Implicature was refers to implied meaning in utterance that can be understood by indirectly expression. In informal conversation was occurred the hidden meaning of what actually said by the speakers. This study was investigated the types of implicature in informal conversations used by the English education study program students. The study was aimed to analyze the types of implicature and how the implicature is carried out in the informal conversations. The method of study was a descriptive qualitative method. The subjects of this study were 25 students of English study program who have informal conversation. The students’ conversation was transcribed and analyzed by using checklist instrument. The results was shown that 1) there were three types of implicature found in the informal conversations; conventional implicature, generalized conversational implicature and particularized conversational implicature, and 2) the implicature is carried out in the informal conversations by the used of generalized conversational implicature and particularized conversational implicature. Moreover, a conclusion is students in the informal conversation have potentially implicature that indicates that their utterance has implied meaning. The suggestions, the study about implicature should be conducted in different area such as movie, drama or others, to give enrichment information in the Pragmatics study.
Purpose of the study: The objective of this research was to explain the results of the development of instruments to assess the students' affective based on scientific approaches in the EFL class.Methodology: This study used the ADDIE method that consists of five steps: (1) analyzing, (2) designing, (3) developing, (4) implementing, and (5) evaluating. There were some instruments of the research used to gather the data such as the expert's validation sheet and questionnaire. Statistical analyses used in this research were Alpha Cronbach, the test of normality Kolmogorov-Smirnov, the test of homogeneity Levene, the test of linearity, the test of correlational Pearson, test of regression, and Wilcoxon test.Main Findings: The result showed that the development of an instrument to evaluate students' affective based on scientific approach was considered by some items, e.g. phases in scientific approach, skills in English language teaching, learning experiences, affective aspects, and indicator of assessment. Finally, it can be stated that (1) the instrument was valid with the mean Score in rank between 1-124 is 114.8; (2) the instrument reliable with the Score is 0.754; (3) the instrument was tested with the Asymp. Sig score of 0.042.Applications of this study: This study proved that the instrument of affective assessment was valid, practice, and effective to be used by the English teachers in assessing the students' affective during the teaching and learning process at the EFL classroom.Novelty/Originality of this study: The success of a student is not only measured based on the cognitive aspect but also based on the affective aspect.
The aim of this research was to find out the kinds of language function used and the distributions of the frequency of language function by the main characters in “Now You See Me 2 Movie”. This research was conducted by using mixed method research. The instrument of this research was table checklist. The data were collected by the researcher and co-researcher through deep analysis of movie’s script. The result of the study showed that there were only five language functions found in the movie out of six language functions. They are a referential function, phatic function, emotive function, conative function, and metalingual function. The distribution of language function frequency in “Now You See Me 2 Movie” is referential function (35.2%?), phatic function (25.5%), emotive function (21,0%), conative function (15.8%), metalingual function (2.5%) and poetic function (0%). Based on the explanation, a refrential function is the most dominant language function used in the movie. The distribution was possibly caused by the genre of the movie. The genre of the movie was spy-thriller, in which the most commonly used expression was to the point, imperative, and straightforward
The purpose of this research was to identify the types of conjunctions used in students’ RAs (RAs) and TEFLIN journal articles (JAs). The design of this research was descriptive comparative method. The object of this study was 13 research articles written by S1 students of English Department of Education Faculty in University of Bengkulu graduated in 2015 and 2 TEFLIN journal articles which were published in 2015. The instrument used in this research was check-list and the data were collected by using documentation method. To analyze the data, the quantitative method, including statistical and descriptive analysis, was applied. The result of this research showed that the most common conjunction used in students’ RAs was and (42.98%) with subordinating conjunctions (61.74%) as the, while the most common conjunction used in TEFLIN JAs was that (36.66%). In addition, the most frequent type of conjunctions used in students’ RAs was coordinating conjunctions (56.11%), while the most frequent type of conjunctions used in TEFLIN JAs was subordinating conjunctions (61.74%). There was a significant difference between those two groups.
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