scholarly journals Penggunaan Modal Verbs Bahasa Inggris dalam Ketrampilan Berbicara

2020 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Maria Theresia Priyastuti
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Process ◽  
Role Play ◽  
English Learning ◽  
Modal Verbs ◽  
Main Form ◽  
Modal Verb ◽  
Deontic Modality ◽  
Descriptive Qualitative

This research discusses the form of modality and the meaning of modality in English learning process using role play method. This research discusses the form of modality and the meaning of modality in English learning process using role play method. Objective to describe the form of modality and to explain the meaning of modality. The form of modality that is used in speaking is deontic modality with the modal verbs such as “must, has to atau have to, should, can/could” and the meanings of modality which are found, are order/necessity modality and permission modality. Descriptive qualitative with equal pragmatic methods. The data were taken from the conversation of role play which contained modal verbs. The sampling of the research were used  randomly when the nursing students did role play of giving health education with diet program theme. firstly, the main form of modality in the conversation of role play using modal verb “can and will”. Secondly the meaning of modality which is often found in conversation of role play is deontic modality for asking permission. The nursing students are able to use English modal verbs correctly  in role play learning process.

scholarly journals Tindak Tutur “Request” Bahasa Inggris dalam Metode Role Play pada Mahasiswa Keperawatan

2020 ◽  
Vol 1 (1) ◽  
pp. 21-28
Author(s):  
Maria Theresia Priyastuti
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Process ◽  
Speech Acts ◽  
Speech Act ◽  
Role Play ◽  
English Learning ◽  
Education Data ◽  
Participatory Observation ◽  
Observation Results

This research discusses the form of request and the strategy of request in English learning process using role play method. Objective: to describe the form of request and the strategy of request in English learning process using role play method. Method: descriptive qualitative with equal pragmatic methods using theory of Edmondson and House and Aijmer. The data were taken from role play conversation which contained speech act of request. The total sampling were used  20 groups when the nursing students did role play of giving health education. Data methods used listening and direct observation (participatory observation). Results: firstly, speech acts of assertive request in English learning that often used in role play conversations are "you can .., you must (have to), you should ... you had better" and tentative requests for speech acts are "can you ...?, And would you ...? ". Secondly The speech act of the request strategy asserts that it is possible for the hearer to do something and asks for permission to do something. Conclusions: the form and the strategy of requests are found in English learning process using role play method.

scholarly journals Indonesian EFL Nursing Students’ Learning Process: Obstacles & Expectations

2018 ◽  
Vol 2 (2) ◽  
pp. 133
Author(s):  
Gilang Rajasa
Keyword(s):  
Nursing Students ◽  
Learning Process ◽  
Time Management ◽  
Qualitative Methodology ◽  
English Language ◽  
Structured Interview ◽  
English Learning ◽  
Schedule Management ◽  
Classroom Activities ◽  
Management Curriculum

Nursing students learn English language as specific purposes (ESP). They should be able to learn do communication in English to be a professional nurse. However, learning English was not an easy game to do. There will be some difficulties and adjustment along the learning process. Thus, the research is aimed at. A descriptive qualitative methodology as the foundation to investigate the obstacles in the learning process among Indonesian EFL nursing students and to examine the nursing students’ expectation in English learning process. Open-ended questionnaire and semi-structured interview would be the instruments to gain support some information. About 24 respondents and 3 of representatives of 7th semester nursing students would be the respondents. The result showed that besides grammar, structure, and tenses application, four skills implementation, lecturer’s effects, and institution’s regulations (curriculum management distribution, time schedule management, connection problem between staffs authority and lecturer) would be the major obstacles. Meanwhile, better communication among nursing institute stakeholders about schedule, time management, curriculum and modifying classroom activities could be the better expectation emerged to reduce the EFL nursing students’ obstacles. This research concluded that adjusting the regulation for the English subject curriculum and altering nursing students to encourage and motivate themselves to learn about English could change the outcome and situation to build pedagogical implication and to plan more comprehensive English learning activities.

scholarly journals The Difference Between Modal Verbs in Deontic and Epistemic Modality

Humaniora ◽  
2012 ◽  
Vol 3 (2) ◽  
pp. 532 ◽  
Author(s):  
Menik Winiharti
Keyword(s):  
Language Teachers ◽  
Epistemic Modality ◽  
Modal Verbs ◽  
Clear Cut ◽  
Modal Verb ◽  
Deontic Modality ◽  
The Difference ◽  
Single Proposition

Modality is always interesting to discuss. Understanding it is crucial for both language teachers and learners. This essay discusses the concept of modality, its types and uses. It has a goal to find the difference between deontic and epistemic modality that is indicated by their modal verbs. It also provides the readers a better understanding of modality, particularly of its types and uses. The result of the analysis shows that in general, deontic modality indicates obligation and permission, while epistemic modality expresses possibility and prediction. However, the difference between deontic and epistemic modality is not a clear cut, since one single modal verb can express both types, and one single proposition can be expressed by more than one modal verb.  

scholarly journals Students’ Obstacles on Autonomous English Learning

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Andi Dian Rahmawan
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
English Education ◽  
Autonomous Learning ◽  
English Learning ◽  
Data Source ◽  
The Subject ◽  
Basic Need ◽  
Learning English ◽  
Descriptive Qualitative

This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.

Italian children's understanding of the epistemic and deontic modal verbs dovere (must) and potere (may)

2002 ◽  
Vol 29 (1) ◽  
pp. 87-107 ◽  
Author(s):  
ELISABETTA BASCELLI ◽  
MARIA SILVIA BARBIERI
Keyword(s):  
Epistemic Modality ◽  
The Other ◽  
Dual Function ◽  
Full Understanding ◽  
Modal Verbs ◽  
Epistemic Modal ◽  
Single Sentence ◽  
Modal Verb ◽  
Deontic Modality

This study assesses children's understanding of the Italian modal verbs dovere (must) and potere (may) in their dual function of qualification of the speaker's beliefs (epistemic modality) and behaviour regulation (deontic modality). 192 children and 60 adults participated in the experiment. Children aged 3;0 to 9;2 were presented with two tasks: one assessed their understanding of modal expressions in the epistemic domain – looking for an object by following the information contained in a sentence; the other assessed their understanding of modal expressions in the deontic domain – acting according to obligations, permissions and prohibitions in the context of a game. Half of the subjects carried out the tasks in a single-sentence format and half carried out the tasks in a double-sentence format. In the single-sentence format the subjects had to follow the directions supplied by a modalized sentence; in the double-sentence format they had to follow the directions supplied by the sentence containing the stronger modal verb. Our results show that the understanding of deontic modal forms precedes the understanding of epistemic modal forms and that a full understanding of the strength of different modal forms is achieved only at eight years.

scholarly journals Modaalsuse tõlkimisest: rootsi modaaltegusõna böra ja selle tõlkevasted eesti keeles

2016 ◽  
Vol 7 (2) ◽  
pp. 93-123
Author(s):  
Anu Laanemets ◽  
Helena Mihkelson
Keyword(s):  
Comparative Research ◽  
Significant Proportion ◽  
Research Translation ◽  
Subtle Difference ◽  
Modal Verbs ◽  
Semantic Map ◽  
Modal Verb ◽  
Current Article ◽  
Deontic Modality ◽  
Estonian Language

Kokkuvõte. Käesolevas artiklis käsitletakse rootsi modaaltegusõna böra kasutust autentsetes tekstides ning erinevaid strateegiaid, mida on eesti keeles selle tegusõna oleviku vormi bör ja lihtminevikuvormi borde tähenduste tõlkimisel kasutatud. Uurimuse empiiriliseks aluseks on tõlkekorpus, mis koosneb rootsikeelsetest originaaltekstidest ning nende eestikeelsetest tõlgetest. Modaaltegusõnade analüüs lähtub van der Auwera ja Plungiani (1998) modaalsuste mudelist, mille põhjal modaalsus jaotatakse episteemiliseks, deontiliseks, mittedeontiliseks ja dünaamiliseks. Uurimuse tulemused näitasid, et kuigi modaaltegusõna böra olevikuvormi bör ja lihtminevikuvormi borde leidus tekstides võrdsel määral, esineb nende kasutuses mitmeid erinevusi. Kui bör’il on siinse korpuse materjalis valdavalt deontiline tähendus, siis borde esineb kõigis modaalkategooriates. Uurimuse tulemuste põhjal võime väita, et bör’i kasutus on kitsam ning ilmutab ka žanrilise spetsialiseerumise märke, kuivõrd seda kasutatakse tihti juhendites. Tõlkevastete analüüsist selgus, et rootsi modaalverbid bör ja borde on tõlgitud valdavalt modaalverbidega pidama, tulema, tohtima, võima, saama. Kõrvalekaldeid modaalsuse edasiandmisel esines vähesel määral, enamasti eitust sisaldavates lausetes, kuid kõige keerukam aspekt tõlkimisel näib olevat bör’i ja borde vahelise kraadierinevuse edasiandmine, mille puhul eesti keeles kasutatakse vaheldumisi indikatiivi ja konditsionaali vormi.Abstract. Anu Laanemets and Helena Mihkelson: Translating modality – the Swedish modal verb böra and its Estonian translation equivalents. Based on a Swedish-Estonian translation corpus, the current article examines the use of the Swedish modal verb böra (should, ought to), more specifically its present tense form bör and preterite form borde, and the strategies that have been used to translate this modal verb into Estonian. The analysis is based on the semantic map of modality by van der Auwera and Plungian (1998). The results reveal that although the occurrence of bör and borde in the Swedish texts has approximately the same frequency, their usage differs in several respects. Namely, borde covers a broader spectrum of modality, occurring in epistemic, deontic, non-deontic and dynamic usage, whereas bör mostly conveys deontic modality. Moreover, bör shows signs of genre specificity as it can often be found in instructions. The analysis of the Estonian translation equivalents reveals that the most common translation of the Swedish bör/borde is an Estonian modal verb. There are not many cases of changed modality but translators find it hard to convey the subtle difference between bör and borde in the Estonian language as this difference is only a matter of degree. The tendency seems to be that borde is most often translated with Estonian verbs in the conditional mood as the latter could be said to have the same attenuating effect as the Swedish preterite form, while the indicative mood is much more frequently represented among the equivalents of bör. However, this usage is rather unsystematic as a significant proportion of the equivalents of bör is still in the conditional mood.Keywords: modality; modal verbs; comparative research; translation corpus; translation; Swedish; Estonian

scholarly journals Communicative Language Teaching (CLT) through Role Play and Task-Based Instruction

2019 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Kartini Rahmatillah
Keyword(s):  
Learning Process ◽  
Language Teaching ◽  
Role Play ◽  
Communicative Language Teaching ◽  
English Learning ◽  
Quantitative And Qualitative Research ◽  
Based Instruction ◽  
Task Based Instruction ◽  
And Task ◽  
Learning English

This research focuses on several aims, first whether Communicative Language Teaching (CLT) through Role Play and Task Based Instruction best implemented in English learning process in STIE Madani Balikpapan.Second it aims to prove whether Communicative Language Teaching (CLT) can improve students’ English skill based on TOEFL score. Third, it aims to find out students’ perception about the implementation of Communicative Language Teaching (CLT) in English learning process in STIE Madani Balikpapan.It is a combination of quantitative and qualitative research in which survey, experiment, and interview are done related to the aims of the research. The sample is 37 students from two classes that took English Practice/TOEFL subject in academic year of 2019-2020. The result stated that Communicative Language Teaching (CLT) is best implemented through role play and task based instruction.CLT helps students to better achieve their TOEFL score since there is an increase between the pretest and the post-test. Through the use of Communicative Language Teaching (CLT) approach in class, students feel they have interest more in learning English, do not feel afraid in making mistake again because they know they are still learning, and it helps them better in communication. Communicative Language Teaching (CLT) is a better promising way of learning English since in which students are practicing English as if they are using it in real situation.Further suggestion is that to make use of this approach in classroom activities and encourages students to actively participate in each activities, whether in classroom or outside the classroom. 

scholarly journals Developing Students’ Intelligent Character through Linguistic Politeness: The Case of English as a Foreign Language for Indonesian Students

2015 ◽  
Vol 9 (1) ◽  
pp. 101
Author(s):  
Nanik Mariani
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Learning Process ◽  
Emotional Development ◽  
Role Play ◽  
Preliminary Observation ◽  
Learning Activities ◽  
English Learning ◽  
School Based ◽  
Linguistic Politeness

<p>English is a foreign language that must be taught at school, particularly in secondary school. Based on a preliminary observation of several secondary schools in Banjarmasin, it appears that the English taught focuses most on concepts or language formulas. Most of the students who interact in English during the learning process do not use expressions that contain linguistic politeness, as is required. The learning of linguistic politeness is not emphasized, while it is an effort to develop students’ intelligent characters. This study primarily focuses on the investigation of teachers’ linguistic politeness while interacting with the students, students’ linguistic politeness, while interacting with the teachers, the students’ linguistic politeness while interacting with their peers during the learning process in the classroom, how the teacher forms the students’ linguistic politeness in the classroom, and how the linguistic politeness can develop students’ intelligent characters. This study is one of classroom action research. Two cycles, in which each cycle consists of two meetings, are employed. After linguistic politeness is taught in four meetings through students’ wheel and role play, it can be stated that during the English learning process in the classroom, the students have the opportunity to speak and practice linguistic politeness in English while interacting with their teachers and or other students. The forming of linguistic politeness in English can develop the students’ intelligent characters from the beginning to the end of the learning activities. The students also become accustomed to employing polite vocabulary or expression in English that can improve their spiritual and emotional development, the aim of which is to lead to intelligence, primarily emotional intelligence.</p>

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