Comparing Oral and Written Cooking Recipes Using Systemic Functional Grammar

This article compares oral and written cooking recipes of the same food created by the same person, by using systemic functional grammar. The aim of the article is to find out the similarities and differences of the language used in both recipes. The data are obtained from Jamie Oliver’s cooking show aired in a YouTube channel on how to make scones and the written recipe of the same food published in his website. The focus of the analysis is on the lexico-grammar of the clauses used in the texts. The result shows that there are more differences than similarities between the two texts. There are more clauses in the spoken text than those in the written text in terms of quantity and variety. In the ideational function, both texts have a similar variety of processes with the majority of material process showing imperatives of procedural texts and additional information using mental, existential, and relational processes, but in the written text there are two clauses using verbal process that are not found in the spoken text. In the interpersonal function, the two texts show demands of good and services and the use of modalities in expressing the expected results of the cooking process. In the spoken text, the relation between the cook and the audience is friendlier and closer than that in the written text. It is demonstrated in the use of vocatives and interrogatives that are not used in the written text. The textual functions show similar results in the use of conjunctions but the spoken text displays closer interpersonal textual functions found in the use of vocatives. The analyses of the three metafunctions of the two recipes may contribute to the study of food texts in linguistics that are relatively low compared to those in other disciplines.

English Speaking Problems and Solutions between Employees and Customers in Workplaces

Language is a very important tool for human communication. To be successful in speaking, people may use both verbal and non-verbal communication. Using effective communication may not be easy for many people. This study examined 40 Thai employees and 17 foreign customers from three hotels and three tour agencies in Trang, Thailand. The data for this study were collected through a questionnaire from 40 Thai employees. 17 foreign customers answered two open-ended questions, and then the interview was asked. The participants answered about problems and solutions in speaking English. The finding of this study showed that most employees and foreign customers had more verbal communication than non-verbal communication. However, they used several solutions to solve those problems based on their perspectives and experiences.

THE INFLUENCE OF RUNNING DICTATION METHOD ON STUDENTS’ DESCRIPTIVE TEXT WRITING ABILITY

This research was intended to find out whether or not there was a significant influence of running dictation on students’ descriptive text writing ability and to find out students’ responses toward running dictation method used for improving students in writing descriptive text. The research methodology was a quasi-experimental design. The population of this research was the tenth-grade students during the first semester of SMA Negeri 1 Jalan Cagak. The data from pre-test and post-test were analyzed by using SPSS 22.00. The data from questionnaires were analyzed by using a Likert Scale. The computation results of Independent Sample t-test it was obtained that Sig = 0.006 and α = 0.05. It means Ha is accepted because Sig < α = 0.05. It can be concluded there is a significant influence of running dictation method on students’ descriptive text writing ability. Furthermore, the results of questionnaires showed that most of the students (80%) gave positive responses toward running dictation method in writing descriptive text. It can be put forward that Running Dictation is effectively used for teaching writing descriptive text, the students are motivated, enjoyable to learn and their interest through English learning especially writing is rising.

Gender Differences in the Use of Hedging devices in Students’ Conversations

To minimize conflict that might happen during conversation, and one of the tools is hedging. In fact, there are some differences in using hedging between female and male students; therefore, this study is conducted with aims: first is to identify what types of hedging used by female and male students, and the second is to analyze gender differences in using hedging, and the third is to analyze the function of hedges used by students. This research uses a qualitative method and the data taken from 24 female students of the English department, and 24 students of Electrical engineering. Having been analyzed, it could be found out that hedges used by female English students are: plausibility shields (30%), rounders (15%), adaptors (7%) attribute (4%) including hedges taken from negative politeness strategy such as: question, hedge (10%), and the imposition, Rx is (7%). The last hedges often used as discourse markers are: ‘Hmm’ (10%), ‘Well’ (7%) and ‘Oh’ (6%). On contrast, male students mostly applied hedges: plausibility shields (12%), rounders (5%), adaptor (4%), attribute (4%). from negative politeness strategy, question, hedge to express politeness by using indirect question (7%), and the imposition, Rx to decrease the imposition of utterance (4%). Male students also apply some discourse markers as hedges such as: ‘well’ (12%), ‘Oh’ (6%) and ‘Hmm’ (5%). From the research it is also found that female students often show their hesitations, use long utterances while male students try to show their self-confidence, and they mostly utter to the point.

Modality in Donald Trump’s Speech on Iran’s Nuclear Deal

This paper reports the study of Donald Trump’s Speech on Iran’s Nuclear Deal which focuses on the types of modality. In analyzing, the data are taken from Donald Trump’s Speech on Iran’s Nuclear Deal. This study employed the framework of modality proposed by Halliday and Matthiessen (2004). The results showed 30 clauses containing modality which may be classified into modalization and modulation. Modalization consists of probability and usuality, while modulation has obligation and inclination. The findings give an insight how a politician, such as Donald Trump applies modality in his speech.

Grammatical Errors on EFL Students’ Final Project Writings

Making errors is an unavoidable part of learning a new language, especially for those who do not use that new language as their first medium of communication. Writing in a foreign language can be a considerably tough challenge for EFL learners, one of the problems is regarding the grammatical rules. This present study attempts to discover and analyze the grammatical errors found in EFL students’ final project writing. It employed a descriptive qualitative method using a textual analysis process by adopting the theory of Dulay et al regarding grammatical error analysis. (Dulay et al., 1982) classify grammatical errors into four; omission, addition, misformation, and misordering. Five students’ final projects with a total number of 2884 sentences became the object of this research. The final projects were taken from Politeknik Negeri Bandung (Polban) English Department graduates of 2018 and they were limited to the project of ‘Travel Writing’ only. Travel Writing was chosen due to the fact that it contains more various types of sentences, more complicated sentence structure, and higher level of language modification. The results of this study claim that all types of grammatical errors presented by Dulay et al are found in those five students’ final projects. Misformation is the most frequent error the students made in producing their travel writing products by 74% (380 out of 516 errors) while misordering is the least one by 1% (7 out of 516 errors). Theoretically, the findings can be a base for the next researchers to further analyze the cause of this error production. Meanwhile, practically the results can be used by curriculum makers as a guide to evaluate and develop new curriculum, syllabus, materials, and teaching methods which are more suitable for EFL students in order to communicate effectively and write skillfully. Keywords: error analysis, grammatical error, writing, travel writing

Students’ perception on the Digital Storytelling implementation on Developing the Writing Skills

This research tried to explore Civil Engineering students’ perception on the impact of Digital Storytelling strategy on developing the students’ writing skills. There were 48 participants from two classes in Civil Engineering Department in Politeknik Negeri Samarinda filled out the adopted questionnaires. The questionnaire was asked divided into two sections. The sections were the students’ perspective regarding the digital storytelling and the students’ writing. The results showed that 85% of the students agreed that Digital Storytelling helped them in the process of learning in the class. They found out that this strategy made them enjoy the class. And, whilst 88% of the participants agreed that the digital storytelling helped them to write well since they know the elements of writing. The keyword: Perception, digital storytelling, writing skills

Improving Engineering Students’ Ability in Writing Descriptive Text Using GBA

Writing is one of the English skills needed by engineering students to express their knowledge and skill relating to their major. Based on the researcher’s teaching experience, students still have low ability in writing. In this research, the researcher made an effort to improve their descriptive writing text in an engineering context. The aim was to increase their ability to make descriptive text using Genre Based Approach. The research was carried out in the Road and Bridge Planning Study Program in the Civil Engineering Department of a Polytechnic in Indonesia. The sample included the students of the study program. The design of the research was the Pre Test-Post Test Design. The result shows that the students’ writing ability can be increased by applying the GBA teaching procedure with adjustment to their major and level of English capability. This strategy can be used as an alternative to improve students’ ability to make descriptive texts in an engineering context.

Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills

ABSTRACT Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method

Analyzing Students’ Voice of Using Semantic Mapping Technique in Oral Presentation Class

Oral presentation skill is one of the crucial skills which should be possessed by students in higher education. Students are expected to be able to express their ideas and show their understanding of the subject matter, either in verbal or non-verbal communication. Semantic mapping is a strategy which can be used to manage ideas in delivering topics of oral presentation. Therefore, the aim of this study is to explore what students perceive the use of semantic mapping in their oral presentation class. Thirty students were involved in this study. They joined 800 minutes of Teaching English to Young Learners (TEYL) subject. They should read and report what they have read orally through group presentations. Their oral presentation skills were assessed based on four aspects: quality of information and organization, quality of non-verbal communication, visual tools, appropriate use of terminology, as well as precision and details in the document produced. At the end of the course, it was revealed that the use of semantic mapping could help students in giving an effective oral presentation. It can improve students' performance in oral presentation project by enhancing the quality of presentation criteria aforementioned above. The result of the questionnaire also revealed that students positively perceive the use of semantic mapping when giving an oral presentation. They claim that the use of semantic mapping is beneficial for them for giving an effective oral presentation. Keywords: oral presentation, semantic mapping, students’ perception, TEYL