This study addresses types of illocutionary acts in Jack Ma’s inspiring speech in his graduation at the University of Hongkong. The meaning or the function of an utterance in speech-acts can merely be analyzed based on the acts of illocution made by the speaker. In other words, the hearer will be able to give any responses to the utterances made by the speaker if he or she understands the intention of speaker’s utterances. The research is categorized as descriptive qualitative based on Moleong’s theory (2014:82). It aimed to find the types of illocutionary act performed by Jack Ma’s speech in his graduation at the University of Hongkong, to describe the intended forces of each type of illocutionary act performed in that speech, and to find out the context supported interpretation of meaning in illocutionary acts. The findings indicates that there are 7 types of illocutionary acts such : 0 (0%) for declarative, 58 (62 %) for assertive, 11 (12 %) for expressive, 3 (3 %) for directive, 11 (12 %) for commissive, 4 (4 %) for assertive expressive and 7 (7 %) for assertive directive. It means that most of dominant of illocutionary acts is assertive. And context supported the interpreting of meaning performed illocutionary acts can be mentioned through the participants, the setting or social context of interaction, the topic, and the function. All these explanations guided the audience to catch the truly meaning of a speaker.
The objectives of this research are to find out whether: 1) The students’ achievement in reading comprehension taught by using the Directed Reading Thinking Aactivity (DRTA) strategy was higher than taught by using the Questions-Answer Relationship (QARs) strategy. 2) The students’ achievement in reading comprehension with high curiosity was higher than that The students with low curiosity, and 3) there was interaction between teaching strategies and curiosity on The students’ achievement in reading comprehension. The population of this research was the students in grade XI of MAN Kampung (MAN KP) Teungoh Langsa in 2016/2017 school year. The total number of population of this research was 160 students. There were 6 classes. Two classes were chosen consist of 30 students of each class so 60 students were selected as sample of this research by applying multistage cluster random sampling. The research design was experimental research by using factorial design 2x2. The XI IPA2 class was taught by using Directed Reading Thinking Activity and XI IAI was taught by using Questions-Answer Relationship (QARs) Strategy. Curiosity questionnaire was conducted for classifying the students upon the high and low curiosity. Students’ achievement in reading comprehension was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significant. The results of the data analysis proved that: 1) The students’ achievement in reading comprehension taught by Directed Reading Thinking Activity (DRTA) strategy is higher than students achievement in reading comprehension taught by Questions-Answer Relationship(QARs) Teaching strategy. 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension.Keywords: Curiosity; Comprehension; Achievement; Teaching Strategies
This study investigates interpersonal metaphor in “Indonesia Now” English news TV program based on Systemic Functional Linguistics approach. The objective of the study are to identify what types of interpersonal metaphors in “Indonesia Now”, to describe how those interpersonal metaphors are used, and to explain in what context those interpersonal metaphor are used. A qualitative descriptive research design was applied. The data were taken from one weekly broadcast Indonesia Now in January to June 2017. The data were collected by recording the “Indonesia Now” program on Metro TV, then transcribing the program broadcasts into written text, classifying the data into types of interpersonal metaphors and then drawing conclusion from the data. The findings of the study show that there are five types of interpersonal metaphor used in “Indonesia Now”, namely metaphor of mood, modality, epithet, euphemism, and connotation. The use of interpersonal metaphor in “Indonesia Now” is realized by use of incongruent types of expressing meaning in interaction. In addition, the use of interpersonal metaphor, it is also found that expressing emotion as the new findings of this study which not in line with the previous theories. The speaker use interpersonal metaphor to accurately reflect their point of view and express the emotion and this purpose can be achieved with the reference to social context which named context of situation.Keyword: Interpersonal metaphor, Systemic Functional Linguistic, Indonesia Now
Learning media is a tool or means that can facilitate delivery of messages from a learning resource to students. Interactive learning media need to be used by teachers so that the learning process runs well and is attractive to students. Teachers in rural areas still use conventional learning media. They still use simple media made of thick card and simple power point. There is no creation and innovation in it. The research method in this study is descriptive qualitative. Fifteen teachers from the Al Ahliyah Al Islamiyah madrasa, South Tapanuli. They are teachers who teach different subjects, such as Indonesian, Economics, Natural Sciences, Social Sciences, Chemistry, Information Communication Technology, and Mathematics as sources of research data. The purpose of this study was to explain the use of interactive learning media slide master by teachers in rural areas. Data collection techniques using observation, documentation and interviews. The validity of the data used triangulation techniques. Data analysis techniques using techniques of Miles and Huberman. The results obtained from this study indicate that teachers from various different subjects have used interactive learning media properly and correctly. This is based on the achievement of indicators on interactive learning media. And this has an impact on increasing students' learning achievement. And this has an impact on increasing students' learning achievement.
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