3 research outputs found
Pragmatic Failure of Students Conversation in Speaking Class of XI Grade in Ma Al-Hikmah Tanon
Get PDFABSTRACTIn communication with others, sometimes people cannot hear correctly between speaker and hearer, but the conversation can be continued. Accordingly, the pragmatic role is needed. Nevertheless, many cases used pragmatically might fail for many reasons, such as: cross-culture understanding, even misunderstanding of grammatical form. That case happens not only in real life conversation, but also in the classroom. This article is aimed to analyze the pragmatics failures of English students’ conversation in the speaking class. The discussion starts from the definition of Pragmatic and Speech act, and Pragmatic Failures in speaking class. It will be followed by the analysis of some conversations of the pragmatic failure in speaking class of EFL. This study shows that there are ten conversations of pragmatic failure. Based on those conversations, the researcher found the cases, firstly, there are kinds of speech act in English students’ conversation in the speaking class, namely: directive, assertive, declaration depended on Levinson's theory. Moreover, secondly, pragmatic failure happens in English students’ conversation in speaking class is pragmalinguistics failure.ABSTRAKDalam berkomunikasi dengan orang lain, kadang terdapat beberapa orang yang tidak bisa mendengar dengan benar antara penutur dengan pendengar, tetapi, percakapan tersebut dapat berjalan dengan baik. Oleh sebab itu, peran pragmatik sangat dibutuhkan. Meskipun, terdapat banyak kasus bahwa menggunakan pragmatik mungkin tidak dapat berhasil karena beberapa alasan, seperti: pemahaman lintas budaya, ataupun ketidakpahaman mengenai bentuk aturan tata bahasa. Masalah tersebut tidak hanya terjadi pada percakapan kehidupan sehari-hari, akantetapi juga didalam kelas. Artikel ini bertujuan untuk menganalisa kegagalan aturan tata bahasa pada percakapan siswa dikelas berbicara. Pembahasan pada artikel ini dimulai dari pengertian aturan tata bahasa dan perilaku berbicara, dan kegagalan aturan tata bahasa dikelas berbicara. Hal ini akan disertai dengan analisa kegagalan aturan tata bahasa pada beberapa percakapan oleh siswadikelas berbicara. Pada penelitian ini, terdapat 10 percakapan yang mengandung kegagalan aturan tata bahasa. Berdasarkan pada percakapan-percakapan tersebut, peneliti menemukan beberapa kasus, Pertama, terdapat beberapa jenis perilaku berbicara pada percakapan berbahasa inggis siswa, seperti, Directive, Assertive, Declaration,hal ini berdasarkan teori Levinson. Dan kedua, kegagalan aturan tata bahasa yang ada pada percakapan berbahasa inggris siswa dikelas berbicara adalah kegagalan pragmalinguisti
Coping With Difficulties In Teaching Speaking For Students Of Department Of English Education Of Universitas Muhammadiyah Surakarta In 2016 Academic Year
Get PDFThe objective of the research is to describe the difficulties in teaching speaking and the strategies used in teaching speaking learning process faced by the lecturer of Speaking on Discussion and Debate in Department of English Education of Universitas Muhammadiyah Surakarta in 2016 academic year.
The type of the research is descriptive qualitative research. The researcher applies a case study, such as, observation and interview. The subject of the research is the speaking lecturer of Universitas Muhammadiyah Surakarta who teaches the third semester. The method of collecting data are observation and interview. To analyze qualitative data the researcher applied reduction the data, presentation and Verification of the Data.
The result of this research shows that there are some difficulties in teaching speaking faced by the lecturer, namely: student’s ability, the discipline’s students are less. However, there is one main difficulty that influences the next steps taken by the interviewee regarding the lecturer’s strategies to cope with her difficulties. The biggest problem is that the lecturer felt confused to apply the materials which is suitable for the students, because there are two choices material. In addition, to cope with those difficulties, the lecturer uses five strategies such as a personal decision, alternative method, alternative material, alternative approach, and students and a head of department’s aspiration. Hence, the lecturer cope with the existing difficulties and the students seemed more interested in speaking 3 material
The Assessment Used in Teaching Writing to The Third Semester Students of English Education Department at Universitas Muhammadiyah Surakarta in 2020/2021 Academic Year
Get PDFThe objectives of this research are: (a) to describe the types of assessment used in writing class at the third students in Universitas Muhammadiyah Surakarta 2020/2021 academic year, (b) to describe the authenticity of assessment used by the lecturer in writing class, (c) to describe the problems faced by the lecturers in applying authentic assessment in writing class at the third students in Universitas Muhammadiyah Surakarta 2020/2021 academic year.
The type of this research is descriptive qualitative research. The object of this research is the authentic assessment used in writing class, while, the subject of this research is two lecturers of writing in the third semester. And the research was held in the Department of English Education in 2020/2021 academic year in Universitas Muhammadiyah Surakarta. The data were interview transcripts based on the research questions and document, the document was the sample of students’ task, the learning plans of semester, and rubric score, while the data source of this research were informants. The techniques of collecting data were documentation and interview. The techniques of analysis data used explorative descriptive qualitative data, and the activities in these techniques, namely: reduction of the data, display of the data, and conclusion drawing/ verification. The data validity techniques were triangulation and member check.
The findings of this research show that the first, the types of assessment used in writing class at the third students in Universitas Muhammadiyah Surakarta were formative and summative assessments. In the formative assessment, the lecturer used Portfolio to know the progress of their students over time. In the summative assessment, the lecturers used project/exhibition to evaluate students' final project at the end of the lesson. The second finding is the assessment applied in the writing class by lecturers can be classified to authentic assessments; as in formative and summative tests in writing class have a high level of assessment, The third, the problems faced by lecturers in applying authentic assessment in writing class, (1) How the lecturer understands the intention of the essay made by students because of grammatical errors. (2) Lecturers must be able to distinguish whether the student's assignment includes plagiarism or not, namely by way lecturers should know more references or examples of essays on the internet. Based on these phenomena, the lecturers have difficulty forming a rubric of assessment that appropriate with authentic assessment, so, this is the reason why the lecturers worry about giving authentic assessments
