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Josefa J. Mardijono
English Department, Faculty of Letters, Petra Christian University, Surabaya, Indonesia

Published : 20 Documents
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THE HEDGES USED BY RONNIE MILLER AND STEVE MILLER DURING SUMMER HOLIDAY IN THE LAST SONG MOVIE Unola, Reinzka; Mardijono, Josefa J.
K@ta Kita Vol 1, No 1 (2013)
Publisher : K@ta Kita

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Abstract

This study discussed the types and functions of hedges also some changes of hedges perceived in the using of hedges related to social distance. The Last Song by Nicholas Sparks, were used as the source of data and the data of this study were 16 scenes containing conversation between Ronnie Miller and Steve Miller. The theories used were hedges and its functions by Coates (1996), the types of hedges by Salager-Meyer (1997), and hedges related to social distance by Holmes (1996). There were six types of hedges out of seven types found out by the writer in her data. After analyzing hedges based on the types and functions, the writer also analyzed the changes that can be perceived in using hedges and their functions. The data analysis showed that there were some changes in using hedges related to the functions. The changes of the function may be influenced by social distance between the two characters which is expression of doubt, followed by expression of confidence, searching for the right word and sensitivity of others’ feeling.
THE APOLOGY STRATEGIES USED BY THE WORKERS TO THE OLD AND YOUNG BOSSES Chen, Lili; Mardijono, Josefa J.
K@ta Kita Vol 1, No 1 (2013)
Publisher : K@ta Kita

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Abstract

This study is aimed to reveal the type of apology strategies used by the workers to the old and young bosses. There were five workers and two bosses, old and young bosses, taken for the subjects. Finally, the research came up with the result that the way of the workers apologizing might influenced by the age of the bosses as interlocutor which made the workers produce apology utterances in different ways of apology to the old and young bosses.
A STUDY OF CODE-SWITCHING USED BY AN ENGLISH TEACHER IN TEENAGERS’ EFL CLASS Hede, Gloria; Mardijono, Josefa J.
K@ta Kita Vol 3, No 6 (2015)
Publisher : K@ta Kita

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Abstract

This study is aimed to analyze the types of code-switching used by the teacher and under what circumstances the switching occur to identify its function. Using qualitative approach, the writer did this study based on code-switching theory of Wardhaugh (2006) and classroom interaction of Walsh (2011). The findings revealed that the teacher used both types of code-switching, intra-sentential and inter-sentential switching. The function of the code-switching identified through the four features of classroom interaction were control of interaction to control the participation, content, procedure of the lesson; speech modification to clarify meaning, to ensure the students’ understanding; elicitation technique to elicit response for checking comprehension; repair to correct error directly or get the students to correct the errors. From this study, it could be concluded that the teacher used code-switching to make the learning process clearer, so the students would not get confused and would not have misunderstanding in the classroom.
QUESTIONS USED IN PRIMARY EFL CLASSROOM DISCOURSE Permatasari, Annastasia; Mardijono, Josefa J.
K@ta Kita Vol 3, No 6 (2015)
Publisher : K@ta Kita

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Abstract

This thesis is the study of types and functions of questions based on features of classroom discourse. In this study, the writer observed the types of questions that the English teacher used in General English classroom, and the functions of the questions based on features of classroom discourse. The data were collected through classroom observation and audio-recording of one class of the sixth grade. The theories applied are the teachers’ questions by Ellis (2008) and types of questions and features of classroom discourse by Walsh (2011). The qualitative approach was used in this study. The finding revealed that the teacher used two types of questions which were display questions and referential questions in the two meetings. Each meeting took 40 until 50 minutes. In addition, the teacher used three functions of questions based on features of classroom discourse, which are control of procedure, checking understanding, and eliciting a response. The finding also revealed that display questions have the function of checking understanding while referential questions have the functions of control of procedure, checking understanding and eliciting a response. In conclusion, questions can be considered as a tool for the teacher to check the students’ understanding and to elicit the students’ responses during teaching and learning process
MOTIVATIONAL STRATEGIES APPLIED IN THE FIRST GRADE OF PRIMARY SCHOOL Yousevin, Yousevin; Mardijono, Josefa J.
K@ta Kita Vol 3, No 8 (2015)
Publisher : K@ta Kita

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Abstract

This study was conducted in order to find out the motivational strategies applied by an English teacher who was perceived successful in motivating students in learning English in a primary school in Surabaya. It was focused on the motivational strategies related to appropriate teacher behaviors and a good relationship with the students; a pleasant and supportive classroom atmosphere; and a cohesive learner group with appropriate group norms in the first grade of primary school. Using qualitative approach, this study is based on Dörnyei’s (2001) theory on motivational strategies. The data were collected from verbal and non-verbal interaction between the teacher and students in the classroom, in two meetings within two weeks. The duration of the class was 70 minutes for each meeting. The findings showed that the English teacher applied motivational strategies related to the first and second motivational components. Mostly, the teacher applied motivational strategies related to the first motivational component. However, the teacher did not apply any motivational strategies related to the third motivational component, since there was no activity related to making groups in the classroom. It can be said that by applying all those motivational strategies, the students could be motivated in learning English and be more active in following the lesson in the classroom
THE APOLOGY STRATEGIES USED BY A BUDGET HOTEL FRONT OFFICERS IN HANDLING CUSTOMER COMPLAINTS Talo, Vivere; Mardijono, Josefa J.
K@ta Kita Vol 3, No 7 (2015)
Publisher : K@ta Kita

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Abstract

This study focused on the use of apology strategies used by female and male front officers to reveal the types of apology strategies used and to reveal the similarities and differences between female and male front officers’ way of apologizing in handling customer complaints. The types of apology strategies showed that both female and male front officers combined all three apology strategies which are IFIDs, Account and Positive Politeness Apology Strategies. Besides, the order of their use of apology strategies were also varied. However, the female front officers had more Positive politeness apology strategies when responding to complaints with attacks and the male front officer did not use Account strategy when handling customer complaints without attacks. Finally, it can be concluded that types of complaint play a more important role than gender factor in the use of apology strategies by these female and male front officers. 
TEACHER ROLES AND STUDENTS RESPONSES IMPLEMENTED IN A SENIOR HIGH SCHOOL IN SURABAYA Devin, Elda; Mardijono, Josefa J.
K@ta Kita Vol 3, No 8 (2015)
Publisher : K@ta Kita

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Abstract

In this study, the writer would discuss some types of teacher roles which can be implemented in the classroom. The purpose of this study was to find out the types of teacher roles applied in the conversation class and the students responses. The subject of this study was a teacher who teaches a conversation class to senior high school students. The writer used the theories about types of teacher roles by Harmer (2001 and 2007) and Edge&Garton (2007) and students responses by Brown (2007). The writer used classroom observation and video recording to collect the data. In addition, the writer recorded two meeting. The findings revealed that there were six types of teacher roles and five types of students responses applied in this class. The teacher roles are controller, organizer, assessor, resource, observer, and motivator which played based on their functions. The five responses were specific, choral, open-ended, off task, and silence responses. From this study, it could be concluded that the teacher played the five types of teacher roles to engage the active participant from the students shown through the students responses.
ORAL CORRECTIVE FEEDBACK AND LEARNERS’ UPTAKE IN THE 5TH GRADE OF AN ELEMENTARY SCHOOL IN SURABAYA Anasthasia, Rieny; Mardijono, Josefa J.
K@ta Kita Vol 2, No 4 (2014)
Publisher : K@ta Kita

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Abstract

This study is a qualitative study which aimed to know oral corrective feedback and learners’ uptake in the 5th grade of an elementary school. The source of data was the teacher’s talks with the students in class and the analysis was focused on teacher’s oral corrective feedback and learners’ uptake. In order to reach the research objectives, the writer used the theory of oral corrective feedback and learners’ uptake by Panova and Lyster (2002). From the study, the writer found that five out of seven types of oral corrective feedback were used by the teacher, namely Recast, Metalinguistic Feedback, Elicitation, Explicit Correction, and Repetition. Furthermore, types of learners’ uptake following the teacher’s corrective feedback were Self Repair, Peer Repair, Repetition, Same Error, Different Error, Partial Repair and Hesitation. It can be concluded that oral corrective feedback may lead the students to show signs of learning or understanding implied in the students’ reaction to the teacher’s feedback.
Integrating Service-Learning into the English as a Foreign Language Class Mardijono, Josefa J.
BEYOND WORDS Vol 4, No 1 (2016)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

This paper is based on an explorative action research to find out how to integrate service-learning into the Written English IV class of the English Department and its possible impacts. It reveals the step by step procedure in implementing the service-learning, the activities carried out, and the challenges faced. The impacts viewed from the students’ sharing, the lecturer’s observation, and particularly the students’ written reflection, indicated that participating in the service-learning brought some positive impacts on the students. Service-learning is, thus, worth-considering in different contexts of EFL settings.
MOTIVATIONAL STRATEGIES APPLIED IN THE FIRST GRADE OF PRIMARY SCHOOL Yousevin, Yousevin; Mardijono, Josefa J.
Kata Kita Vol 3, No 4 (2015)
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (653.55 KB) | DOI: 10.9744/katakita.3.4.71-78

Abstract

This study was conducted in order to find out the motivational strategies applied by an English teacher who was perceived successful in motivating students in learning English in a primary school in Surabaya. It was focused on the motivational strategies related to appropriate teacher behaviors and a good relationship with the students; a pleasant and supportive classroom atmosphere; and a cohesive learner group with appropriate group norms in the first grade of primary school. Using qualitative approach, this study is based on Dörnyei?s (2001) theory on motivational strategies. The data were collected from verbal and non-verbal interaction between the teacher and students in the classroom, in two meetings within two weeks. The duration of the class was 70 minutes for each meeting. The findings showed that the English teacher applied motivational strategies related to the first and second motivational components. Mostly, the teacher applied motivational strategies related to the first motivational component. However, the teacher did not apply any motivational strategies related to the third motivational component, since there was no activity related to making groups in the classroom. It can be said that by applying all those motivational strategies, the students could be motivated in learning English and be more active in following the lesson in the classroom