Rhetoric Structure of the Master of Ceremony and the Function of the Akikah Event in Lubuklinggau City

This research attempted at investigating the types of lexical cohesion and grammatical cohesion used in thesis abstracts composed by undergraduate English department students of Universitas Bengkulu and also the errors of using cohesion. The research was designed as a descriptive quantitative method. The corpus of this study was 30 thesis abstracts composed by undergraduate English department students of Universitas Bengkulu. The instrument of this research was self-developed checklist. In analyzing data, the researchers were using formula by Sugiono. The results of this research showed that : 1.) There were 458 as the total number of six lexical cohesion types found in 30 thesis abstracts and the most dominant type is Repetition (58.7%). 2.) There were 783 as the total number of four grammatical cohesion types found in 30 thesis abstracts and the most dominant type is Reference (70.2%). 3.) There werere three errors of using cohesion namely omission of conjunction and selection of conjunction. Therefore, it was concluded that the thesis abstracts composed by undergraduate English department students of Universitas Bengkulu were in the percentage of 99.76% good.

Section: A Introductionmentioning

confidence: 99%

Types of Lexical Cohesion and Grammatical Cohesion in Thesis Abstracts

Kirana

Mukhrizal

Jayanti

2020

“…Communication in a foreign language sometimes can be a stressful activity for the learners because they are used to using their first or mother tongue language and they have to speak the language that is not their first or mother tongue. Speaking is one of English skills that could deliver and express the ideas of the communicant (Diani, et al, 2019;Syafryadin, et al, 2013;Syafryadin, et al, 2020;Noermanzah, et al;. Besides, speaking can contain the structure of the rhetoric that could make someone feel afraid of speaking because speaking had many elements that must be mastered (Noermanzah, et al;Syafryadin, Atanasius Gabe Hardional Sinaga, Syahrial, Gita Mutiara Hati Students' Speaking Anxiety in English Class 2020).…”

Section: A Introductionmentioning

confidence: 99%

“…Speaking is one of English skills that could deliver and express the ideas of the communicant (Diani, et al, 2019;Syafryadin, et al, 2013;Syafryadin, et al, 2020;Noermanzah, et al;. Besides, speaking can contain the structure of the rhetoric that could make someone feel afraid of speaking because speaking had many elements that must be mastered (Noermanzah, et al;Syafryadin, Atanasius Gabe Hardional Sinaga, Syahrial, Gita Mutiara Hati Students' Speaking Anxiety in English Class 2020). "Speaking in the target language seems to be threatening aspect of foreign language learning", stated by Horwitz et al(1986).…”

Section: A Introductionmentioning

confidence: 99%

Students’ Speaking Anxiety in English Class

Sinaga

Syahrial

Hati

2020

This research aimed to find out the level of students’ speaking anxiety students in English class and the most dominant factors that caused students’ speaking anxiety faced by the third grade students of Junior High School in SMPN 15 Bengkulu in English Classroom. This research used descriptive quantitative design with questionnaire as the instrument. The questionnaire of this research was Foreign Language Classroom Anxiety Scale (FLCAS) proposed by Horwitz et al. (1983). The data has been analyzed by using SPSS program. The population of this research was the third grade students in SMPN 15 Bengkulu. The total is 7 classes: class A, Class B, Class C, Class D, Class E, Class F, and Class G. The total number of population is 163 students. From 7 classes, the researcher decided to take only 20% of student each. The result of this research showed that the majority of the students of the third-grade were Mildly Anxious level and the most dominant factors causing the student speaking anxiety was the Fear of Negative Evaluation. According to the result, most of the students were already feel anxious about the fact that they had to speak in a group or individually and also being evaluated by the teacher in front of the English class. In conclusion, the researcher found that students are afraid to speak up in front of the class because they always think that other students will laugh at them and judge the student who speaks in front of the class. This might make the student’s speaking anxiety arise and make them to stay silent instead of speaking.

“…Language is productive, meaning that it can develop according to the changing times. Therefore, language is the most essential thing in human life (Noermanzah, et al 2020;Syafryadin, et al 2019). It is because language especially spoken language is one of the ways to deliver the ideas or messages to other people (Syafryadin, et al 2020;Ratih, et al 2020) During its development, especially local languages are increasingly marginalized and even abandoned.…”

Section: A Introductionmentioning

confidence: 99%

The Preservation of Balinese Spoken Language at the Ngaben and Potong Gigi Event

Astiti

Wardarita

Fitriani

2020

This study aimed to describe the preservation of Balinese spoken language in the Ngaben and Potong Gigi events in Nusa Raya Village, Belitang III District, East OKU Regency. The method used in this research was a descriptive qualitative method. Data collection techniques in this study used observation and recording techniques. The results showed that the preservation of Balinese spoken language at the Ngaben event consisting of (1) the family domain, (2) the work background domain, (3) the religion domain, (4) the customs domain, while the retention of Balinese spoken language at the Potong Gigi event consisted of (1) Sangkep activity / Traditional meeting, (2) the core activities of Metatah/Potong Gigi remained very well. Based on the results of the study, it can be concluded that the preservation of Balinese spoken language in the Ngaben and Potong Gigi event in Nusa Raya Village, Belitang III District still survives well.