Speaking is a crucial part of second language learning and teaching. Teaching speaking is not merely to let students to repeat or memorize dialogues, but they should be able to use the utterance to communicate in the real situations. Teachers' attitudes to respond the students thought and opinion is important, as they should not be forced to speak and put them in the deep anxiety, but we invite the learners to use any languages in the performance of oral tasks where teachers give a task and learners complete the task. Teachers should be able to create such situations where students hold meaningful tasks that will promote their speaking proficiency. This can be realized when students works with their friends in groups to complete a task. Task-Based approach is the alternate to solve the problem where learning is developed through performing a series of activities as steps towards successful task realization.
This research attempts to investigate the pragmatics presupposition in George Orwell’s Novella Animal Farm. Specifically, it tries to identify and classify the presupposition used in conversation in Orwell’s novella. The identification is based on the presupposition triggers and classification based on six type of presupposition. The research also attempts to analyze the function in the use of presupposition in conversation. The data in this research are in form of utterances containing presupposition. Based on the classification of six presupposition types according to Yule's theory (1996), 180 presuppositions are found: 69 (38,3%) existential triggered by definite description and possessive construction, 35 (19,4%) lexical triggered by change of state verb; implicative predicate; iterative, 53 (29,4%) structural triggered by WH-question, 4 (2,2%) factive triggered by factive verb/predicate aware glad and 19 (10,6%) non-factive triggered by the verb dream imagine. Based on the six language function by Jakobson (1960), there are 5 functions of presupposition in the novella which are, 57 (47, 9%) referential, 33(27,7%) emotive, 25(21,1%) conative, 3(2,5%) poetic and 1 (0,8%) phatic. In this research, the practice of referential function in applying presupposition is considered as the most frequent.Keywords: Presupposition, presupposition triggers, Novella, George Orwell
This research aims to know the influence of school environment and the performance of the honorary teachersof Islamic Education inSD Negeri Jetis I and SD Negeri Nampu I Karangrayung toward the students’ learning achievements. The study as designed as a research survey using quantitative methods (implementing partial regression or double recreation). The respondents are the fifth-grade students of SD Negeri Jetis I and SD Negeri Nampu I Karangrayung. The findings show that (1) there is a positive influence of school environment in SD Negeri Jetis I and SD Negeri Nampu I Karangrayung toward the students’ learning achievement as much as 2.7%. It means if the school environment is increased by one point then the students’ learning achievements will be increased by 2.7%, (2) there is a positive influence on the performance of the honorary teacher Islamic Education in SD Negeri Jetis I and SD Negeri Nampu I Karangrayung toward the students’ learning achievement as much as 13.7%.This means if the performance of the honorary teachersIslamic Education is increased by one point then the students’ learning achievements will be increased by 13.7%, and (3) there is a positive influence of school environment and the performance of the honorary teachersIslamic Education in SD Negeri Jetis I and SD Negeri Nampu I Karangrayung toward students’ learning achievement as much as 13.7%.
Boarding schools are Islamic educational institutions that have been proven and still survive with all of the dynamics until today. A characteristic that distinguishes boarding schools from others is the 24-hour educational system that supports character building. Additionally, the curriculum is developed to meet the needs, so it makes the boarding school more unique. This research aimed at describing the characteristics of Islamic Religious Education (PAI) courses in the boarding school curriculum. The research approach used was descriptive qualitative. The research location was Tahfidzul Qur’an Boarding School of Ahlus Shuffah Balikpapan. The primary data sources of this research were the management/ leader, educational division, asatidz (teachers) and student representatives. The data collection was through observation, interviews, and documentation. The data analysis techniques used data reduction, data display and verification. The results showed that PAI course at Tahfidzul Qur’an boarding school of Ahlus Shuffah Balikpapan was through maximizing the education in the classroom, in the mosque, in the dormitory, as well as in the real-life interaction. The boarding school does not only teach PAI knowledge or materials contained in the boarding school curriculum and in the co-curriculum, but also general knowledge and skills as a provision to take the equivalence examination at the Wustha (junior high) level or Ulya (senior high) level in order to get a diploma equivalent to MTs/SLTP or MA/SLTA at the Ministry of Religious Affairs. This research is expected to broaden the societies’ view that education at boarding school is highly appropriate, complete and provides a diploma that is legalized by the government.
The students of Islamic Boarding School Nurul Islam are used to learn spoken English, but they still make some errors when they are speaking. They often produce some speech errors when they are making an English conversation or when they are getting turn to speak in front of the class. This study aims to investigate the existence and the frequency of speech errors especially Silent Pause and Filled Pause produced by the students of Islamic Boarding School Nurul Islam in telling English Story. This research is a descriptive-qualitative with data presented in statistical forms. The object of this research is Speech Errors produced by students in telling English Story. And the respondents are 30 students from the 8 th grade of English Tutorial Program in Islamic Boarding School Nurul Islam in the academic year of 2016/2017. This research was conducted by observation. It was to investigate the existence of Silent Pause and Filled Pause produced by the students in telling English story and to investigate the percentages of each speech errors. The findings of the observation in this research show 603 (100%) speech errors produced by students. Silent pause is 524 (87%) and Filled Pause is 79 (13%).
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