The type of this research is Descriptive Qualitative research. It is aimed to find out the types of Personal, Time, Place, Discourse and Social Deixis and its reference by the main character in “A Thousand Words” movie script based on the theory that proposed by Levinson. The object of this study is “A Thousand Words” movie script by Steve Koren. This research found the five types of deixis in a movie script, they are person deixis (515 occurrences), time deixis (20 occurrences), place deixis (34 occurrences), discourse deixis (104 occurrences) and social deixis (1 occurrence). Besides that, the references found in this research were in person deixis were I, Me, We, Us, My as first person deixis; You, Your as second person deixis; He, She, It, They, Them, Him, Her as third person deixis which belongs to personal deixis (149 utterances); time deixis found were Now, Today, On a Tuesday, Three days, Two days, Then (19 utterances); place deixis found was Here, There, In (22 utterances); discourse deixis found was This, That, Those, These (60 utterances); ands the last, social deixis found were Mr (1 utterance).
Teaching Listening skills to the students who learn English as a foreign language is a challenge for the teacher . This classroom action research (CAR) designed to improve the listening ability of students by using audio-visual media. The subject of this research are students of English, University of Bengkulu Diploma Program who take the course Listening For Lecture . This study was conducted in two cycles of progress namely; planning, observation, action and reflection. Moreover, collaborative learning methods are also applied to stimulate student activeness in the classroom. The results showed that the use of audio visual media is able to improve the results of listening course. In addition, the students also Become more motivated and enthusiastic during the lecture which can be seen in the group discussion stage that implement colaborative learning. Generally it can be concluded that audio visual media can improve the focus and concentration of students in listening courses. In addition to the use of audio visual media, the selection of the topic material also influence the results of students listening comprehension.
This research aimed to find out whether there is a significant difference in achievement between extrovert and introvert students in speaking ability in the English Conversation subject for 2nd-semester students of the University of Bengkulu. This research was causal-comparative research. The subject of this research was students at the 2nd semester English Department Study Program of University Bengkulu who has taken the English conversation subject in the academic year 2019/2020. The researcher used a Questionnaire and achievement result as the instrument. The result of this research shows that there were no significant differences between introvert and extrovert personalitiesin English Conversation Class achievement. It was concluded that the student's personality does not affect the score achieved in the speaking class.
This research concerned with the types of code switching and code mixing used by the teachers, teachers’ reasons in using code switching and code mixing, and students’ perception of code switching and code mixing used by the teacher in the class. This research was a descriptive qualitative research. The researcher used observation checklist, video recording, interview, and questionnaire as the instruments of this research. The data of this research was analyzed by classifying the types of code switching used theory of Poplack and the types code mixing used theory of Hoffman. The result of this research shows that the English teachers did all the types of code switching in English class. Namely; tag code switching, inter-sentential code switching, and intra-sentential code switching. Meanwhile, the researcher found that the teachers only used two from the three types of code mixing. Namely; intra-sentential code mixing and intra-lexical code mixing. The type that did not appear was involvement in a change of pronunciation. This study revealed that the teachers’ reason in using code switching and code mixing are; to help the students in learning English and to make the students more focus in learning process. For the students’ perception, most of the students agreed that the use of code switching and code mixing helps them understand the materials in English language learning class.
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