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Speech acts of Gandalf the grey in the Lord of the Rings: Fellowship of the ring Wira Tunggul Segara Agus; Cicilia Arumsari
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

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.

The evaluation of student English activity (SEA) in Universitas Muhammadiyah Yogyakarta Siti Afrianty H Kundji
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.v5i1.8309

This study aims to evaluate the organization of the Student English Activity (SEA). This organization made English its main component. The researcher showed the contribution of the context, input, and process. Then, the researchers explained the product of SEA. The researchers used the CIPP model in this study. The study took place in UMY and had participants from UMY. The participants were the stakeholder known as the president of SEA and the 10 members of SEA who were becoming the representative of all the members. The researchers collected the data from document analysis, observation, and interviews. The instruments from this study are documents, videos, and interview guidelines. The researcher used data condensation, data display, and conclusion drawing to analyze the data. The results o this study are all contributions of the CIPP to the SEA. the context role was to decide what to do to achieve the success of the SEA. The input contribution was to prepare a good facility, a qualified speaker or teacher, and preparation of the activities. The process contributions were the student's or members' enthusiasm and how they respond to the teacher in every activity. The process contribution also makes the students produce the language (English) confidently. With those parts, the member can achieve speaking skills, confidence, a good attitude, and intellectualism. These, the researchers call the result or product of SEA which the member has good speaking skills, confidence, good attitude, and intellectualism. Every aspect of CIPP has an important role to achieve the success of SEA. the context became the foundation of SEA, and the input and process became the core of the SEA. So SEA can get the product that same with the goals.

Improving students’ enthusiasm for learning English using animated video Maria Jawa Open; Yuyun Yulia
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.v5i1.9264

The study aimed at investigating the effectiveness of animated videos in improving students’ enthusiasm at SDK Sang Timur Yogyakarta and describing the improvement of students’ enthusiasm for learning English. The design of this research was Classroom Action Research (CAR) and the subject of this research was 25 students of the first graders of elementary school at SDK Sang Timur, located in Batikan, Yogyakarta. The observation indicated that students had difficulties in saying English words correctly and when they respond in the English language. Moreover, the result of cycle 1 showed that students’ enthusiasm for learning English got improved. Students still felt doubtful about responding to questions. They seemed to be excited about the video. In cycle 2, students’ enthusiasm improved. Students had a good recollection of the previous lesson when the researcher asked them about it. It also appeared that students became more active and enthusiastic about the lesson and seemed eager to learn more using animated videos. Therefore, it can be concluded that animated videos brought a positive learning environment and enthusiasm as they educated and entertained students at the same time. In short, an animated video was an effective tool for improving students’ motivation for learning English.

Revisit Bloom’s Taxonomy: A reflection of education in a digital era Rizki Farani
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.v5i1.9347

Bloom’s taxonomy has been used in the education field since 1956. It promotes a higher form of thinking in education. However, the shift from traditional classroom interaction to technology-based education, such as e-learning, blended learning, and distance learning, changes the paradigm on how educators design learning instruction. This article presents a general description of Bloom’s taxonomy application in the digital era based on some literature reviews. The articles were selected purposively among open-access journals only in two reputable international journals: (1) Computer and Education and (2) Cogent Education. The journals were selected due to their publication mostly related to Bloom’s taxonomy in the education field. The review covers two aspects: (1) the identification of Bloom’s taxonomy applications and (2) the modification of Bloom’s taxonomy to promote thinking skills. The analysis presents information on how educators modify Bloom’s taxonomy to deliver content through technology-based learning. The results show that: (a) there is limited access to identify Bloom’s Taxonomy studies; (b) there is limited open access to literature reviews on Bloom’s Taxonomy in the education field; (c) modification of Bloom’s Taxonomy in the digital era position technology as a tool to facilitate students’ learning, and (d) most learning only builds students’ cognitive skills. There is still a limited exploration of affective and psychomotor domains. As a further recommendation for future research, there is a demand to provide more open-access journals on how to use technology to support affective and psychomotor domains.

The process of 21st-century English learning at an international primary school in Cirebon Ika Maratus Sholikha; Farouk Imam Arrasyid; Wakhid Nashruddin
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.v5i1.9389

In the 21st century of the fourth industrial revolution, global access and disruptive technology need to develop learners to acquire 21st-century skills that rely on communications, collaboration, creativity, critical thinking teaching strategy, learning process, classroom management, and assessment of paramount importance. The content analysis used the qualitative narrative. The findings allowed students to survive and function with the rapidly evolved, global, and complex world, whilst teachers and other education practitioners were suggested to reform and reconsider the instructional practices including, among others learning materials used in the classroom that aligned with the current situation by involving 2 English teachers and 17 students. Hence, this study investigated characteristics of the 21st-century for EFL Learning, the strategies used by English teachers in teaching English, and the process of students learning in the 21st century at the international level.

Improving English pronunciation students through drilling technique at SDS Pelangi School Theodesia Lady Pratiwi; Angel Rosinta Uli Simorangkir
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.v5i1.12384

This study aims to improve English pronunciation students through drilling techniques in English subject for 3rd-grade students at SDS Pelangi School. The subjects of this study were 9 which is 3rd-grade students. The instruments used are an observation field note and test and an interview. The study method used is Classroom Action Research. Starting from the problems experienced by students in English pronunciation at SDS Pelangi School are still low. Responding to existing problems, the right technique to improve students' English pronunciation is to use drilling techniques. This study was conducted in two cycles and the result showed there was also a significant increase in students' pronunciation. The average score of students from Cycle II increased by 10.34 from Cycle I. It can be said that the use of the drilling technique can improve student English pronunciation. Keywords: Pronunciation, Drilling Technique, Teaching Pronunciation to EYL

Spelling errors found in descriptive writing among seventh-graders of lower secondary school in Klaten district Jayus Ngumarno; Erry Pranawa; Suhud Eko Yuwono; Septina Dyah Astuti; Sri Budiyono
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.v5i2.12719

This study aims to investigate errors found among seventh-graders descriptive writing of SMP N 2 Trucuk, Klaten district, Indonesia. This study used a qualitative descriptive approach. Data was collected from the notes-taking techniques from which the seventh-graders produced errors in their descriptive writing. Data analysis qualitatively identified seventh-graders descriptive writing. The results showed that there were errors found in the form of writing capital letters use, writing compound words, prepositions [at, to, and from], and punctuation marks [.] Errors in using capital letters included in naming geography at the beginning of sentences, capital letters used in people's names, and writing capital letters in the middle of sentences. Combination of spelling errors. Errors in writing prepositions (at, to, and from). Error using punctuation.

Punctuations used by Filipino and Thai students in their essays: A corpus-based inquiry Jaezzir Mae Arquiola; Esperval Cezhar Cadiao; Christian Roy Leyga; Ronnel Sarsuelo
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.v5i1.13509

Writing, being one of the most vital skills to develop, is of great importance. It is imperative that one needs to master not just the structure but also the functions of punctuation marks. It is undeniable that punctuation marks seem confusing and are used interchangeably among Thai and Filipino students. Consequently, the written output of the students becomes incomprehensible due to the misuse or the absence of punctuation. This study aimed to determine the average common errors of Filipino (ESL) students and Thai (EFL) students when it comes to using punctuation marks in writing essays and to find out the significant difference. The researchers also pointed out the possible causes of why Thai and Filipino students committed such errors. To further illustrate the results of the study, the researchers opted to present the errors individually through tables and charts and interpreted the figure based on the total percentage of individual respondents, and eventually identified the committed error as a whole. There were 30 participants in the research composed of 15 Thai (EFL) students and 15 Filipino (ESL) students. The sources of data were the written essays of the 30 participants. The total percentage was used to treat the data to identify the average punctuation errors committed by the participants and the significant difference in the committed errors between the Thai EFL and Filipino ESL learners. The result showed a significant difference in the punctuation errors committed between Thai and Filipino students with a comma (,) receiving the largest number of errors.

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

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.

The evaluation of student English activity (SEA) in Universitas Muhammadiyah Yogyakarta Kundji, Siti Afrianty H
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.v5i1.8309

This study aims to evaluate the organization of the Student English Activity (SEA). This organization made English its main component. The researcher showed the contribution of the context, input, and process. Then, the researchers explained the product of SEA. The researchers used the CIPP model in this study. The study took place in UMY and had participants from UMY. The participants were the stakeholder known as the president of SEA and the 10 members of SEA who were becoming the representative of all the members. The researchers collected the data from document analysis, observation, and interviews. The instruments from this study are documents, videos, and interview guidelines. The researcher used data condensation, data display, and conclusion drawing to analyze the data. The results o this study are all contributions of the CIPP to the SEA. the context role was to decide what to do to achieve the success of the SEA. The input contribution was to prepare a good facility, a qualified speaker or teacher, and preparation of the activities. The process contributions were the student's or members' enthusiasm and how they respond to the teacher in every activity. The process contribution also makes the students produce the language (English) confidently. With those parts, the member can achieve speaking skills, confidence, a good attitude, and intellectualism. These, the researchers call the result or product of SEA which the member has good speaking skills, confidence, good attitude, and intellectualism. Every aspect of CIPP has an important role to achieve the success of SEA. the context became the foundation of SEA, and the input and process became the core of the SEA. So SEA can get the product that same with the goals.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Hanandyo Dardjito

Contact Email
hanandyo@ustjogja.ac.id

Phone
+6282133007356

Journal Mail Official
-

Editorial Address
Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta

Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hanandyo Dardjito

Contact Email hanandyo@ustjogja.ac.id

Phone +6282133007356

Journal Mail Official -

Editorial Address Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta

Location Kota yogyakarta, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Hanandyo Dardjito

Contact Email
hanandyo@ustjogja.ac.id

Phone
+6282133007356

Journal Mail Official
-

Editorial Address
Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta

Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA