Ejournal STKIP PGRI Sumbar (UEJS - Sekolah Tinggi Keguruan Dan Ilmu Pendidikan Persatuan Guru Republik Indonesia)
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DECONSTRUCTION OF OPPOSITION CHARACTERS IN JANE AUSTEN’S PRIDE AND PREJUDICE: ARE VILLAINS ALWAYS GUILTY?
No full textAbstractThis study aimed to examine the opposing characters in the classic Pride and Prejudice. This paper was a literary criticism to examine heroes and villains from many perspectives. The procedures of the study were as follows: (i) locating the opposing characters, (ii) analyzing the privileged and undermined characters, and (iii) overturning the privileged and undermined characterization hierarchy. The study discovered that the confrontation between the opposing personalities was caused by prejudice, vengeance, jealousy, and intimidation. The research was conducted through analysis. The study demonstrated how entities portrayed in favorable and negative characters revealed radically different realities depending on the point of view. The study found that prejudice can occasionally play a vital part in enhancing someone's attitude, manner, and behavior based on the conflict between the major characters, Mr. Darcy and Elisabeth. According to the deconstruction, jealousy might assist someone in understanding that she or he possesses something exceedingly precious.Keywords: Deconstruction, Opposition, Characters, and Literary Critics
FACILITATING FUNCTIONS OF FIRST LANGUAGE (L1) IN THE CONVERSATION OF EFL LEARNERS
No full textThis study was conducted to investigate the functions of L1 that appear in the conversations of EFL students and to find out the most common L1 function used by EFL students in facilitating conversation. This qualitative research was conducted by collecting the data by audio- and video-recording the participants’ conversations in when they were completing a communicative task called spot the differences. There were 20 EFL students involved in the study who took the Speaking for Everyday Communication course in the 2nd semester of the English Education study program at a private university in Kupang, Indonesia. The results of the study show that there were nine functions of the First Language (L1) used by the students. From the highest to lowest in frequency of occurrence, the functions were sentence-internal code-switching, translation, giving instructions to the other classmates, confirmation, asking for instructions, asking for confirmation, personal petition, repetition, and direct appeal for help. The employment of these nine L1 functions facilitates the smoothness of the EFL students’ conversations, hence making the conversations not cease. It was also found that all the students in this study used the Indonesian language as L1 in their conversation and that the use is generally caused by their struggle to use English as much as they can produce to speak
AN ILLOCUTIONARY AND PERLOCUTIONARY STUDY OF SHERLOCK HOLMES IN ENOLA HOLMES 2
No full textThis study aims to examine the illocutionary acts used by the secondary character, Sherlock Holmes, in the movie Enola Holmes 2. Using a descriptive qualitative method, the study analyzed the dialogue in the movie transcript to identify the types of illocutionary acts employed by the characters. The study found that all types of illocutionary acts proposed by Searle (1969) were present in the movie. The most frequently used illocutionary act by Sherlock Holmes was assertive (55.2%), which reflects his role as a professional detective who delivers information and updates on his cases. In contrast, commissive (4.6%) was the least used illocutionary act by Sherlock Holmes, as he rarely makes promises to other characters. The study also examined the perlocutionary acts, which indicate the response of the interlocutors to the illocutionary acts used by Sherlock Holmes. The responses ranged from irritation to persuasion, encouragement, and sadness. This study highlights the importance of understanding the use of illocutionary acts in effective communication and provides insight into the language of a well-known literary character
HOW IS HOT-SEAT GAME IN THE EFL STUDENTS’ PERCEPTION IN LEARNING ENGLISH SPEAKING SKILL?
No full textEnglish is a subject that not all students like. Teachers need media to make students enjoy learning English. One of media is Hot Seat game. Hot seat game is a game that is played in groups with the aim of honing their speaking skills and their vocabulary. In playing Hot Seat game they will naturally add their vocabularies in English, which helps in speaking skills. There were two research objectives on this research, namely: 1) to describe the students’ perception of hot seat game to stimulate them in learning English. 2) To describe the students' understanding of the use of the hot seat game in learning speaking skills. This research used descriptive research by qualitative approach. The subjects were 20 students from class XI SMA Istiqlal. The data was collected by observation, and interview. The data were analyzed by using technique which consisted of data collection, data condensation, data display and conclusion drawing. To check the validity of data, writer used source and method triangulation. There were two findings in this study namely 1) Students felt happy when the class implemented hot seat games. 2) Students were satisfied that by using hot seat they added new vocabulary for English Speaking skill. In speaking skills, the students have to be able to choose the right word, pronunciation, intonation, and sentence construction
THE UTILIZATION OF 4 PICS 1 WORD APPLICATION IN LEARNING ENGLISH VOCABULARY : EXPLORING EFL STUDENTS’ PERSPECTIVE
No full textThere has been many technological tools utilized to support human activities, particularly in education. This study aimed to investigate the EFL students’ perception on 4 Pics 1 Word application in learning English vocabulary. The study used qualitative design as the research methodology. The participants of this study were 20 Indonesian Senior High School students who chose purposively based on their experience in using 4 Pics 1 Word app. Questionnaire and semi-structured interview were employed as the research instrument for this study. The questionnaire focused on the students’ perception on utilizing 4 Pics 1 Word app, while the semi-structured interview questions were focused on the effects of utilizing 4 Pic 1 Word app in students’ vocabulary skills. This study came up with the findings that the majority of participants gave positive response on 4 Pics 1 Word app as gamified learning in improving vocabulary mastery. The utilization of 4 Pics 1 Word app gives positive effects to the students on various things such as more motivated in collecting new words, increased confidence in expressing oneself, improved analysation skills and improved reading comprehension skills
EXPLORING THE CHALLENGES OF FORMATIVE ASSESSMENT PRACTICES FACED BY AN INDONESIAN EFL TEACHER
No full textFormative assessment plays a vital role in teaching and learning process in order to improve students’ learning outcome. The implementation of 2013 curriculum which is still applied in Indonesia today requires teacher to be proficient in assessing students’ learning either in the form of formative assessment or in the form of summative assessment. However, EFL teachers in Indonesian context are facing challenges in carrying out formative assessment. As such, this study aims to investigate the challenges faced by an Indonesian EFL teacher in practicing formative assessment. The researchers employed a case study research design to explore the phenomena. The data were collected through semi-structured interview and observation. The collected data were then analyzed using thematic analysis. An experienced EFL teacher who has been teaching for more than five years in a public Junior High School in West Sumatera was involved in this study. The finding reveals that teacher’s formative assessment knowledge and experience gaps are the primary obstacles faced by the teacher. Furthermore, it was discovered that one significant element that might provide challenges for the teacher is the students’ attitudes of assessment since the students have low motivation in learning English. Therefore, it is suggested that the teacher’s professional development and teacher’s collaborative work are needed to be improved
THE IMPACT OF TMIP-BASED WEB IN TEACHING TOEFL ON STUDENTS' TOEFL SCORES
No full textThe study conducted at the Practical Language Learning Center (PLLC) aimed to compare the effectiveness of two teaching methods for TOEFL preparation: the TMIP-Based Web in Teaching TOEFL method and a conventional approach or no specific intervention. A total of 58 students participated, with 25 assigned to the control class and 33 to the experimental class. TOEFL scores served as the measure of learning outcomes. Prior to analysis, Levene's test was used to assess variance equality between groups, followed by an independent samples t-test to compare mean scores. Results revealed a significant difference in mean TOEFL scores between the control (M = 66.96) and experimental (M = 81.58) groups, indicating superior performance in the experimental group. Statistical analyses, supported by SPSS output, affirmed the positive impact of the TMIP-Based Web in Teaching TOEFL method on students' TOEFL scores. The analysis of the SPSS output reveals a significant finding, where the obtained significance value (2-tailed) of 0.000 is considerably less than the conventional threshold of 0.01. This result prompts the rejection of the null hypothesis (Ho) and the acceptance of the alternative hypothesis (H1), indicating a substantial relationship between the TMIP-Based Web in Teaching TOEFL method and students' TOEFL scores. Furthermore, this conclusion is reinforced by both manual t-test analysis and SPSS assistance, both of which corroborate a statistically significant impact of the teaching method on students' TOEFL scores
THE RELATION OF POWER IN FILM ‘THE JUDGE’: A CRITICAL DISCOURSE ANALYSIS
No full textThis research explores how discourse, actors, societal structures, power dynamics, and illocutionary acts play significant roles in shaping communication and influencing individuals' beliefs and attitudes. It emphasizes the importance of analyzing language and social interactions to gain a deeper understanding of how power and meaning are constructed and perpetuated in society. The researcher employed the concept of code-switching to interpret the film "The Judge" and derive insights into the dynamics of power within it. Social interaction and language were scrutinized through Communication Discourse Analysis (CDA), with van Dijk's Critical Discourse Analysis serving as the overarching theoretical framework, addressing core aspects such as grammar, metaphor, intonation, social cognition, and societal structures. A descriptive qualitative approach was utilized for data analysis. The film's script was referenced extensively. The researcher focused on the protagonist due to the significance of their remarks in shaping social relations and legal contexts. The investigation uncovered instances of power dynamics, including the manipulation and coercion employed by key figures. These protagonists exploited their authority within the community to dictate agendas
Pengaruh Kebiasaan Belajar, Literasi Ekonomi, Pemanfaatan Media Internet, Dan Kemampuan Berfikir Kritis Terhadap Prestasi Siswa Kelas XI IPS Pada Mata Pelajaran Ekonomi Dan Motivasi Belajar Sebagai Variabel Intervening Di SMA Negeri 1 Mukomuko
No full textPenelitian ini bertujuan untuk menganalisis : 1) pengaruh kebiasaan belajar belajar terhadap motivasi belajar, 2)pengaruh literasi ekonomi terhadap motivasi belajar,3)pengaruh pemanfaatan media internet terhadap motivasi belajar ,4)pengaruh kemampuan berfikir kritis terhadap motivasi belajar,5)pengaruh kebiasaan terhadap prestasi belajar dan motivasi sebagai variabel intervening,6)pengaruh literasi ekonomi terhadap prestasi belajar dan motivasi sebagai variabel intervening,7)pengaruh pemanfaatan media internet terhadap prestasi belajar dan motivasi sebagai variabel intervening,8)pengaruh kemampuan berfikir kritis terhadap prestasi belajar dan motivasi sebagai variabel intervening,9)pengaruh motivasi belajar terhadap prestasi belajar.Jenis penelitian ini adalah deskriptif dan asosiatif. Populasi dalam penelitian ini adalah siswa kelas XI IPS di SMA Negeri 1 Mukomuko tahun ajaran 2023/2024 yang berjumlah 124 orang. Sampel berjumlah 84 orang dengan teknik pengambilan sampel Porposional Random Sampling. Instrument penelitian yang digunakan untuk penelitian ini berupa angket tertutup dengan digunakan analisis jalur dan hipotesis dengan uji t.Hasil penelitian menunjukan bahwa : 1) Kebiasaan belajar mempengaruhi prestasi belajar melalui pengaruh tidak langsung dengan motivasi belajar variabel pengganggu yang ditunjukan oleh koefesien jalur sebesar 0,236 dengan thitung sebesar 4,918 > ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.2) Literasi ekonomi mempengaruhi prestasi belajar melalui pengaruh tidak langsung dengan motivasi belajar variabel pengganggu yang ditunjukan oleh koefesien jalur sebesar 0,417 dengan thitung sebesar 8,752 >ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.3) Pemanfaatan media internet mempengaruhi prestasi belajar melalui pengaruh tidak langsung dengan motivasi belajar variabel pengganggu yang ditunjukan oleh koefesien jalur sebesar 0,783 dengan thitung sebesar 16,599>ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.4) Kemampuan berfikir kritis mempengaruhi prestasi belajar melalui pengaruh tidak langsung dengan motivasi belajar variabel pengganggu yang ditunjukan oleh koefesien jalur sebesar 0,275 dengan thitung sebesar 5,774 >ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.5) Kebiasaan belajar mempengaruhi prestasi belajar secara langsung yang ditunjukan dengan koefesien jalur sebesar 0,476 dengan nilai thitung sebesar 21,076 > ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.6) Literasi ekonomi mempengaruhi prestasi belajar secara langsung yang ditunjukan dengan koefesien jalur sebesar 0,651 dengan nilai thitung sebesar 23,632 > ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.7) Pemanfaatan media internet mempengaruhi prestasi belajar secara langsung yang ditunjukan dengan koefesien jalur sebesar 0,293 dengan nilai thitung sebesar 7,135 > ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.8) Kemampuan berfikir kritis mempengaruhi prestasi belajar secara langsung yang ditunjukan dengan koefesien jalur sebesar 0,455 dengan nilai thitung sebesar 19,416 > ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak.9) Motivasi belajar mempengaruhi prestasi belajar secara langsung yang ditunjukan dengan koefesien jalur sebesar 0,125 dengan nilai thitung sebesar 2,695 > ttabel sebesar 1,66437, yang berarti Ha diterima dan H0 ditolak
Pengaruh Model Pembelajaran Time Token Terhadap Hasil Belajar Siswa Kelas XI Teknik Jaringan Komputer Dan Telekomunikasi Pada Mata Pelajaran Konsentrasi Keahlian SMK N 1 Painan
No full textPenelitian ini mengkaji dampak model pembelajaran TimeToken terhadap hasil belajar siswa kelas XI Teknik Jaringan Komputer dan Telekomunikasi di SMKN 1 Painan. Dengan menggunakan metode penelitian kuantitatif dan pendekatan semu eksperimen, penelitian ini melibatkan dua kelas sebagai sampel: satu kelas menerapkan model Time Token dan satu kelas kontrol dengan metode konvensional. Hasil observasi menunjukkan peningkatan signifikan pada ketuntasan nilai ulangan harian setelah menerapkan model pembelajaran Time Token. Persentase siswa yang tuntas meningkat dari 45,5% menjadi 54,5%, sementara siswa yang tidak tuntas berkurang. Metode penelitian melibatkan pengumpulan data nilai ulangan harian, uji normalitas populasi, dan pemberian perlakuan dengan penerapan model pembelajaran. Dengan menggabungkan teknik simple random sampling, pelaksanaan model TimeToken, dan analisis data statistik, penelitian ini bertujuan memperluas pemahaman tentang dampak model pembelajaran inovatif terhadap hasil belajar siswa. Implikasi praktisnya mencakup motivasi guru untuk memilih model pembelajaran yang sesuai dan meningkatkan partisipasi siswa, menjadikannya relevan untuk meningkatkan kualitas pembelajaran di SM