This research was conducted to examine the use of interpersonal metadiscourse markers (IMDMs) in Steve Jobs’ oral business presentation using Hyland’s model. It further aimed to investigate the interpersonal metadiscourse categories and subcategories applied and most predominantly occurring in the type of oral business presentation. A descriptive qualitative method was employed in this research. One and a half-hour of Steve Jobs’ keynotes at annual Macworld tradeshow on January 9th, 2007 were collected and analyzed. The results reveal that interactional subcategory; engagement markers are mostly used by Steve Jobs. Meanwhile, in interactive subcategory transition markers are dominantly used. It indicates that by using interpersonal metadiscourse markers, Steve Jobs expresses his idea, supports his argument, and convinces the audiences by establishing a relationship with them. This research also argues that metadiscourse theory facilitates an involvement between the speaker and the listener and provides a way for mutual comprehension. Thus, the findings have a pivotal implication on how IMDMs might improve the field related to communication skills in professional life or business.
This research aims to find out (simple and multiple with two) thematic progression pattern in fifth semester students’ academic writing. It elaborates how the students organize the ideas in their writing through the organization of the theme and rheme. To find out the pattern, the theory of thematic progression patterns proposed by Bloor and Bloor (2004) was applied. Then, descriptive qualitative and library research methods are applied in this research. The data in this research are 20 pieces of fifth semester students’ academic writings. The result of the research shows that there are four types of simple thematic progression pattern and seven types of multiple with two thematic progression pattern found in students’ academic writings. Then, it can be concluded that thematic progression pattern in students’ academic writings, to some extent, are various.
The objective of this research is to identify the problems on the thematic progression in fifth semester students" academic writing. It examines the problems caused by the misuse of theme and rheme in the thematic progression of their writing. The data in this research are taken from 20 pieces of fifth semester students" academic writing. The collected data are analyzed based on the theory of problem in thematic progression, regarding misuse of theme and rheme put forward by Bloor & Bloor (1992) and Arunsirot (2013). Then, descriptive qualitative and library research methods are applied in this research. The results of the research reveal that six problems in thematic progression are found; they are the problem of brand new theme, the problem of double rheme, the problem of empty rheme, the problem of empty theme, the problem of overuse of constant theme pattern and the problem of confusing selection of textual theme. In addition, other four new problems are also identified. They are the problem of incomplete clause, the problem of error in choosing topical theme, the problem of unneeded textual theme, and the problem of double textual theme. In conclusion, the students must be aware of the flow of theme and rheme of thematic progression in their writing.
Abstract-This research aimed to investigate the improvement of the students" listening skill by using Task-Based learning Approach at higher school of foreign language Teknokrat in Lampung Province. To reach the goal, the research was conducted in two cycles; each cycle consists of three meetings. A number of research subjects were 35 students in the first semester majoring English literature in the 2016/2017 academic year. The instruments were observation, test, and questionnaire. The research findings showed that Task-Based Learning approach could improve the student"s listening skills. They also gave a significant contribution in learning process of listening accurately and fluently.
Interaction management strategies are increasingly set to become a vital factor in fostering active participants in university lectures. Following Rido, Ibrahim & Nambiar’s (2015) framework, this study investigated interaction management strategies used in English literature lectures in a university setting in Indonesia. This study employed a qualitative method and the data were gathered through video recordings. The findings showed that all literature lecturers employed three kinds of interaction management strategies such as code strategies, emotional strategies, and managing strategies. In code strategies, the lecturers used English during the entire class for clarity in opening, explanation, example, and closing. Meanwhile, in emotional strategies, the lecturers shared common strategies namely using non-verbal gestures and using humours or jokes in order to invite participation, to increase student’s motivation, and to create conducive learning environment. Then, in terms of managing strategies, the lecturers decided topic, controlled or switched the topic of discussion, decided who speaks, gave direction or commanded the students, gave extended wait time, and offered opportunity for student to speak in order to enable the students express their ideas and engage with the lectures. It is hoped that insights gleamed from this study will assist such lecturers to successfully manage their lectures and navigate the distribution of participation as well as content of the lesson.
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