The aim of this research is to define a linguistic framework based on Donald Trump's manuscript at the 2017 General Assembly since Trump is an influential person in the world and it was essential to note how the impact of his speech could have a strong effect on audiences. This research uses a descriptive qualitative approach to analyze and describe the types of lexical cohesion of HallidayHasan (1976) and Renkema's Theory (2004). In regard, the researchers analyze the most frequently known types of lexical cohesion following the analysis of the data and drawing conclusions based on the results. The findings showed that 80 data were found and 36 data included repetitions, 10 synonyms, 2 general terms, 3 superordinates, 10 collocations, 5 hyponymies, 6 antonyms, 27 anaphoras, and no cataphora and metonymy found in this analysis. After analyzing the results, the most dominant type found was repetition, which meant emphasizing their speech to show how powerful the American and show profound admiration for others.
Making improvements of the speech feature is possible to do because pronunciation is teachable. Some experts in pronunciation teaching have suggested more comprehensive and contemporary teaching methods and techniques. In narrower context to English Study Program some seemingly cases are found in depicting the condition of how the last semester students who attend thesis seminar are tend to have difficulty in their Pronunciation. Many of them are still struggling in articulating the correct English pronunciation. The problematic speech features are targeted to the segmental part, such as the accuracy of vowel sounds production. For this particular research, the researchers want to investigate the similar problematic features of pronunciation of the second semester students of English Study Program of Universitas Brawijaya and later will try to implement some teaching pronunciation techniques to modify their pronunciation production. For this particular research employs a qualitative research design. The data were analysed into narrative description, interpretation and textual. The participants were asked to read aloud the given 14 minimal pair words list. The recorded data were saved as wave files (.wav) to analyze them by using PRAAT to visual display of the students’ First Formant (F1) and Second Formant (F2). Then, these visual displays were compared to those of native speakers in PRAAT window. The result of this research reveals that due to the lack of how to disambiguate the correct pronunciation of vowel sounds within the given words the participant tend to produce inaccurate pronunciation. Which are reflected by the result of the spectrum score range: F1 and F2. Some proposed techniques of teaching segmental were drilling, teaching minimal pairs, chanting with jazz chant and rhyming with tongue twisters, to modify learners segmental features. As the suggestion all targeted parties (students, Lectures and Authority) should be willing to do what are necessary to maintain the success of the teaching and learning pronunciation in Study program of English. Key words: student’ spoken feature, segment
This study aimed to investigate students‘ attitudes and anxiety levels, as well as their relations with students‘ Flipgrid speaking success (FgSS). Correlational study was conducted, 54 English Department students took part in speaking test and survey. Students showed positive attitude and low anxiety. Both psychological factors had high correlation to FgSS and FgSS-anxiousness had stronger correlation (r = -0.810, very strong) than FgSS-attitude (r = 0.642, strong).
Classes have been built to handle so-called digital resources in order to meet the demands of the twenty-first century. Using real-world tools, apps, and resources that are available online is inevitable for learning since today's generation has grown up with new networking devices such as a smartphone, smart device, and internet access. According to Prensky [1], this is a "digital native generation", which means that today's children were born into the e-environment and have access to worldwide information resources. Multimedia technology has transformed the face of second language pedagogy and added useful learning experience in the field of TESOL [2]. The use of multimedia resources has expanded learner engagement and optimized the teaching process [3]. The study's goals are intended to refer to the following areas: first, to analyze what kinds of online resources students use as tools to help with their presentation materials. Second, to explain how online resources can help students prepare and execute presentations for their Academic Speaking class. Following the conclusion of this report, the results are planned to be used as one of the supplemental materials for teaching and researching the Academic Speaking Course in the English Study Program.
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