Figurative language is part of the semantic aspect in language that employs various figures in a language. The study discussed an analysis of the figurative languages in the Selena Gomez song. The study aimed at finding out the kind and the meaning of figurative languages in her song “Lose You to Love Me”. The source of the data was taken from the lyrics of Selena Gomez’s song. Her song was classified as a pop song released on 23rd October 2019. In this analysis, the descriptive qualitative model was used with a pure structuralism approach, such as hyperbole, irony, paradox, personification, repetition, and simile. Then the types of figurative language were classified and analyzed. The result showed that six kinds of figurative languages were found: hyperbole 33.3%, Irony 11.1%, paradox 22.3%, personification 11.1%, repetition 11.1%, and simile 11.1%. The figurative language dominant is hyperbole since song lyrics are distorted by adding original meanings to explicit words. Instead, song lyrics contain a comparative meaning between denotative interpretation and connotative meaning. In addition, this song provides the essence of the song on aesthetic principles and colors.
The article was aimed to find out the empirical evidence of the effectiveness of Word Jigsaw Strategy on Students’ Vocabulary achievement of Descriptive Text. Word jigsaw is part of graphic organizer which is one of alternative strategy to teach vocabulary. The study was quasi experimental research. The population was eight grade students of SMP PGRI 1 Ciputat. Moreover, the sample of this study consisted of 25 students from VIII-3 class in the Experimental Group and 25 students from VIII-4 in the controlled group. In this study, the experimental class was taught by using Word Jigsaw as strategy in teaching Vocabulary, while controlled class was taught without Word Jigsaw. The research instrument was test that consisted of pre-test and post-test form. The technique used in collecting data was quantitative with t-test. The result of this study showed that the use of Word Jigsaw strategy is effective on students’ vocabulary of descriptive text. It can be seen from the result of calculation that the students’ score in experimental class was higher than controlled class. Based on the statistical calculation with the significance level 5%, it showed that to = 2.778 was higher than tt = 2.021 as the effect size that ranged in moderate level. It meant the Word Jigsaw strategy was effective on students’ vocabulary achievement of Descriptive text.
This descriptive qualitative study investigated the undergraduate students' perception in public speaking class that conducted formative peer feedback, especially for undergraduate students who learned the subject at State Islamic University Jakarta. This study revealed the undergraduate students’ perception about the implementation of formative peer feedback in assessing their formative public speaking class. Besides, the authors provided an open-ended questionnaire and semi-structured interview to know how applicable the formative peer feedback for undergraduate students, which part that students interested in when they assess their friends, and identify students’ feelings when used the formative peer feedback in public speaking class. Concerning the results of the study, the writers discovered that formative peer feedback is very beneficial for the undergraduate student in the learning process of the public speaking class. While doing the assessment, most undergraduate students seem more interested in assessing their peer's body language and speech content. In addition, the result that the writers got from the investigation was 62.5% that claimed their peer’s feedback was very objective. Other than that, when using the formative peer feedback in the public speaking class, 65.6% of undergraduate learners were feeling satisfied.
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