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The Integration of Character Education into English Subject in MTsN 1 Kota Malang
No full textSUMMARYFadhila, Annisa Nuril. 2019. The Integration of Character Education into English Subject in MTsN 1 Kota Malang. Undergraduate Thesis. Department of English. Faculty of Letters. Universitas Negeri Malang. Advisors: (I) Dr. Mirjam Anugerahwati, M. A. (II) Dr. Utari Praba Astuti, M. A. Key Words: Character education, English subject, integration.In this era, Indonesian youth are facing character crisis. Violence, drugs consumption, and promiscuity are the examples of behaviors that are portrayed by Indonesian youth. This is a very concerning problem. For this reason, character education is needed to fix the nation character. In the 2013 curriculum, character education is something that becomes the responsibility of all subjects, English included. Thus, this research is aimed to investigate how character education is integrated into English subject and the challenges that English teachers face in the process.This research was considered as descriptive-qualitative research. The subjects were English teachers of MTsN 1 Kota Malang that have more than five years of teaching experience and have attended workshop related to the 2013 curriculum, vice headmaster of curriculum affairs, and students of MTsN 1 Kota Malang. The instruments used to collect the data were questionnaire for students and interview guide for English teachers andvice headmaster of curriculum affairs.The collected data were then analyzed by using Miles and Hubberman’s descriptive analysis technique. The activities of data analysis were data reduction, data display, and conclusion drawing/verification.The findings of the study showed that five characters that are tolerance, honesty, democratic, discipline, and hard work were integrated into English subject in various ways. The character-education effort to insert those character into English subject in MTsN 1 Kota Malang was considered successful by looking at students’ attitudes in those five values in English class. In their effort in building students’ character, English teachers faced many challenges. The challenges that they faced were coming from themselves, students, parents, or globalization in the form of the advancement of technology and the internet. However, they did not let the challenges hindered their effort in building students’ character. They always try to find solutions for the challenges.In conclusion, English teachers of MTsN 1 Kota Malang have successfully integrated character education into their lesson. The methods that they used in inserting those characters vary from one English teacher to another. English teachers also faced many challenges in the process of integrating character education into their lesson. However, they always try to find solutions for the challenges in order to ensure that the character education process runs smoothly
Enhancing the Informatics Engineering Students’ Ability in Writing a Descriptive Paragraph using ProWritingAid and Teacher Feedback
No full textSUMMARYAriyanto, Meilisa Sindy Astika. 2019. Enhancing the Informatics Engineering Students’ Ability in Writing a Descriptive Paragraph using ProWritingAid and Teacher Feedback. Master Thesis, Graduate Program in English Language Teaching, State University of Malang. Advisors: (I) Prof. Dr. Nur Mukminatien, M.Pd, (II) Dr. Sintha Tresnadewi, M.Pd.Keywords: Automated Writing Evaluation, ProWritingAid, Teacher Feedback, Writing Ability, Descriptive ParagraphThe problems related to the feedback session and students’ ability in writing a descriptive paragraph became the main reason for conducting this study. This study aimed at developing an effective instructional strategy using ProWritingAid and teacher feedback to solve the classroom problems and enhance the Informatics Engineering students’ ability to write a descriptive paragraph. The design of this study was a Collaborative Classroom Action Research (CCAR). It was done in five meetings or one cycle. During the research process, the researcher took a role as a researcher who collaborated with a teacher, in this case a lecturer, teaching her own class. The participants were 33 university students majoring Informatics Engineering at the University of Muhammadiyah Malang. The implementation of ProWritingAid and teacher feedback in this study was developed using the Genre Based approach (GBA). It was directed in five meetings and consisted of few stages namely the BKoF (Building knowledge of the Field) and MoT (Modeling of the Text) stages in the first meeting, the JCoT (Joint Construction of the Text) stage in the second meeting, and the ICoT (Independent Construction of the Text) stage in the third and fourth meetings. Meanwhile, the fifth meeting was used as the achievement test. The main strategy covered the implementation of ProWritingAid and teacher feedback in the JCoT and ICoT stages where the ProWritingAid was used before and or after teacher feedback was given. The program was used to give feedback and correct the students’ errors in grammar, mechanics, or vocabulary. The success of the study was derived from the students’ achievement in writing a descriptive paragraph and the students’ responses towards the implementation of ProWritingAid and teacher feedback. Therefore, a writing prompt for a test and questionnaire were used to gather the data. Based on the achievement test analysis, it was found that the strategy was successful in improving the Informatics Engineering students’ ability in writing a descriptive paragraph. The improvement can be seen from the result of the students’ scores from each writing criterion (organization, content, grammar, vocabulary, and mechanics) that surpassed the expected outcomes. Also, the students’ responses to the implementation of ProWritingAid and teacher feedback were very positive. There were 32 students (98%) who gave positive responses on the Likert scale item statements and 33 students (100%) chose to have both ProWritingAid and teacher feedback to be implemented in class. The open-ended section of the questionnaire also showed some important findings of the merits and demerits of the strategy. The demerits of the strategy included the weaknesses of ProWritingAid to detect some errors and failure to help the students with poor sentence construction skill. Above all, the strategy was perceived positively as it can give the best of both worlds; to help the students detect, learn, and fix their errors through ProWritingAid and help the students revise the content and organization of their descriptive paragraphs through teacher feedback. This strategy made it possible to explain why and how improvement occurred. Finally, some suggestions for the English teachers, future researchers, and ProWritingAid developers were added. One of the suggestions for the English teachers and future researchers is to not using ProWritingAid to EFL students with low English proficiency as ProWritingAid cannot be the best choice to help students with poor sentence construction skill. Thus, the students must have a basic English grammar at the first place. For the ProWritingAid developers, it is suggested that this study is used as an important reference in developing or updating the program
EFL STUDENTS’ AND TEACHERS’ BELIEFS IN THE IMPLEMENTATION OF LEARNER AUTONOMY THROUGH INDEPENDENT LEARNING ACTIVITY UNIT (UKBM)
No full textABSTRACTHamsah, Ratnasari Handayani. 2019. EFL Students’ & Teachers’ Beliefs In The Implementation Of Learner Autonomy Through Independent Learning Activity Unit (UKBM) Undergraduate Thesis, English Department, Faculty of Letters, Universitas Negeri Malang. Advisor: (I) Prof. Dra. Hj. Utami Widiati, M.A, Ph.D, (II) Dr. Ekaning Dewanti Laksmi, M.Pd, M.A Key Words: UKBM, learner autonomy, students’ belief, teachers’ belief, dimensions of learner autonomyAiming mainly to shift the responsibility of the study from the teachers to the students themselves, the effort in nurturing autonomy skill into students’ learning routine in formal education is developing. In Indonesia, the government has created a new media to implement learner autonomy through an independent project-based learning for high school students called Unit Kegiatan Belajar Mandiri (UKBM). Although the breakthrough was considered an important improvement to bring the education for high school students a step higher, the investigation to discover EFL students’ and teachers’ perception on the concept must be taken into consideration to find out how teachers and students perceive the concept of learner autonomy when it is implemented through English UKBM. Using a qualitative case study research design, this stidy was conducted at SMAN I Kepanjen employing 2 classes of social majors in eleventh grade. The sampling technique was purposive sampling method since the researcher needed to make sure that the samples have had enough experience in using UKBM. Out of 7 classes in eleventh grade that implemented UKBM, 64 students and two English teachers from XI IIS 1 and XI IIS 3 were involved in this research. The data were collected through questionnaires, interview and observation known as The Triangulation technique to ensure the reliability of the data to find out teachers’ and students’ belief on learner autonomy that was implemented through UKBM. The questionnaires were written based on the four dimensions of learner autonomy adopting Borg and Busaidi’s questionnaire (2012), and was tried out as well as validated to make sure the instruments were good. The questions for the interview was also validated and revised by the expert to be able to obtain accurate data.The result of this study showed that there were some similarities and differences in students’ and teachers’ beliefs towards the implementation of learner autonomy through UKBM in SMAN I Kepanjen. The similarities found in this study were the beliefs in; 1) the understanding and awareness on the concept of learner autonomy, 2) group work or peer teaching to nurture learner autonomy, 3) teachers’ role in developing learner autonomy as facilitator, 4) not using UKBM as an out-of-class task, 5) the relation of students’ motivation and responsibility to the effectiveness of UKBM, and 6) the needs to develop an improved version of media to nurture learner autonomy more effectively. The differences that could be concluded in this study were; 1) the responsibility to decide the learning method, 2) the responsibility to monitor the learning progress, 3) opportunities to finish the UKBM alone, 4) the importance on explanation of the material before students were given tasks in UKBM, 5) the responsibility in informing learning progress, and 6) the roles of the teachers in implementing learner autonomy
A Study of Relationship between Out-of-class Language Learning Activities and English Language Achievement among Senior High School Students
No full textAbstract: This study investigates the relationship between students' out-of-class language learning activities and Senior High School Students’ English language achievement. This study is a correlational study in which questionnaire and English test were used as the instrument. The study was conducted to 71 tenth and eleventh graders students of SMA Negeri 1 Tempeh. Spearman rank correlation coefficient formula was used to know the correlation between two variables. The findings showed that the correlation coefficient (rxy) was .757 which then interpreted by rtable .234 using 5% of significant. It meant that there was a positive significant correlation between two variables. Thus, this study reveals that the higher the score of the student’s Out-of-class Language Learning Activities (OCLLA), the higher scores of the English language achievement they get. From this result, further researchers who are interested in conducting the similar study are suggested to conduct a study using ex post facto to reveal cause and effect relationship.
SYNTACTIC STRUCTURES OF BAHASA ISYARAT INDONESIA (BISINDO)
No full textThis study aims to analyze the syntactic structures of formal and informal sentences in BISINDO. The formal data sentences are taken from the transcription of a BISINDO Signer on TV news videos, and the informal data sentences are taken from a transcription of a monologue video by a native BISINDO signer. The method used in this study is descriptive qualitative. The findings of this study indicate that formal and informal sentences are dominated by simple sentences. Also, the researcher notices that there are five linguistic features (i.e. Simple Sentence, Repetition, Unusual Word Order, Spell-Out, Zero Subject) which are strikingly different between those occurring in formal and informal sentences. These five linguistic features may well be considered to be the key factors differentiating between formal and informal sentences in Bahasa Isyarat Indonesia (BISINDO).ABSTRACTThis study aims to analyze the syntactic structures of formal and informal sentences in BISINDO. The formal data sentences are taken from the transcription of a BISINDO Signer on TV news videos, and the informal data sentences are taken from a transcription of a monologue video by a native BISINDO signer. The method used in this study is descriptive qualitative. The findings of this study indicate that formal and informal sentences are dominated by simple sentences. Also, the researcher notices that there are five linguistic features (i.e. Simple Sentence, Repetition, Unusual Word Order, Spell-Out, Zero Subject) which are strikingly different between those occurring in formal and informal sentences. These five linguistic features may well be considered to be the key factors differentiating between formal and informal sentences in Bahasa Isyarat Indonesia (BISINDO).Keywords: sign language, syntax, BISIND
THE USE OF EMOTICONS ON TWITCH.TV ON DEFENSE OF THE ANCIENTS 2 (DOTA 2) PROFESSIONAL PLAYERS’ CHANNEL
No full textKESIMPULAN Hakim, M.H.R, 2019. The Use of Emoticons on Twitch.tv on Defense of The Ancients 2 (DOTA 2) Professional Players’ Channel. Skripsi. Jurusan Bahasa dan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Maria Hidayati, S.S., M.Pd., dan Pembimbing: (II) Prof. Dr. Yazid Basthomi, M.A. Kata Kunci: Emoticon, menyampaikan emosi pada layanan pesan instan Para pengguna pesan instan atau komunikasi berbasis komputer dimana mereka menggunakan teks sebagai alat komunikasi utama, emoticon dianggap sebagai alat yang sangat membantu. Penggunaan emoticon pada layanan pesan instan memegang peran penting yang dapat bertindak sebagai isyarat non-verbal seperti saat kita berkomunikasi langsung secara tatap muka.Penelitian ini membahas penggunaan emoticon di Twitch.tv sebagai salah satu layanan pesan instan paling populer. Pendekatan deskriptif kualitatif dipilih oleh peneliti untuk menjawab pertanyaan dalam penelitian ini. Peneliti sebagai instrumen utama memerlukan smartphone dan laptop sebagai instrumen pendukung. Berbagai pesan teks dari interaksi penonton dalam beberapa channel pemain professional Dota 2 menjadi sumber data utama selama terdapat penggunaan emoticon dalam pesan mereka untuk dianalisis. Peneliti mengumpulkan 45 sampel pesan dengan penggunaan emoticon di dalamnya dari April 2017 sampai Juli 2017. Para pengguna menggunakan emoticon dalam pesan untuk berbagai tujuan seperti teori yang disampaikan oleh Dressner dan Herring. Yang pertama adalah untuk menyampaikan emosi seperti senang, kagum, marah, dan lain-lain. Kedua, untuk menggunakan bentuk emoticon seperti memiringkan kepala, tertawa terbahak-bahak, dan lain-lain untuk menirukan apa yang telah ditulis oleh pemilik channel. Yang ketiga untuk memberikan makna non-emosional sebagai indikator ilokusi. Tujuan utama dalam penelitian ini adalah untuk mengetahui fungsi dominan dalam penggunaan emoticon.Temuan menunjukkan kegunaan emotikon. Sebagian besar pengguna mengggunakan emoticon untuk menyampaikan emosi mereka kepada penerima. Penggunaan emoticon juga memperkaya konteks pesan dalam prosesnya menjadi lebih nyata. Temuan juga menunjukkan fungsi, konteks dan pola emotikon antar channel ataupun secara umum. Kesimpulannya, penelitian menunjukkan bahwa penggunaan emoticon dalam Twitch.tv sebagian besar adalah untuk menunjukkan emosi pengirim terhadap penerima. Saran yang dapat diberikan penulis untuk penelitian di masa depan adalah menyelidiki penggunaan emoticon ini merupakan fenomena bahasa sesaat atau akan tetap hidup seiring waktu berlalu. Pembahasan tentang perubahan pola terkait penggunaan emotikon juga merupakan topik yang kuat untuk dibahas di masa depan. Ada kemungkinan bahwa tren penggunaan emoticon ini akan berubah atau terhapus di masa depan. 
Citation Practices in the Introduction and Discussion Sections of Indonesian Writers’ Research Articles
No full textRINGKASAN To build a research environment, undergraduate students are now demanded to produce research article (RA) as one of requirements to graduate. Among many aspects to create persuasive RA, there is citation. However, it is widely acknowledged that in the process of writing RA, students rarely give attention to the citation. In fact, the use of citations will affect the persuasiveness of the RA itself. Therefore, this study is aimed to find out the use of citation observed from the types, the functions, and the reporting verbs in the RAs written by Indonesian EFL students. This study was a corpus based approach. The corpus consisted of 34 research articles written by English department students of Universitas Negeri Malang. The citations in the introduction and discussion sections were taken as the data. Later on, the data were analyzed manually and using software called MorphAdorner and AntConc. In results, the type was dominated with integral verb in both introduction and discussion sections while the occurrence of integral naming and non-integral citation were acknowledged differently in each section. Regarding the function, the introduction section was dominated with citation as support to the writer’s claim while the discussion section was dominated with citation as a comparison to sources with similar findings. For the reporting verbs (RVs), there were 47 RVs found in total. Either introduction or discussion section was dominated with the use of state/stated which was employed in different citation functions. Writers’ cultural and discipline background, writers’ position, insufficient knowledge about citation, evaluative vocabulary and the study area they investigate are the reasons which I strongly believe affect the writers in this trend of citing. Therefore, it is suggested that students are socialized into English discourse and academic writing practices which include citation practices in the curriculum.Kata Kunci : Research Articles; Citation Practices; Citation Types; Citation Functions; Reporting Verbs; EFL Student
Improving Students' Writing Quality in English By Using the 7-Minute Writing Technique.
No full textSUMMARYAssari, Rosalia Sarry.2018. Improving Students’ Writing Quality in English by Using the 7-minute Writing Technique. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Suharyadi, M.Pd. (II) Prof. Ali Saukah, M.A., Ph.D.Keywords: Writing Quality, 7-minute Writing TechniqueAccording to K-13, language skill contains of four aspects namely listening, speaking, reading, and writing. Those skills are not easy to do for some students especially writing skill. In learning English, writing skill is one of the productive skills that students should master. Many experts have stated their opinion about writing. In order to make the students master English writing, the teacher must teach them with a proper learning technique or strategy. Though many researchers have investigated students’ writing difficulties, it still becomes an intensive concern in the EFL field.The design of this study was Classroom Action Research (CAR). This study aims to help tenth grader students in SMKN 3 Malang to improve their writing quality in writing descriptive text. There were 29 students in the class of Administrasi Perhotelan (APH) 1 were involved in this research. This study used a 7-minute writing technique as the strategy to improve students' writing quality. The quality contains five aspects namely content, organization, grammar, vocabulary, and mechanics. The instruments used in this study were observation checklist, writing tasks, and scoring rubric. The instruments werevalidated by expert.There are some steps to use the 7-minute writing technique. First of all, the teacher teaches the material provided on that day. Second, before closing the lesson the teacher gives the students a writing exercise with the topic chosen by the teacher. After that, the students are assigned to do the writing exercise. In the process of writing, the students are asked to make a draft of their writing in 30 minutes. After the 30 minutes are over, the teacher asked the students to complete and finalize their writing draft using the 7-minute writing technique that is they should finishing and completing their writing in 7 minutes.The findings show that the students’ writing was getting better from meeting to meeting. The students’ mean score in writing 1 was 70.7, in writing 2 was 75, and in writing 3 was 80.3. The students' average score from meeting 1 to 3 was already improved by at least 10 points or above. In the last writing task that is writing 3, 3.4% or 1 out of 29 studentssuccessfully got “Excellent” predicate (91-100). 6.8% or 2 out of 29 got “Very Good” predicate (81-90). 89.6% or 26 out of 29 students got “Good” predicate (71-80) 3 of them got 75 and 23 of them got 80. It proves that the students’ writing score significantly improved.Based on the findings above,it can be concluded that the use of the 7-minute writing technique is effective in improving students’ writing quality in terms of content, organization, grammar, vocabulary, and mechanics, especially in writing a descriptive text. In addition, some suggestions are also addressed to English teachers and future researchers. For the English teachers, they can modify the learning strategies in teaching Writing such as using the 7-minute writing technique. For the future researchers, if they want to apply the 7-minute writing technique as the strategy in teaching writing and develop it, they can use this study as a reference
The Implementation of Blended Learning Strategy Using Instagram and Edmodo to Improve Tenth Grade Students’ Ability in Writing Recount Texts at SMAN 10 Malang.
No full textABSTRACTThis research was intended to improve thent grade students’ ability in writing recount text by implementing blended learning strategy using Instagram and Edmodo at SMAN 10 Malang. The result of the study indicated that the implementation of Blended Learning Strategy using Instagram and Edmodo successfully improve the students’ quality of writing. This was reflected in the achievement of the criteria of success. Twenty three out of 28 students or 85% of the students achieved the minimum mastery standard, which is 78. In terms of the students’ involvement in the teaching and learning activities, the average score for students’ involvement in four meetings was 92%. Therefore, the implementation of the method and the strategy has proven to be effective in improving students’ ability in writing recount texts. Keywords: blended learning, Instagram, Edmodo, recount texts, course management system, teaching writing
A COMPARISON BETWEEN MALE AND FEMALE YOUTUBERS IN USING ASSERTIVE SPEECH ACTS ON THEIR DAILY VLOGS
No full textSUMMARYPrabowo, Vindya. 2019. A Comparison between Male and Female YouTubers in Using Assertive Speech Acts on Their Daily Vlogs. Thesis. English Department, Faculty of Letters, Universitas Negeri Malang. Advisors: (1) Maria Hidayati, S.S., M.Pd. (2) Prof. Dr. Yazid Basthomi, M.A. Keywords: assertive speech acts, gender, YouTubers, vlogsEveryone carries different information with a different style of speaking every day. Searle (1969) stated that daily information are commonly uttered with four types of assertive speech acts: informing, swearing, predicting, and reminding. Furthermore, it is undeniable that the information must be spoken differently by men and women. Lakoff (1973) claimed that women tend to say something with more specific words such as in naming color, get used to using hedges to make a statement less firm, oftentimes use tag questions; super polite forms; and empty adjectives. This research is conducted in order to find out whether or not Lakoff’s theory is still relevant to the factual condition in this era. This study used descriptive qualitative design. 3 males and 3 females YouTubers with specific qualification were chosen as the research subjects. Their particular vlogs were analyzed by using InqScribe for the purpose of getting the full transcription of their utterances. Moreover, the utterances with assertive speech acts were categorized based on the features of women’s language proposed by Lakoff (1973). The findings show the most frequently used assertive speech acts are in the form of informing and the least frequent use is swearing. There is no significant difference in terms of number among swearing, reminding, and predicting; however, a glaring dissimilarity comes from the frequency of informing between male and female YouTubers. The frequency of male YouTubers in delivering information is almost twice higher than the number of female YouTubers in giving information. In addition, the result of this study is not quite relevant to Lakoff’s theory which ubiquitously firm believe gender is the one and only logical way to differentiate women and men from their social space. In fact, there is no significant difference between male and female’s way of speaking on a daily basis. Similarities are more discovered than differences between them. Both male and female use specific vocabulary, tag question, hedge, empty adjectives, super polite forms, intensifiers, and unfinished statements.For this reason, the readers are expected to not being judgmental of the way girls and boys should talk because of time changes, so do people communication. Furthermore, the researcher hopes that this research can be used as a reference for those are struggling and working on the area of speech acts or gender and language. RINGKASANPrabowo, Vindya. 2019. Perbedaan Penggunaan Tindak Tutur Asertif oleh YouTuber Pria dan Wanita dalam Video Blogging. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra,Universitas Negeri Malang. Pembimbing: (1) Maria Hidayati, S.S., M.Pd. (2) Prof. Dr. Yazid Basthomi, M.A. Kata kunci: tindak tutur asertif, gender, YouTuber, vlogSetiap orang memiliki cara yang berbeda dalam menyampaikan berbagai macam informasi. Searle (1969) menjelaskan bahwa informasi-informasi tersebut umumnya disampaikan dalam 4 tipe tindak tutuk asertif yang meliputi: menjelaskan situasi yang sedang terjadi, mengumpat, memprediksi, dan mengingatkan. Tidak hanya disampaikan dalam tipe-tipe yang berbeda, namun sebuah informasi juga disampaikan dengan cara yang berbeda oleh pria dan wanita. Lakoff (1973) berpendapat bahwa dalam menyampaikan informasi, wanita menggunakan pilihan kata yang lebih spesifik, khususnya ketika mendeskripsikan detail warna suatu benda. Selain itu, wanita seringkali tidak yakin dengan pernyataan yang dia ungkapkan sehingga tidak jarang mereka menggunakan pertanyaan tag dalam obrolan sehari-hari. Wanita juga dinilai lebih sopan dalam bertutur kata dibandingkan dengan pria. Oleh karena itu, penelitian ini dilakukan untuk melihat apakah teori yang dikemukakan oleh Lakoff masih relevan dengan fakta yang ada di masyarakat saat ini.Penelitian ini menggunakan metode deskriptif kualitatif. Subjek penelitian ini adalah 3 YouTuber pria dan 3 YouTuber wanita dengan kualifikasi yang sudah ditentukan. Vlog mereka akan melalui proses transkripsi menggunakan InqScribe. Selanjutnya, hasil transkripsi yang termasuk dalam tindak tutur asertif akan dianalisa dengan cara dikategorikan dalam karakteristik Women’s Language yang telah diusulkan oleh Lakoff (1973).Hasil penelitian ini menunjukkan bahwa tipe tindak tutur asertif yang paling sering digunakan dalam menyampaikan informasi adalah tipe yang menjelaskan situasi yang sedang terjadi, sedangkan tipe tindak tutur asertif yang paling jarang digunakan adalah tipe mengumpat. Tidak ada perbedaan yang signifikan antara penggunaan keempat tipe tindak tutur asertif tersebut. Tetapi, perbedaan yang mencolok antara YouTuber wanita dan pria terlihat pada frekuensi penggunaan salah satu tipe tindak tutur kata asertif. Data menunjukkan bahwa YouTuber pria lebih banyak memberikan informasi dibandingkan Youtuber wanita. Dalam hal penyampaian informasi, persamaan antara Youtuber pria dan wanita juga terlihat lebih banyak daripada perbedaannya. Mereka sama-sama menggunakan kata-kata yang spesifik dalam mendeskripsikan suatu benda, pertanyaan tag, kalimat-kalimat yang sopan, intensifiers, dan kerap kali tidak menyelesaikan kalimat yang sedang diucapkan. Oleh karena itu, para pembaca diharapkan untuk tidak menjadi pribadi yang mudah menghakimi orang lain karena cara orang berkomunikasi bisa berubah seiring berjalannya waktu. Peneliti juga berharap agar penelitian ini dapat digunakan sebagai referensi untuk para peneliti lain yang juga sedang melakukan penelitian dalam bidang tindak tutur bahasa dan gender