Language plays a vital role in political speech as it comes in a form of argument shaping and speech presenting which often contain a set of beliefs called ideology. It gets even more crucial when the speech is delivered as a presidential victory speech from developed countries such as the USA. Hence, investigation regarding presidential victory speech should be conducted. Regarding this, the present study aims to investigate the presence of political ideology in the USA 2020 vice president-elect Kamala Harris' victory speech concerning her plans to build back the USA during the COVID-19 pandemic. This is due to the fact that not only she is the first female vice-president elect but she is also representing the people of colour. This study employs Qualitative Content Analysis (QCA) as the research method with Halliday's transitivity system as the framework to analyse the data. The result shows that Kamala Harris implicitly demonstrates her liberalism ideology by inviting all the American people to not only focus on their own liberty but also others as well through the utilisation of Material (60%), Relational (19%), Mental (11%) and Behavioural (3%) processes in her speech. Thus, in other words, Kamala Harris plans to build back the USA by starting to enforce people's liberty.
The 2013 Indonesian Curriculum stipulates that one of the students’ basic competencies in the English subject is to produce an analytical exposition text. The students are required to write the text persuasively and cohesively. These requirements make them consider composing such a text as a challenging task. This study investigated students’ utilization of cohesive devices in writing analytical exposition texts and examined their inaccurate uses. It attempted to demonstrate the underlying issues that caused the inaccurate uses of cohesive devices and to seek the solutions. The study employed Qualitative Content Analysis (QCA) of six analytical exposition texts written by 11th grade students in Cimahi. They were collected using purposive sampling and were analyzed using Halliday and Hasan’s cohesion framework. This study revealed that lexical cohesion served as the most frequently used cohesive devices in the students’ texts followed by reference and conjunction. Inaccurate uses of cohesive devices were also found. Most of the reference and conjunction devices were misused, whilst repetition devices were redundantly utilized. These findings showed that although the students were skilful in presenting relevant supporting arguments and making their text personal, they still experienced confusion when utilizing cohesive devices. Therefore, teachers need to equip the students with adequate knowledge concerning text cohesiveness as well as to provide more practice and feedback to improve their skills in writing an analytical exposition text.
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