ARTISHTIC

A Study on the Students’ Problems in Speaking English at the Eleventh Grade of Man 1 Subang

Gigin Ginanjar Sapari — 2024-02-13

This study aims to identify the problems faced by students in learning English speaking skills and to describe why do those problems occur. The problems of this study are (1) what are the problems faced by students at the Eleventh grade of MAN 1 Subang in English speaking? (2) why do those problems occur? This study uses the qualitative and takes observation, interview guide and questionnaire. The study is descriptive qualitative, and the subject of this study is the students at the Eleventh grade of MAN 1 Subang. To get the data, the researcher uses observations, questionnaires and interview guide. The researcher focuses to Psychological Problems and Language Problems. The result showed that are related from theory from (Juhana, 2012, p. 104) about fear of mistakes and lack of confidence, because Based on the result of the study, the researcher concluded that: the result showed that many students have problem with their confidence, the students are feeling afraid if people will laugh at them if they do a mistake while speaking English. And many students are feeling lose their self-confidence when they do a mistake and someone correct their English.

An Analysis the Use of Cohesive Devices In Recount Text by Eighth Grade Junior High School Students’

Della Melati Sukma — 2024-02-13

The goal of this study is to find out the cohesive devices used in the recount texts by eighth grade junior high school students and to investigate the use of cohesive devices in their recount texts. This study used Qualitative Content Analysis (QCA) as the method. And as many as 50 texts were studied using Halliday and Hasan’s (1976) cohesion framework. This study was conducted at one of Indonesia's public junior high schools located in Subang. This study reveals that references (52.19%) are the most commonly used cohesive devices in students' texts, followed by conjunction (27.70%), lexical cohesion (19.5%), ellipsis (0.4%), and substitution (0.3%). Furthermore, incorrect use of cohesive devices was discovered, with omission accounting for the majority of errors (50.7%), followed by redundant repetition (26.7%), misuse (12%), and unnecessary addition (10.7%). These errors showed that most conjunctions and references were omitted, and repetition was redundantly utilized. These indicate that, while the students are skilled at creating cohesive recount texts, they still lack interlingual and intralingual skill, exposure to the English language, and experience confusion when using cohesive devices. Teachers must provide adequate knowledge about text cohesiveness as well as more practice and feedback to train students' language transfer skills.

Speech Acts in English Teaching-Learning Process in Twelfth Grades at SMA Negeri 3 Subang

Inerahma Peramita — 2024-02-13

This research aims are to find out the types, the functions and meanings of speech acts in teaching-learning process. This study uses qualitative with descriptive qualitative as methodology. This study focused on utterances spoken by the English teacher in the teaching-learning process which were analysed using types of speech acts from Austin (1962) and Searle (1979). The data were collected through observations and documentation technique. Based on the study, there are 372 utterances produced by English teacher. There are (2%) utterances of locutionary acts, (87%) utterances of illocutionary acts, and (11%) utterances of perlocutionary acts. The results also indicated that were four functions and sixteen meanings.

The Politeness Strategies in English Classroom Interaction

Wartika Hartini — 2024-02-13

Politeness strategies is the speaker’s effort to express politeness in the form of language. The aims this research to find out the types Politeness Strategies in English Classroom Interaction and describe realization of Politeness Strategies in English Classroom Interaction. This study uses a qualitative descriptive approach as methodology and the analysis content. The sources of data for this research is transcript of audio from observation. Based on the reserach, there are 149 politeness strategies found. There are 87 Bald on Record strategies, 57 Positive Politeness Strategies, 1 Negative Politeness Strategies, and 4 Off Record Strategies. The realization of politeness strategies in sub-strategies of politeness strategies there are Bald on Record. Strategy 1 (Notice, attend to H), strategy 4 (Use in-group identity markers), strategy 5 (Seek agreement), strategy 8 (Joke), strategy 9 (Assert of presuppose Speaker’s knowledge of and concern for Hearer’s wants), strategy 10 (Offer, promise), strategy 12 (Include both Speaker and Hearer in the activity), strategy 13 (Give (or ask for) reason), strategy 15 ( Give gifts to Hearer) of Positive Politeness Strategies. In strategy 3 (Be pesimistic) of negative politeness. In strategy 10 (Use rhetorical questions) and strategy 11 (Be ambiguous) of Off Record Strategies.

The Barriers in Applying New Indonesian Words of College Students

Iis Aisyah Nurhasanah — 2024-02-13

This research examines the extent to which the students’ know the meaning new Indonesian words and the students’ barriers in applying new Indonesian words in daily life. The subjects of this research were 15 participants of one of university in Subang. The study used a qualitative method. The data were gathered from 15 random participants from August to September 2019. The test and interview were used in gathering the data. The test was developed from new Indonesian words was updated by Badan Pengembangan Bahasa. From the interview used a semi structured interview. The results of the study show that students’ knowledge of new Indonesian words very high with percentage of average 83%. The students’ barriers in applying new Indonesian words found two factors, internal factor and external factor. The barriers caused internal factor was because students’ knowledge of the meaning new Indonesian words, and the barriers caused external factor caused the interlocutor does not know the meaning new Indonesia words. when happened barriers caused external factor, students used code-switching or change word to words are usually use, also used body language to explaining words and the last used explaining with detail.