Vision: Journal for Language and Foreign Language Learning
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An Analysis of Speech Act Used in London Has Fallen Movie
Full text linkThe most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances
Teacher’s Directive Speech Acts at Kindergarten School
Full text linkThe research is field research with descriptive qualitative research. The research aims to determine and investigate the teacher's directive speech acts at kindergarten school. The research investigates a teacher in a day of teaching-learning activity at kindergartenschool. Deeply, the research investigates a whole sequence of activity in the class. Actually, there are 6 sessions of the learning activity determined such as; 1) forming in line, 2) circle time, 3) praying up, 4) learning activity, 5) take a rest, 6) learning evaluation and review, 7) praying up, 8) singing a song, 9) closing session. From this sequence of activities, there are three types of directive speech acts which is often used by teacher at certain kindergarten school like requests, requirements, and questions. Specifically, there are several types of directive speech acts in details used by the teacher such as asking, interrogating, inquiring, invite, command, order, hope, suggest, prohibit, advice, and others
A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta
Full text linkIn the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices
Students’ Perception in Teaching Writing through Facebook Group in EFL Class
Full text linkThis paper is a case study on teaching writing through the Facebook group in EFL class which is intended to examinethe students' perceptions on the use of the Facebook group in teaching and learning EFL writing. Descriptive qualitative by conducting closed-ended questionnaire to 17 students at the twelfth grade of SMAN 2Ciamis which were selected purposively as the respondents. The findings asserted that the students' perceptions toward the use of Facebook group in teaching and learning EFL writing showed the positive influence that the application of Facebook group gave positive effects to the students, it motivated and made the students enjoy in learning writing
A Comparative Study on Group-Based Learning Using STAD and SGD Toward Students’ Writing Achievement of Descriptive Text
Full text linkThis study discusses a comparative study of group-based learning method between STAD and SGD toward students’ writing achievement of descriptive text on the tenth grade of SMK SalafiyahKajen in the academic year of 2017/2018. The purpose of the study was to differentiate those two methods, which were then found the appropriate method between STAD and SGD for learning writing skill. This study used a mixed method by using comparative design. The subject of this study were the students at the tenth grade of SMK SalafiyahKajen, students’ class RPL 2 and TB. The students from both of the class had different treatment which RPL 2 was treated using SGD and TB was treated using STAD. The technique of data collection was a test, observation, and documentation. The test consisted of two tests; they were pre-test and post-test. After collecting the data, it was found that the average score of pre-test of SGD group was 50.06 and for STAD group was 47.75; meanwhile, the average score of post-test of SGD group was 68.70 and for STAD group was 63.10. So, the computation of t count was 5.031, and the t table was 1.69. The t count was higher than t table, which stated that Ha was accepted. It meant that there was a significant difference between students' writing achievement which was taught by using STAD and SGD. The conclusion defined that SGD was better than STAD to be applied in learning writing
Directive Speech Acts in The Movie “The Message” By Moustapha Akkad
Full text linkThis study is aimed to explain the classifications and to explain the contribution of directive speech acts analysis in the "The Message" by Moustapha Akkad to EFL learner in understanding the expression of giving the command. This study used descriptive qualitative which the writer interprets of utterances that contain the types of directive speech acts in this movie and the contribution of this research in EFL Classroom. The result of the study showed that 213 utterances of the directive of speech acts were successfully identified. There are command (182 data or 85.44 %), order (2 data or 0.94 %), request (10 data or 4.70 %), and suggestion (19 data or 8.92 %). So it can be concluded that the dominant directive is a command because this movie contained many commands of the Prophet Muhammad and his friends in the battle of Badr and Uhud. This result of this research is suggested for students. Teacher as a facilitator can use this movie as learning media. By watching this movie, the student can observe the expression of giving a command. Expression of giving command was found in basic competence (3.4 and 4.4)
Student Teachers Difficulties in Teaching English to Hotel Staff
Full text linkProfessional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching-learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff
The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher
Full text linkThis present study investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect
An Analysis of Students’ Errors on Storytelling Presentation in English Department, University of Dehasen Bengkulu
Full text linkThis study was aimed to investigate the kinds of grammatical errors made by English Foreign language learners in presenting storytelling. Since the students were learners who came from a multilingual community, the errors they made were affected by the structure of their daily language form. In this study, students were required to produce a story based on the book “Frog where are you” written by Marcel Mayer. This book contains 29 pictures which tell a story without any texts on it. The writer then audiotaped students’ storytelling and then made a transcription. The storytelling presentations of 5 students of English Departement of Universitas Dehasen Bengkulu were investigated by using the surface structure taxonomy of errors namely, misformation, misordering, addition, and omission. Findings indicated that omission was the highest kind of errors accounted on the total grammatical errors made by the students. It then followed by misformation, addition and also misordering
The Use of Think, Pair, Share Learning Method to Improve Vocabulary Mastery of the Second Class Students of Muhammadiyah Vocational High School, Salatiga in Academic Year 2011/2012
Full text linkThe Aim of this research is to what extent does "Think, Pair, Share" use to improve the students' interest in the teaching-learning process for second class students of SMK Muhammadiyah Salatiga. The methodology of the study is classroom action research, where the writer as a teacher in the teaching-learning process, and writer had a partner as observer in learning activities. The objectives of the study are to what extent does "Think, Pair, Share" use to improve the vocabulary mastery, and to what extent does "Think, Pair, Share" use to improve the vocabulary mastery for the second year students of SMK Muhammadiyah Salatiga. The writer applied test, namely pre-test, and post-test. She implemented three cycles. Each consists of planning, implementation of the action, observation, and reflection. The finding shows that Think, Pair, Share learning method can improve vocabulary in teaching-learning process. It can be seen by the result of pretest and posttest in cycle I is 5.49, cycle II is 6.32, and cycle III is 8.03. From the result is greater than t-table with n=33 is 0.42. It means that the use of TPS can improve the student's vocabulary mastery