This research focuses on the legitimacy of Donald Trump’s speech in declaring Jerusalem as the capital city of Israel on December 2017. This research aims to: (1) identify the text structure of the speech, (2) describe the social cognition of this speech, (3) and to reveal the social context of this speech. The compiled data is analyzed by using Van Dijk’s CDA theory of socio-cognitive (1988). This theory has interrelated three dimensions of analysis consisting of text structure, social cognition, and social context. The method of this research is qualitative by using the descriptive analysis. The data source of this research is the speech text of Donald Trump declaration speech of Jerusalem as Israel’s capital on December 2017. The result of this research shows that there is semantic aspect (microstructure) used by Donald Trump: Background (7), Detail (4), and Presupposition (15). From the analysis, the researcher argues that Donald Trump tends to be pro-Israel. This is supported in the structure of the text by how it consistently uses direct language to influence the emotional attachment of the intended by using logical facts and emotional involvement to make negative out-group representations to get positive representations to them and their allies. Furthermore, social cognition reveals the ideology and partisanship of Donald Trump about this conflict. It can be identified clearly by correlating the context of this speech to something that related to Israel-Palestine conflict. In social cognition, as the president of the United States of America, Donald Trump has a massive influence to the international world, even though it caused pros and contras for all elements of society. Possible further research about critical discourse analysis can be conducted by analyzing other issues. In short, it is also a suggestion to the other researchers to investigate more variation data such as news, advertisement, movie, and so on
This is a descriptive qualitative research aiming at exploring the use of mobile apps to promote autonomous learning for students of English Education study program in Syntax subject. Syntax is given in the fourth semester and the lesson objective is students are able to analyze sentence construction in their correct structures. There are three mobile apps used namely Quizlet, Socrative, and Sli.do. They are used randomly based on certain subtopic in the semester. Purposive sampling is applied for data collection. The data are then analyzed using content based analysis. It is found out that the use of mobile apps is able to promote students' autonomous learning since they are eager to dig more and learn further to find materials for their subject namely Syntax. They are challenged to find answers to some problems given by the lecturer. They become more creative in presenting ideas as well as doing tree diagram analysis on sentence constructions.Abstrak.Penelitian ini merupakan sebuah penelitian kualitatif deskriptif yang bertujuan untuk mengeksplorasi penggunaan aplikasi seluler untuk meningkatkan pembelajaran otonom bagi siswa program studi Pendidikan Bahasa Inggris di mata kuliah Sintaksis. Sintaksis diberikan pada semester keempat dengan tujuan agar siswa dapat menganalisis konstruksi kalimat dalam struktur yang benar. Ada tiga aplikasi seluler yang digunakanya itu Quizlet, Socrative, dan Sli.do. Aplikasi-aplikasi tersebut digunakan secara acak berdasarkan subtopik tertentu. Purposive sampling diterapkan untuk pengumpulan data. Data tersebut kemudian dianalisis menggunakan analisis berbasis konten. Ditemukan bahwa penggunaan aplikasi seluler mampu mempromosikan pembelajaran otonom siswa karena dapat meningkatkan keinginanan mahasiswa dalam menggali lebih banyak dan belajar lebih jauh untuk menemukan materi untuk subjek mereka, yaitu Sintaksis. Mereka ditantang untuk menemukan jawaban atas beberapa masalah yang diberikan oleh dosen. Mereka menjadi lebih kreatif dalam menyajikan ide-ide serta melakukan analisis diagram pohon pada konstruksi kalimat. Kata kunci: analisis berbasis konten; aplikasi seluler; otonomi pembelajaran; sintaksis
This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.
<p>This study is entitled “Students’ Perception on Quizizz as Digital Game-Based Learning Tool for Formative Assessments (A Study at the Tenth Grade of SMK Negeri 1 Wanareja in the Academic Year of 2021/2022)”. The study aimed at knowing how students’ perception on Quizizz as Digital Game-Based Learning tool and how Quizizz used for formative assessment. This research used a qualitative descriptive design. The subject of this research was the tenth-grade students of SMK Negeri 1 Wanareja in the academic year of 2021/2022. The population was 609 students divided into 17 classes consisted of 7 majors. The samples of this research were 150 students that were taken randomly from all classes. The data were collected using questionnaire, interview and document. Method triangulation was used as data validation technique. The result of this research showed that students gave positive responses on Quizizz as Digital Game-Based Learning tool dealing with students’ learning and engagement, rules and goals, clear outcomes and immediate feedback, and also students’ interaction. They also gave positive responses on Quizizz used for formative assessment in English class. Furthermore, the activities on Quizizz elicited evidence of learning, provided feedback as well as allowed students to own their learning.</p><p><strong>Keywords: </strong>students’ perception, Quizizz, Digital Game-Based Learning, formative assessment</p>
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