scholarly journals IMPROVING LANGUAGE POLITENESS OF DYAH GALIH AGUNG SENIOR AND JUNIOR HIGH SCHOOL STUDENTS

2018 ◽  
Vol 1 (1) ◽  
pp. 262-279
Author(s):  
Rahmadsyah Rangkuti ◽  
Zulfan Zulfan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Speech Acts ◽  
Social Relationship ◽  
Speech Act ◽  
Junior High ◽  
Speech Act Theory ◽  
Junior High School Students ◽  
School Students

This article analyzes the strategy for language politeness of Dyah Galih Agung Senior and Junior High School students, Deli Serdang District, which is realized through the use of speech acts. Every speaker should have knowledge on language politeness. Pragmatically speaking, language politeness is related and realized in speech acts. Speakers should understand speech contexts of their utterance and meanings contained in it. Some utterances may hurt the listeners but with choosing and using proper dictions and applying politeness, it will not hurt the listeners. The data collected using observation and conversation method (Sudaryanto, 2017) and then analyzed using Searle’s speech act theory (1979) and Leech’s politeness principles (2014). The findings show that the students in Dyah Galih Agung Senior and Junior High School, Deli Serdang District, use assertive, directive, commissive, and expressive speech act. Regarding the strategy for language politeness, the students use direct speech act more than indirect one which is influenced by the close social relationship among them. The findings also show that the application of Leech’s politeness strategy (2014) is able to improve the students’ language politeness ability.    

Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Musarokah Siti ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Final Examination ◽  
School Students ◽  
Cognitive Domains ◽  
Reading And Writing ◽  
Test Items

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination

A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students

2010 ◽  
Vol 4 (1) ◽  
pp. 239-253
Author(s):  
Sean Wiebe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Change ◽  
Junior High School ◽  
Critical Consciousness ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Poetic Inquiry ◽  
Classroom Conversation

In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.

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