BRIGHT
BRIGHT is a journal of English Language Teaching, Linguistics and Literature. It is published twice a year in the months of January and July. it presents articles on analysis studies, application of theories, research reports, materials development and reviews in the area of English language teaching, linguistics and literature
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<![CDATA[Turn-Taking Strategies of Conversation in Warren Edward Buffet Interview on Squawk Box Business News ]]>
<![CDATA[Yasa Ayatina Ashidiq]]>;
<![CDATA[Ice Sariyati]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2673
<![CDATA[Conversation is a human daily activity that involves the speaker shift. The basic pattern of talk to get shifting is “A-B-A-B-A-B”. Turn-taking strategies is necessary elements in conversation. Therefore, the researcher is interested in analyzing turn-taking strategies. The research problems are: 1) What types of turn-taking strategies are used by the participants in interview with Warren Edward Buffett on Squawk Box Business News, 2) How are the allocation of turn-taking strategies in interview with Warren Edward Buffett on Squawk Box Business News? This research used qualitative descriptive method. This research used the theory from Stenstrom, (1994) and Sacks et al., (1974) to answer research problems. The research findings showed that 62 data of turn-taking strategies types in this research were taking the floor (45 data) divided into starting up (15 data), taking over (9 data), and interrupting (13 data). In addition, there were holding the floor (13 data) and Yielding the floor (17 data) divided into prompting (7data), appealing (5 data), and giving up (5 data). Moreover, the findings data for the turn-allocation of turn-taking strategies were the technique of current speaker selects next speaker (28 data) and for next speaker self-select technique (34 data). Turn-taking types help conversation flow smoothly. Especially taking the floor strategies. It means every participants in conversation has a cooperative role. Beside, many participants did not wait for Turn Relevance Place (TRP) to have turns. Instead, they preferred to take turn by using the self- selection allocation. Much better, for participants in interview just wait for interviewee gave the turn.]]>
<![CDATA[Presuppositions in Retno Marsudi’s Speech at the UN General Assembly in New York ]]>
<![CDATA[Ruth Indriani Napitupulu]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2425
<![CDATA[Assumption toward something that has happened early before an utterance is called presupposition. Studying presupposition helps people clarify a conversation. According to Yule’s theory, presupposition is categorized into six types, which are existential, factive, non-factive, lexical, structural, and counter-factual presuppositions. In this research, the writer attempts to identify and analyze presuppositions found Retno Marsudi’s Speech at the UN General Assembly in New York, on Thursday, 25th May 2021. Descriptive qualitative method is applied since the data is in the form of sentences. The result shows that there are four types of presupposition. Based on the analysis, there are 33 presuppositions, namely 18 existential presuppositions, 1 factive presupposition, 13 lexical presuppositions, and 1 structural presupposition.]]>
<![CDATA[An Evaluation on Teaching and Learning Experiences During Covid-19 Pandemic Era: A Case Study ]]>
<![CDATA[Lailatul Maya]]>;
<![CDATA[Muchlas Suseno]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2672
<![CDATA[The gradual spread of Covid-19 posed a major challenge to the education landscape. This encouraged lots of researchers to investigate cases happened during the era. However, likely the study of evaluation on teaching and learning experience in a phone-infused classroom is rare. A phone-infused classroom referred to the teaching and learning activity which totally based on the utilization of a phone as the main learning platform. This study aims to expose attitudes and practices of phone-based classroom use. The data were collected from 3 English teachers and 66 students in Islamic Elementary School of Mathlaul Ulum through questionnaires and focus group discussion. The researcher analyzed the transcript and presented the result in form of qualitative descriptive analysis. Three themes emerged as the findings, the impact for pedagogical practices, merit and challenges which faced by teachers and students, and value evaluations among teachers and students. Overall, both positive and negative impacts have been emerged from the utilization of phone in teaching and learning process during pandemic era. Finally, education in the outbreak atmosphere must be considered as a joint community effort by government, teachers, parents, and schools to improve the efficacy of adversely affected teaching and learning techniques which utilized mobile phones and guarantee that students do not fall behind.]]>
<![CDATA[Pandemic Portrayed: Learning Style in Online Learning ]]>
<![CDATA[Syilvia Wenny J]]>;
<![CDATA[Yorina An’guna Bansa]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2448
<![CDATA[Learning style is one of the most important factors in determining how students learn and has a significant effect on student learning strategies, which in turn affects their learning outcomes. It refers to the methods by which students collect, store, and extract material. Since pandemic came to all over the world, all od aspect in teaching and learning process is changing. It is included to students’s learning style. Some issues were discovered during online learning, especially in English learning for students at the University of Muhammadiyah Jambi. By these issues, it seems that there is a doubt of how they really learn from online learning. The aim of this study is to report data on the types of students' learning styles used in their English online learning. Data were analyzed using The VARK Questionnaire by Neil Fleming. This research uses the qualitative descriptive method. The population of this research was 1st semester of Management Department students in the academic year 2020. There were three classes; R.B1, R.A7 and R.B3. The result shows that the majority of students in this research used kinesthetic learning style. Then audio learning is the next place, then followed by reading and writing learning style. And the last is visual learning style.]]>
<![CDATA[An Analysis of Writing Collocation Used By The Ninth Grade of SMPN 3 Madiun ]]>
<![CDATA[Theresia Budi Sucihati]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2754
<![CDATA[The purpose of this study was to investigate collocation in the classroom. Junior high schools were used for research purposes. The goals of this study were to (1) discover different types of collocation in students' writing. (2) Described the meaning of a collocation found in student writing. The research method used was qualitative. The subject was junior high school ninth grade, and the participants were 32 students from 9F. The data gathered served as a record for the students. There were 125 lexical collocations and 60 grammatical collocations discovered. Except for The GE7, all types of collocation were discovered. Furthermore, there are 10 conceptual meanings, 5 connotative meanings, 4 social meanings, 10 total meanings affective meanings, 1 reflected meaning, 24 collocative meanings, and 6 thematic meanings used in students' writing.]]>
<![CDATA[Analysis of Cohesion and Coherence in the Background of Thesis Written by English Education Study Program Students of IAIN Bengkulu in Period September 2020 ]]>
<![CDATA[Pebri Prandika Putra]]>;
<![CDATA[Yuni Astari]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2447
<![CDATA[This study aimed to find kinds of cohesion and coherence in the background section of thesis, it also focused to analyze the use of cohesion and coherence in the background section of thesis by English Education Study Program students of IAIN Bengkulu in period September 2020. This study concerned with text analysis. the method in this study was descriptive qualitative. The writer used documentation in collecting data. The data of this study were ten background of thesis which were taken randomly from the background section of thesis by English Education Study Program students of IAIN Bengkulu in period September 2020. The findings of the study showed cohesion and coherence in the background of thesis achieve by the used cohesive and coherent devices. There are two types of cohesion, namely grammatical cohesion and lexical cohesion. From the findings, the students can build grammatical cohesion which consist of reference as much as 53%, substitution 6%, and conjunction 35%. Unfortunately, ellipsis is not found in the background of thesis. While lexical cohesion which consist of reiteration as much as 4% and 2%. In addition, students build coherence as much as 57% at consistent pronoun, 38% at transition signals, 3% at repeating key nouns, and 2% at logical order. In conclusion, the writer concluded that the background section of thesis by English Education Study Program students of IAIN Bengkulu in period September 2020 are organized as well and become good background of thesis because used cohesion and coherence devices in creating the sentences and paragraphs variously.]]>
<![CDATA[Improving Writing Skill Using Chain Sentences on the First Semester Students' at Universitas Bhinneka PGRI Tulungagung ]]>
<![CDATA[Ika Rakhmawati]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2753
<![CDATA[English learner has to master four skills namely listening, speaking, reading and writing. Writing is considered as the important skill in linguistic. The students write the idea based on their mind in the written form. The students of the first semester have many difficulties in writing English. They do not know the pattern of the sentence properly. They do not master vocabulary and grammar. The important thing is English grammar which is very hard to be mastered by the students. The teacher should apply the appropriate method in conducting teaching and learning process in writing skill. Chain Sentences learning model is also a learning model that can be used Lecturer to change the atmosphere of learning in the classroom with more fun, so that students feel more interested. Because in this Chain Sentences learning model, this activity should be done in groups where when the first person has listened to the lecturers' sentence then, make a sentence from the last word of the first sentence becomes the first word of the second sentence, as well as the second student and so on. Based on the students’ score on preliminary study, it is shown that the students’ writing needed improvement caused their scores were low. There were 59,52% of 25 students who passed the writing test. The success of this class was less than 80%. The result could not achieve the criteria of success. It means that the students’ writing before the implementation of the strategy is quite weak. To improve the students’ writing, the researcher did this classroom action research. From first cycle, it is known that amount of the students who passed the vocabulary test increased. The result of the study on this cycle was 36 students passed the writing test. 82.71% of the students were successful and it had achieved the criteria of success. It means that the students’ writing skill improved after the strategy]]>
<![CDATA[Learners’ Errors in Writing the Recount Text ]]>
<![CDATA[Gita Khoirunisa]]>;
<![CDATA[Cucu Maryam]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2449
<![CDATA[The objective of this research was to identify and to analyze what are kinds of grammatical errors made by the eighth grade learners when they wrote the recount text. The design of this research was descriptive research design. The population of this research was the 8C learners of SMP Negeri 8 Bogor and the number of the sample was 31 learners. The researcher used three methods for getting the data; they were data from documentation, data from questionnaire, and data from the interview. The result of this research indicated that the 8C learners of SMP Negeri 8 Bogor had poor ability in writing the recount text. The highest percentage errors was made in the simple past tense by 83.8%, the second one was using in subject-verb agreement by 67.7%, the third one was preposition by 32.2%, and the last errors was pronoun 16.1%. Furthermore, based on the result of the questionnaire, most of the learners responded that they felt difficult in constructing grammatical sentences especially in the use past tense and it was appropriate with the result of the learners’ work and the answer of the interview. In the current research, errors in past tense was more dominant than errors in subject verb argreement, errors in preposition, and errors in pronoun.]]>
<![CDATA[Grammatical Errors in English Study Made by UIB Students ]]>
<![CDATA[Bobby Hartanto]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2674
<![CDATA[Having and mastering the correct grammar in written even spoken English is considered as one of the major aspects needed in basic communication or delivering each other’s means. Therefore, this research is done in purpose of finding what are the most often grammatical mistakes that happened while communicating in English. But while working on this research, we, as a group, decided to set up a barometer, that the search and observation will only take focus on spoken English grammar, which is considered as nowadays underestimated factor in delivering proper English in daily life. Mostly by non-native speakers. We implement this research to 10 random students in UIB, give out a simple question, then through their answers we analyse the grammatical errors that we'll possibly find. And lastly draw conclusion from what we can get.]]>
<![CDATA[An Analysis Figurative Language Used in Jakarta Post Headline ]]>
<![CDATA[Rima Novia Ulfa]]>;
<![CDATA[Tiarma Ika Yuliana]]>;
<![CDATA[Rr. Astri Indriana Octavita]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v5i1.2450
<![CDATA[The purpose of this research is going to analyse the types of figurative language in Jakarta Post Headline from November 2016 until January 2017 editions by using Keraf’s theory. This research uses qualitative approach with content analysis. In this study, the writer collected the data by selecting, reading and highlighting the figurative language in Jakarta Post Headline. The types of figurative language included in this research are metonym, eponym, metaphor, synecdoche, personification, and simile..]]>
