Ana Rosida
Program Studi Teknik Geodesi, Fakultas Teknik, Universitas Diponegoro

Published : 9 Documents
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Journal : JOURNAL OF ADVANCED ENGLISH STUDIES

THE APPLICATION OF SEMANTIC FEATURE ANALYSIS AS A STRATEGY TO ENRICH STUDENTS’ VOCABULARY Akil, M. Ardhan; Rosida, Ana
JOURNAL OF ADVANCED ENGLISH STUDIES Vol 1 No 2 (2018): Journal of Advanced English Studies
Publisher : Study Program of English Literature

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Abstract

This research aimed at finding out whether or not significant improvement on students? vocabulary after applying Semantic Feature Analysis. Pre-experimental design was applied in this research with one group pretest - posttest design. The population of this research was the second grade class of SMA Negeri 1 Majene, 2014/2015 academic year with 28 students as the samples. The researcher used simple random sampling technique in taking the samples. The research instrument used vocabulary test through written test using Semantic Feature Analysis Grid. The result of this research showed that the application of Semantic Feature Analysis in this research had significant influence in students? vocabulary enrichment. It was proved by the improvement of mean score from 41,03 in pre-test to 72,71 in post-test. It was supported by the value of the t-test 18.7 which was greater than the value of t-table 1,703 the level of significance (p) = 0.05 and degree of freedom (n-1)=28.
INDIRECT SPEECH ACT ANALYSIS IN “IN TIME” MOVIE rosida, ana
JOURNAL OF ADVANCED ENGLISH STUDIES Vol 2 No 1 (2019): Journal of Advanced English Studies
Publisher : Study Program of English Literature

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Abstract

This research is about indirect speech acts used in the movie ?In Time?. The purpose of the research is to find out the types of used indirect speech acts. This is a qualitative research. The data cover all utterance used in ?In Time? movie. It is found out that there are 17 utterances which is identified as indirect speech acts. In conducting this research, the researcher watched the film, downloaded script of the movie, read the movie script, and identified the data. The researcher used Searle?s theory that is indirect speech act used when the speaker wants to communicate more than what is communicate conventionally by the words he utters and classified into directive, representative, expressive, directive and commissive. The result of the study shows that there are 17 utterances that contain indirect speech acts. They are 7 representatives, 2 expressive, 7 directives, 1 commisive and declarative utterance not found in the movie. Based on the result of this research, indirect speech acts categorized into the function such as asserting, convincing, predicting, instinct, surprising, gratitude, requesting, commanding, ordering, suggesting and promising.
a COMPARATIVE STUDY ON DEDUCTIVE VS INDUCTIVE APPROACH IN TEACHING REPORTED SPEECH rosida, ana
JOURNAL OF ADVANCED ENGLISH STUDIES Vol 1 No 1 (2018): Journal of Advanced English Studies
Publisher : Study Program of English Literature

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Abstract

This research was conducted to find out and to compare the effectiveness of teaching reported speech for the second semester students of English Language and Literature Department of Adab and Humanity Faculty in Alauddin State Islamic University Makassar between deductive and inductive approaches. The research employed quasi experimental design. The subjects consisted of 36 students which divided into two groups; 18 students in deductive group and 18 in inductive group. The researcher used a test of reported speech both in deductive and inductive groups. The data obtained through the test were analyzed by using inferential statistics through SPSS version 15.0 program. In conducting the research, the researcher applied deductive approach for Ag. 1 class and inductive approach for Ag. 2 class to improve the students? reported speech mastery. The research result showed that there was an improvement on the students? reported speech mastery between pretest and posttest to both groups after the treatment. However, inductive approach was more significant than deductive approach. It is concluded that inductive approach gave better contribution to improve the students? reported speech mastery. It was proven by the result of inferential statistics in testing the students? score either in pretest or in posttest. Based on the result of the data analysis, there was a significant difference between the results of posttests of Ag. 1 and Ag. 2 classes, however deductive and inductive approaches showed the improvement well, inductive approach shows greater achievement than deductive (88.7778 < 81.2778). The final score of probability value in reported speech was lower than ? (.039< 0.05). In other words, H1 and H2 were accepted and H0 was rejected. But to compare the effectiveness, H2 is accepted and H0 was rejected.