to examine whether similar problems exist among sixth-semester English Education students at Nusa Nipa University by analyzing the types and dominant deixis in classroom interactions. Applying Levinson's (1983) theory, this research uses Creswell's (2009) method for in-depth analysis. Data were collected through audio recordings and field notes during eight class meetings, then transcribed and coded for thematic analysis. Miles & Huberman's (1994) technique and Walizer's (1990) formula were used to measure the types of deixis and the dominant deixis used. This analysis reveals that five types of deixis are used: person deixis, time deixis, place deixis, discourse deixis, and social deixis. A total of 979 deixis were identified, with person deixis being the most dominant with 70.48%, accounting for 690 occurrences. “We” was used 194 times, reflecting the collaborative nature of group work, while ‘you’ appeared 132 times, indicating direct engagement with the audience. The findings highlight the role of deixis in shaping academic communication and interaction, emphasizing its importance in effective classrooms.

Enhancing Vocabulary Mastery Using Scrabble Game Mbere, Maria Anastasia; Yumelking, Marselus; Balik, Lusiana Mariyeta
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 5 No. 1 (2025): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v5i1.591

Vocabulary is a collection of words or phrases that are understood in a particular language and used by humans to communicate in everyday life. The researcher saw that the vocabulary ability of Yapenthom 1 Junior High School students was still very minimal, therefore the researcher conducted a study aimed at increasing vocabulary in students. The researcher used the scrabble game method as a teaching tool to improve English vocabulary in students. Scrabble game is a game played by small groups to arrange letters into words so that this game can improve vocabulary in students. This study used a classroom action research method to collect data conducted in one class. The results of Classroom Action Research in cycle one with an mean score of 61.77%. In cycle two the mean score was 71.59% and in the third cycle with an mean score of 92.95% from the results of this study indicate that the Scrabble game media is suitable for use in learning English. Besides that the scrabble game changes the atmosphere of the class to be more active and greatly helps students in increasing English vocabulary.

Enhancing Vocabulary Mastery Using Scrabble Game Mbere, Maria Anastasia; Yumelking, Marselus; Balik, Lusiana Mariyeta
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 5 No. 1 (2025): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v5i1.591

Vocabulary is a collection of words or phrases that are understood in a particular language and used by humans to communicate in everyday life. The researcher saw that the vocabulary ability of Yapenthom 1 Junior High School students was still very minimal, therefore the researcher conducted a study aimed at increasing vocabulary in students. The researcher used the scrabble game method as a teaching tool to improve English vocabulary in students. Scrabble game is a game played by small groups to arrange letters into words so that this game can improve vocabulary in students. This study used a classroom action research method to collect data conducted in one class. The results of Classroom Action Research in cycle one with an mean score of 61.77%. In cycle two the mean score was 71.59% and in the third cycle with an mean score of 92.95% from the results of this study indicate that the Scrabble game media is suitable for use in learning English. Besides that the scrabble game changes the atmosphere of the class to be more active and greatly helps students in increasing English vocabulary.

Politeness Strategy of Direct Speech Acts in the Poto Wua Ta'a Ceremony Balik, Lusiana Mariyeta; Alinda, Marta
Pioneer: Journal of Language and Literature Vol 14 No 2 (2022)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v14i2.1736

Politeness is very important in society as a social control during social interaction. This study aimed at analyzing the types of politeness strategy of direct speech act in the poto wua ta'a ceremony. The method used in this study was descriptive qualitative method, in which the researcher used politeness theory by Brown and Levinson (1987) to analyze, interpret and discuss the data in a form of utterances in poto wua ta'a ceremony. The result of the study showed that the politeness strategy used were negative politeness strategy, positive politeness strategy and off record strategy. However, the dominant strategy used in the ceremony of the poto wua ta'a was negative politeness strategy such as be conventionally indirect, be pessimistic, state the face threatening acts (FTA) as a general rule, as well as minimize the imposition. Thus, the use of negative politeness strategy made the hearer to be more respected and would do something willingly without pressure from the speaker.

Implementing Frontloading Strategy in an Attempt to Trigger the Improvement of Students' Vocabulary Mastery Hoban, Elisabeth Regina; Balik, Lusiana Mariyeta; Janggo, Wendelinus Oscar
Jurnal Langua Vol 7 No 1 (2024): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10805438

In this study, the authors used the frontloading strategy to improve students' vocabulary. The main objectives of this study were to describe the implementation of the frontloading strategy in vocabulary instruction and to determine the extent to which students' vocabulary skills improved after instruction through the use of the front-loading strategy. This study is a classroom action research conducted in two cycles. Data was collected through observation, testing and interviews. Data from observations, tests and interviews from each cycle were analyzed quantitatively and qualitatively. The implementation of the frontloading strategy for vocabulary teaching in Class XI 3 of St. John Paul II Catholic Senior High School was carried out in two cycles. The participants in this study were 30 students. The result of this study shows that using frontloading strategy can improve students' vocabulary skills. This is evidenced by the students' test scores, which increased in each cycle, namely Cycle 1 and Cycle 2. In the first cycle, the student's average score was 50%, in the second cycle the average score was 83.33%. It can be concluded that the frontloading strategy can improve students' ability to master vocabulary and also improve teaching.

Politeness Strategies in the EFL Classroom: A Pragmatic Analysis of Teacher-Student Interaction Hieng, Fransiska Orien; Balik, Lusiana Mariyeta; Janggo, Wendelinus Oscar
Linguistics and ELT Journal Vol 13, No 2 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i2.36461

This study examines the politeness strategies used in English as a Foreign Language (EFL) classrooms, with a focus on teacher-student interactions at St. Gabriel Senior High School, in Maumere. Adopting a descriptive qualitative approach, the study integrates Brown and Levinson’s (1987) politeness theory with Sack, Schegloff, and Jefferson’s (1974) conversation analysis. Data were collected through observations, field notes, audio recordings, transcripts, and questionnaires. To identify politeness strategies, thematic analysis was used, combined with Conversation Analysis to examine interactional features of the data. The analysis revealed that teachers predominantly used positive politeness and bald on record strategies to balance authority, clarity, and rapport. Positive politeness was evident in greetings, praise, empathy, and encouragement, while bald on record strategies were employed for instructional clarity and classroom management. Students frequently demonstrated negative politeness through short, respectful responses that indicated acknowledgement of the classroom hierarchy. CA revealed key interactional features, such as turn taking control, adjacency pairs, repair sequences, and pedagogically functional interruptions. Questionnaire results further confirmed students’ positive perception, which indicating that politeness strategies contributed to comfort, confidence, and active participation. These findings highlight the importance of politeness strategies in ensuring harmonious interactions, promoting engagement, and enhancing the pedagogical atmosphere in EFL settings.

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