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Agus, Wira Tunggul Segara
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Speech acts of Gandalf the grey in the Lord of the Rings: Fellowship of the ring Agus, Wira Tunggul Segara; Arumsari, Cicilia
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.4885

Abstract

This research is aimed at describing the types of speech acts employed by Gandalf the Grey in a movie entitled The Lord of The Rings: Fellowship of the Ring and the reason behind each speech act uttered. This research applied a discourse analysis method using the movie transcript as the main source of data. The research reveals three findings. First, the locutionary acts employed by the protagonist, Gandalf the Grey, are declarative, interrogative, and imperative. The most used form by Gandalf the Grey is the declarative form, while the least used form is the Interrogative. Second, Gandalf the Grey employs four types of illocutionary acts. There are directive, representative, commissive, and expressive. He mostly employs the directive followed by the representative in the second place. Gandalf the Grey rarely use commisive and expressive form. Third, there are ten types of perlocutionary acts obtained as the effect of what Gandalf the Grey has uttered. There is a hearer who thinks of something, the hearer is doing something, the hearer knows something, the hearer is convinced, the hearer feels irritated, hearer feels frightened, the hearer is amused, the hearer is attracted, the hearer relieves tension, and hearer gives the answer. The first two of those types are the most dominant types. As a response to Gandalf the Grey’s statements and orders, the hearers are mostly required to think and then do something related to it.
Designing a guidebook of the English vocabulary and grammar list for junior high school students Supriani, Nanik; Aguilar, Mark Gabriel Wagan; Khosiyono, Banun Havifah Cahyo; Mundilarno, Mundilarno; Agus, Wira Tunggul Segara; Sulaimon, Jamiu Temitope
Journal of English Language and Pedagogy Vol 5 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i2.13682

Abstract

The study aims at designing the stakeholders on the Guide book of vocabulary and grammar of English list for junior high school students. The background relied on the fact of implementing the 2013 curriculum. The students empirically had difficulty in facing the English examination since a lot of vocabulary was not well-instructed and issued at the test items. The list of vocabulary was difficult to find, and the grammar points were not complete, which determined the reading difficulty. Utilizing a descriptive-quantitative research design, a survey with open-ended questions and a focused-group discussion was done in terms of stakeholders, particularly students, teachers, and assessment instrument involvement. The findings showed that the deliberation included adding and deleting a few parts for improvement purposes, in which they had approved the one designed and presented. The finished product focused on the most important aspects of the vocabulary class, such as the characteristics of the vocabulary glossary, instructions for the guidebook use, and grammar list for the seventh- and eighth-graders. This guidebook serves as a model for the empirical learning circumstance, although it cannot be generalizable.
Co-Authors Aguilar, Mark Gabriel Wagan Arumsari, Cicilia Khosiyono, Banun Havifah Cahyo Mundilarno Mundilarno, Mundilarno Nanik Supriani Sulaimon, Jamiu Temitope