New Media Language

Aitchison, Jean; Lewis, Diana M.

doi:10.4324/9780203696965

Cited by 29 publications

(10 citation statements)

References 1 publication

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“…Studies have already implemented stylistic analysis on various types of passage in different focuses (Agu, 2015;Ejupi, Iseni, Siljanovska, & Hossain, 2014;Maulida, 2020). Some studies used stylistics specifically on NP in cosmetic names (Radzi, & Musa, 2017), novels (Pratama & Isti'anah, 2017), and newspapers (Biber, 2004). IELTS students, who are already familiar with English, face another challenge with how they style their thoughts in their writing.…”

Section: Figure 1 Construction Of Noun Phrasementioning

confidence: 99%

“…However, the materials lacked direct suggestions on how to style their NP as guidance to help students understand (Abdulmughni, 2019). For example, it did not explain that the length of NP could also be affected by the target readers they intended (Biber, 2004). More extended, more complex NPs were commonly used in academic literature with high literacy readers, during the short, simpler NP for broader target readers.…”

Section: Stylistic-integrated Learning Materialsmentioning

confidence: 99%

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Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases

Andriani

Noviani

Bram

2021

JFLTL

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In the IELTS writing preparation class, the teacher can facilitate the students by integrating the stylistic approach in building writing students’ style. Not only achieving the primary goals in English proficiency by focusing on the writing style, but students can also comfortably share their ideas in their style. The paper examined the stylistics integrated material in IELTS writing through noun phrase construction. This study employed a qualitative method and a descriptive design. The data were collected using structured observation sheets as the instrument and were analyzed stylistically. Writing materials and the writing results of 12 students at an English course were collected. Results showed that stylistics was used in phrase complexity and ambiguity as a part of writing strategies. It was supported by the three dominant types of noun phrases produced by the students in their writing: determiner + head, determiner + pre-modifier + head, and pre-modifier + head, as the evidence of the implementation of integrated material in IELTS writing. For the noun phrase uses, the students could vary the noun phrases in their complexity, function, and type in their tests, though the variations in each of those aspects were still low. Implications of the results are stylistics could be implemented in language learning-teaching activities in general. It could encourage students to develop their writing style for self-expression and more explicit writing products.

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Section: Figure 1 Construction Of Noun Phrasementioning

confidence: 99%

Section: Stylistic-integrated Learning Materialsmentioning

confidence: 99%

Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases

Andriani

Noviani

Bram

2021

JFLTL

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“…Post-modifier allows large-scale expansion of the amount of information that can be fitted into a nominal group (Gerot & Peter, 1995). It provides additional defining or circumstantial information about the Thing (Gerot & Peter, 1995) and serves to provide a precise meaning to the phrase so that readers can better understand what is meant by the phrase (Aitchison & Lewis, 2004). Furthermore, Bieber (Aitchison & Lewis, 2004) explained that the use of post-modifiers, especially those in the form of attributive adjectives and prepositional phrases, indicates that a text has a "focus of information."…”

Section: Introductionmentioning

confidence: 99%

“…It provides additional defining or circumstantial information about the Thing (Gerot & Peter, 1995) and serves to provide a precise meaning to the phrase so that readers can better understand what is meant by the phrase (Aitchison & Lewis, 2004). Furthermore, Bieber (Aitchison & Lewis, 2004) explained that the use of post-modifiers, especially those in the form of attributive adjectives and prepositional phrases, indicates that a text has a "focus of information." The existence of a post-modifier makes simple sentences in job advertisements longer, which may lead to different perceptions and understanding among readers.…”

Section: Introductionmentioning

confidence: 99%

Post-Nominal Modifier in English Job Advertisements in Jobstreet.com

Bakhti

2020

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Job advertisements are featured by the use of simple sentences and complex nominal groups that can cause possible different perceptions between one reader and another. Therefore, carefulness in understanding job advertisements is a matter of urgency. One characteristic of a complex nominal group used in job advertisements is the post-nominal modifier, which functions to give clear meaning to the nominal group itself. This study examines the use of post-nominal modifiers and aims to identify the constituent elements as well as the types of circumstantial elements in post-nominal modifiers contained in English language job advertisements. The job advertisements were obtained from one of the largest job market websites in Indonesia; jobstreet.com. This study used a descriptive qualitative method through the Systemic Functional Linguistics (SFL) approach. The results found that all post-nominal modifiers consist of prepositional phrases, with the preposition "in" (60%), "of" (14.3%), "with" (11.4%), "as" (4.3%), and "at", "for", and "to" (1.4%). Meanwhile, the types of circumstantial elements found in the post-nominal modifier are the type of matter (80%), mannermeans category (7.1%), accompaniment-comitative category (4.3%), location-place category (4.3%), and the role-guise category (4.3%). The result of this study is significant to the teaching and learning of text analysis and English grammar, especially in the discussion of noun groups or prepositional phrases.

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“…According to Aitchison & Lewis (2004) vocabulary is a set of words known to a person or other eternity, or that are parts of specific language. In addition, vocabulary is an essential part in learning language, includes foreign language.…”

Section: Introductionmentioning

confidence: 99%

Improving Vocabulary Mastery Using Picture for Second Grade Students at SLB- C Tut Wuri Handayani

Handayani¹,

Muddin

2018

J. PRJ

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Communication is always needed in the lifes of human. The human communicate using different language. The language used always has vocabulary to understand. So, the communication can ocuur well. The vocabulary of language is a basis in learning language, includes English as foreign language in Indonesia that learnt by students elementary school untill University. Learning vocabulary of language is not easy especially for the students who has mental retardation. It was proved by the observation at Second Grade of SLB C Tut Wuri handayani that shows that they are low to memorize and difficult to say the vocabulary of English. To solve the problem, the writer conducted the research by using picture media to improve student’s vocabulary mastery. This research used qualitative research design with Classroom Action Research Method. The sample of this reearch was 5 students at second grade. The instrument used was observation then the data collection and analysis was observation. The result of this research shows that the student’s vocabulary mastery in learning english towards Mental retadartion students at SLB- C Tut Wuri Handayani was improved. Keywords: Vocabulary, Picture Media

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New Media Language

Cited by 29 publications

References 1 publication

Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases

Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases

Post-Nominal Modifier in English Job Advertisements in Jobstreet.com

Improving Vocabulary Mastery Using Picture for Second Grade Students at SLB- C Tut Wuri Handayani

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