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All Journal Pattimura Excellence Journal of Language and Culture
Rijoly, Helena
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Arts Education Languange, Linguistic, Communication & Media

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AN ANALYSIS OF MAXIMS VIOLATION ON TEACHER- STUDENTS INTERACTION IN THE ENGLISH CLASSROOM AT CITRA KASIH ELEMENTARY SCHOOL IN AMBON Soumahu, Wisye; Lekatompessy, Felicia; Rijoly, Helena
Pattimura Excellence Journal of Language and Culture Vol 4 No 1 (2024): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v4.i1.pp52-71

Abstract

This study aims to find the types of maxims violated by students and to investigate the factors that influence the violation of these maxims in classroom interaction. This study applied descriptive qualitative as the research method to collect the data through observation and interview from class V of Citra Kasih Elementary School in Ambon. The results from data collection showed that violations of maxims did exist during the classroom interaction, the types of maxims it could be concluded that the types of maxims violated by teachers and students were maxim of relevance with 5 times, maxim of manner with 5 times and maxim of quality with 4 times, while for the type of maxim of quantity was not found in the observation. It was obvious when students gave ambiguous or irrelevant answers or utterances and inaccurate or incorrect answers. The analysis of these findings indicated several factors that led to the maxim violation in classroom interactions, namely lack of vocabulary which is caused by the lack of self-exploration, social distance and cultural factors where students are not encouraged to discover and explore their knowledge, abilities and interests. Knowing these factors may help the teachers to anticipate possible factors that may hidding the effectiveness of classroom interaction. Therefore, it is suggested that embracing cooperative principles as framework of communication is considered beneficial to create meaningful and effective conversation which can avoid misunderstanding and misinterpretation between teacher -students.
EXPLORING STUDENTS' DIFFICULTIES AND STRATEGIES IN LEARNING ENGLISH GRAMMAR AT ENGLISH EDUCATION STUDY PROGRAM Kesaulya, Gabriella; Lekawael, Rosina; Rijoly, Helena
Pattimura Excellence Journal of Language and Culture Vol 4 No 2 (2024): Pattimura Excelence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v4.i2.pp97-110

Abstract

This study aimed to identify the difficulties in learning English Grammar and their strategies to overcome it. The researcher used mixed method with the explanatory sequential mixed methods design. This method involved a two-part project in which the researcher collects quantitative data in the first phase, analyzes the results, and then used the results to develop the qualitative part in the second phase. This research took in English education study program, Pattimura University during this year. Batch 2022 was the subject and 99 students were the population. For the sample, Class A which had 32 students and 6 students were selected as the interview participants. The result showed that material and structural difficulties, as well as psychological difficulties, contributed significantly to the overall difficulties experienced by the participants. Furthermore, students learning strategies to overcome their difficulties in learning English, the data suggests that participants in this study employ a diverse range of strategies to support their learning. While all strategies are utilized, metacognitive strategies and affective strategies seem to be particular prominent. Students also agree that psychological difficulties affect students' ability to learn grammar, particularly fear of mistakes and confidence issues. The last that each student has different learning strategies in overcoming the difficulties that exist. All six students have explained how they overcome their difficulties in learning grammar as well as the psychological difficulties that have affected their ability to learn English grammar. The investigation emphasizes the importance of metacognitive and affective strategies in overcoming psychological difficulties to learning grammar.
MAPPING TOEFL PREDICTION SCORE RESULT BASED ON CEFR STANDARD AND TEST TAKERS’ PREPARATION PATTERN Rijoly, Helena; Papasoka, Theofilia; Latuputty, Elyon; Aritonang, Parjolo; Rijoly, Qaranha; Matakupan, Azriel
Pattimura Excellence Journal of Language and Culture Vol 3 No 1 (2023): Pattimura Excellence Journal of Language and Culture
Publisher : Pattimura University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/PEJLaC.v3.i1.pp01-13

Abstract

TOEFL Prediction score can also be seen as the benchmark of English Language Competence of the institution. This study looked into the types of preparation and the length of preparation and TOEFL Preparation Score result. The data were collected from 2 sources: online survey and the score compilation record from Pusat Studi Bahasa (PSB) Unpatti. There were 702 respondents to the survey which was distributed from November 9th to December 28th 2022. The respondents were TOEFL Prediction test-takers from Unpatti Ambon, PSDKU Aru, PSDKU MBD, and general Public. The result from the data analysis shows that 87.5% of test-taker have some sort of preparation before the test, the most common type of preparation is self-study (85,5%), and the most common length of preparation taken by test-takers is on average 1 week (70,5%). Lastly, overall test score indicated that majority of test takers (71.65%) were in A2 level and 26.64% were in A1 level based on CEFR. This suggested that 89.9% the graduates (test-takers) may be failing when competing in the world of job seeking and scholarship hunting.
Co-Authors Aritonang, Parjolo Kesaulya, Gabriella Latuputty, Elyon Lekatompessy, Felicia Matakupan, Azriel Papasoka, Theofilia Rijoly, Qaranha Rosina F. J. Lekawael Soumahu, Wisye