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All Journal Journal of English Teaching and Learning Issues JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah ETERNAL: English Teaching Journal
Fadilla, Hilda
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Writing a Thesis with Sound Arguments: A Linguistic Analysis of Indonesian Undergraduate Students' Academic Texts Widhiyanto, Widhiyanto; Dewi, Desi Surlitasari; Fadilla, Hilda
Journal of English Teaching and Learning Issues Vol 7, No 2 (2024): December 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i2.29991

Abstract

Writing a thesis necessitates the presentation of a compelling and well-written argument. The thesis should situate the research within the broader field of study and promote some contributions to the field. A student-writer needs to compose a thesis that reports and justifies the research conducted. This study explores how one undergraduate student-writer at an Indonesian university stages meanings to develop a thesis—as a macro genre, with sound and engaging arguments by using available linguistic resources. It employs tools of text analyses offered by Systemic Functional Linguistics to examine primarily the interpersonal zone of the arguments. This zone is crucial for a writer to stage meanings to engage with others and others’ knowledge in the field of study, utilizing sound arguments as she takes her stances in the academic community. The analysis focused on two key textual features: the organization of meanings to accomplish the social function of the thesis and the utilization of evaluative language resources to engage with others in the literature. This study involved a single respondent, an undergraduate student-writer, as its focus. The analyses indicate that this novice writer employs various linguistic resources to structure her texts in intricate ways. While her argument at the macro-level (the thesis) is structured relatively similarly to the typical thesis, significant differences emerge in her micro-level structure. This study revealed additional deviations in her use of linguistic resources for negotiating arguments at the sentence level (micro-level) and below level, including phrase and word levels.
The Effect of Learning Models Children Learning in Science (CLIS) on Student Learning Outcomes in History Subjects Class X11 SMA Negeri 1 Montasik Fadilla, Hilda; Nurasiah, Nurasiah; Kesuma, T. Bahagia Bahagia
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 10, No 2 (2025): Mei, Virtual reality in teacher education: Innovations, opportunities, and chal
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v10i2.33471

Abstract

Abstract: This research aims to find out the application of the Children Learning In Science (CLIS) learning model in class XII of SMA Negeri 1 Montasik, and to find out how much influence the Children Learning In Science (CLIS) learning model has on the learning outcomes of class XII students at SMA Negeri 1 Montasik. This research uses a quantitative approach with a type of Pre-experimental design research, in the form of one group pretest posttest design where there is only one group. The population in this study is all students in class XII which is 5 Class. The sample in this study is students in class XII.IPA3 which totals 33 Students. The sampling technique in this study uses Purposive sampling technique. The In data analysis techniques using tests Normality, homogeneity test, and t-test are two average differences. Average value result Before using the Children Learning In Science (CLIS) learning model, which is 60 is categorized as enough and after being given the average student score treatment, which is 80 is categorized as good, this proves that there is a significant change in the student's learning results. Based on the results of the thitung test ttabel or 17,399 2,039 at the significance level of = 5% (0,05), then HO is rejected and Ha is accepted or there is a real (significant) effect on student learning results before and after using the Children Learning In Science (CLIS) learning model in History subjects. Thus, the use of the Children Learning In Science (CLIS) learning model affects the learning results of History students in class XII.IPA3 at SMA Negeri 1 Montasik.
Discourse Markers in the Introductory Section of Research Articles in National accredited Journal Fadilla, Hilda; Widhiyanto; Wahyuni , Sri
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1171

Abstract

Discourse markers provide writers with signaling devices to connect ideas and guide readers in grasping the connection of ideas in the texts. An introductory section of a journal article represents a unique text which should be written with clear and interconnected arguments. This paper aims to reveal how discourse markers play vital roles in realizing the development of the arguments in this knotty text.  To achieve this, introductory sections of articles published in a nationally accredited journal were examined. Using Fraser's (2009) functional classes of discourse markers, 22 introduction sections were analyzed employing text analysis to determine the usage of these markers. It was found that despite employing all types of discourse markers, not all of them were applied appropriately. Their uses may not be in line with their functional classification. Among others, there are three functional classes of discourse markers proposed by Fraser (2009), they are contrastive markers, elaborative markers, and inferential markers. Elaborative markers were the most used type among the different types, followed by contrastive and inferential markers. This implies that authors tended to develop ideas more often, whereas contrastive and inferential markers were used less frequently but were crucial for indicating differences and making conclusions within the texts.
Co-Authors Desi Surlitasari Dewi Kesuma, T. Bahagia Bahagia Nurasiah Nurasiah W, Widhiyanto Wahyuni , Sri Widhiyanto