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All Journal Journal of Language, Literature, and Teaching
Laoli, Citra Indah Maharani
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Humanities Languange, Linguistic, Communication & Media

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MODALITY IN TEACHER-TO-TEACHER TALK OF ONLINE LEARNING: TENOR IN LANGUAGE USE Laoli, Citra Indah Maharani
Journal of Language, Literature and Teaching Vol 7, No 1 (2025): APRIL - JULY 2025
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v7i1.84-94

Abstract

AbstractThe objective of this study was to identify the reasons behind the realization of modality in teacher-to-teacher talk of online learning. The data of this study consisted of sentences that expressed modality, uttered by five primary school teachers as they discussed online learning. In addition, the teachers’ responses during interviews were also used to provide deeper insights into the reasons for their use of modality. The data were collected by using three main instruments, namely: observation sheet, interview sheet, and voice recorder. The data analysis followed the three stages of qualitative data analysis, namely: data condensation, data display, and drawing and verifying conclusions. The findings revealed that the use of modality in teacher-to-teacher talk of online learning was affected primarily by tenor. This includes the roles the teachers played during the interaction, which were shaped by elements such as power, contact, affect, and formality. Furthermore, modality was also realized due to the values that teachers attached to online learning. Most of the teachers expressed negative attitudes and preferences, indicating dissatisfaction or discomfort with the practice. Therefore, it is important for the government and policymakers to take teachers’ perceptions into account when designing and implementing educational policies, particularly those involving online learning in Indonesia.Keywords: modality, teacher-to-teacher talk, online learning, tenor.
AFFIXES IN THE LYRICS OF MICHAEL LEARNS TO ROCK SONGS Laoli, Citra Indah Maharani
Journal of Language, Literature and Teaching Vol 7, No 2 (2025): AUGUST - NOVEMBER 2025
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v7i2.140-150

Abstract

The objective of this study was to identify affixes in the lyrics of Michael Learns to Rock Songs. This study was conducted based on qualitative research method. The data of this study were the lyrics of the five songs from Michael Learns to Rock. The songs were (1) Paint My Love, (2) Sleeping Child, (3) Take Me to Your Heart, (4) That’s Why (You Go Away), and (5) The Actor. The instrument used to collect the data was an observation sheet. Based on the data analysis conducted, it was found that suffixes were the only type of affixes found in the five songs analyzed. From 99 affixes found, there were 99 suffixes (100%). Moreover, there were nine types of suffixes found, namely: suffix -est, -s, -ly, -es, -dom, -ing, -y, -ed, and -ness. Furthermore, suffix –ing (47%) and suffix –s (37%) were the two dominant types of suffixes found in the five songs analyzed. The predominance of –ing (47%) and –s (37%) shows that present participles and plural or third-person singular verb forms are the most frequently used, which aligns with the common linguistic patterns in song lyrics that often emphasize ongoing actions, emotional states, and habitual activities. Overall, the results reinforce previous observations that popular song lyrics typically prioritize simplicity and fluency, relying on basic and frequent English inflectional suffixes to enhance rhythm, rhyme, and listener comprehension. Keywords: affixes, suffixes, lyrics, songs.
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