TEACHING RHETORICS THROUGH LANGUAGES IN ADVERTISEMENTS

Advertisements are persuasive communication (Maggie-Jo, 1994). The language used in advertisement is very carefully chosen to have special effects. The words will create images as well as information, and often there will be more than one meaning of some expressions. Duran (1987) says that rhetorical pattern also can be found in the illustration of advertisement. Corbett and Connors (1999) point out that advertisement is a form of deliberative rhetoric. Deliberative discourse is an attempt to change the attitude and actions of the audience or the readers in regard to a matter of public concern. In using deliberative rhetoric, the author is trying to persuade a person to take some future action and that the recommended action is either good in itself or something that will benefit the person. The research is aimed to reach several purposes: 1) observing the text of advertisement, in terms of its type of language, creative strategy, type of sign and its assessment 2) ensuring English teachers that rhetorical pattern also can be found in advertisement, so it can be used as literature source

PELATIHAN “TIPS DAN TRIK MENDAPATKAN SKOR TINGGI DALAM TEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION (TOEIC)†DI SMK ASSALAM KOTA BANDUNG

Salah satu target lulusan  Sekolah Menengah Kejuruan (SMK) adalah kesiapan untuk bekerja. Mereka bisa bekerja dengan cepat dari keterampilan yang dimilikinya sejak duduk di bangku sekolah. Kemudahan mendapat pekerjaan ini tentu harus ditopang dengan kemampuan berbahasa asing temasuk Bahasa Inggris dan salah satu sertifikasi kemampuan Bahasa asing yang diakui secara internasional adalah TOEIC atau Test of English for International Communication. Melihat pentingnya penguasaan TOEIC ini, dan ternyata di sekolah hal ini belum menjadi mata pelajaran tersendiri, maka untuk itulah pengabdian masyarakat ini dilakukan. Kegiatan ini dilaksanakan di SMK Assalam Cibaduyut kelas XII yang diikuti oleh 30 orang siswa. Dalam pelaksanaanya, ada dua tahap, yaitu: 1) Tahap Introduction, yaitu pengenalan tentang apa itu TOEIC, apa tujuan TOEIC, bagaimana jenis soalnya dan apa saja tips mengerjakan soalnya, 2) Tahap Simulasi, dimana siswa mencoba mengerjakan soal-soal TOEIC dan dibahas jawabannya bersama-sama.Â

Analysis of Laskar Pelangi in English Version Based on Transitivity Theory

This study aims to investigate the characterizations of Lintang in the English version of Laskar Pelangi novel (2009), The Rainbow Troops, based on Transitivity. As the unit of analysis, the data are 30 selected clauses, both uttered by Lintang himself or the narrator. The clauses are arranged chronologically based on the plot of the story consisting of phase 1 (opening), phase 2 (conflict & climax), and phase 3 (closing). This research employs qualitative descriptive design (Fraenkel & Wallen, 2007: 430). The approach for this research is narrative inquiry. According to Croker (Heigham & Croker, 2009: 16), among disciplines using narrative inquiry are anthropology, sociology, history, psychology and literature. The results show that based on transitivity theory, the characterizations of Lintang are represented and portrayed by the types of process and participant in every clause. Among his emerging characterizations are: hyperactive, brave, never-gives-up kid, heroism, and willing to sacrifice for his family

Technology-Enhanced Language Learning (TELL) in an English as a Foreign Language (EFL) Classroom: A Substitution, Augmentation, Modification and Redefinition (SAMR) Framework

Rapid advancement of technology has affected many aspects of human’s life. In educational context, it creates opportunities for teachers to deliver lessons by integrating technology in their classes. Through qualitative study, this research was done in one vocational school, involving one EFL teacher and 36 students. There were three research questions posed: 1) Viewed from SAMR framework, how is TELL implemented in an EFL classroom? 2) What are the challenges and their solutions when implementing TELL in the similar context? and 3) What are students’ perceptions towards the implementation of TELL in their EFL classroom? To answer the questions, 14 meetings of classroom participatory observation were done. Then, retrospective interview was conducted to confirm the data. Students’ perceptions were investigated through questionnaire. The first finding showed that, the EFL teacher utilized different technology (web-based and non web-based) tools including several technology applications, such as: learning management system (LMS) applications (e.g.: Google Classroom), language learning applications (e.g.: LyricsGaps, QR Code, and Speechnotes), game-based applications (e.g.: Kahoot and Akinator), poster & video-maker applications (e.g.: Canva and Kinemaster) and certain English language learning websites. About 79% (11 meetings) of technology integration activities were classified into augmentation activities (technology was substituted for certain traditional teaching tools, but with significant enhancements to students’ learning experiences). Then 7% (1 meeting) of technology integration activity was classified into modification activities (technology integration requires a significant redesign of tasks). And 14% (2 meetings) of technology integration activity was classified into redefinition activities (technology allows for new tasks that were previously inconceivable with traditional teaching tools). The second finding revealed internal and external challenges during technology integration activities, e.g.: motivation, accessibility, support and training. Finally, the third result revealed that students positively perceived technology integration activities in learning English

An Analysis of Language Varieties Used by English Teachers in Young Learners Classes

One of competences which teachers should possess is strategic competence. In the classes of English Language Teaching (ELT), teachers must be able to communicate either verbally or non-verbally with students to stimulate them to learn English effectively. This paper attempts to shed some light on language varieties used by English teachers in English to Young Leaners (EYL) classes. The language variation investigated is specified into the way how teachers give instruction, according to Holmes (1993), which is grouped into three categories: descriptive sentences, imperative sentences and interrogative sentences. On the ground of doing this study, two EYL teachers were involved. Since this research employs qualitative research design, the data for this study were gained through direct observation and teacher reflective notes. The study revealed that imperative sentences dominate the expressions used by teachers in EYL classes followed by questions and declarative sentences. Total Physical Response (TPR) is still assumed to be the most effective way to teach English to young learners. Â

PENINGKATAN LITERASI TEKNOLOGI GURU BAHASA INGGRIS MELALUI PELATIHAN DIGITAL STORYTELLING DI KECAMATAN JALAN CAGAK - SUBANG

ABSTRAKDi era industry 4,0, penggunaan teknologi dalam proses pembelajaran merupakan sebuah kebutuhan. Dari sisi siswa sebagai peserta didik pun, penggunaan teknologi sudah merupakan sebuah gaya hidup (lifestyle) karena karakteristik mereka sebagai digital natives. Selain motivasi peserta didik, metode dan teknik pengajaran yang digunakan oleh guru Bahasa Inggris pun menjadi salah satu faktor penentu keberhasilan belajar. Sayangnya, kemampuan guru Bahasa Inggris untuk menyajikan materi Bahasa Inggris secara menarik dan inovatif, khususnya di tingkat Pendidikan Anak Usia Dini (PAUD) dan Sekolah Dasar (SD) masih sangat kurang. Program pengabdian kepada masyarakat ini bertujuan untuk mengedukasi guru-guru Bahasa Inggris di Tingkat PAUD dan SD di Kecamatan Jalan Cagak di Kabupaten Subang mengenai salah satu teknik pengajaran Bahasa Inggris dengan melibatkan teknologi, yaitu Digital Storytelling. Ada tiga tahapan yang dilakukan dalam kegiatan pengabdian kepada masyarakat  ini, yaitu: 1) Sesi pengenalan karakter pembelajar Bahasa Inggris usia dini dan pengajaran Bahasa Inggris yang mengintegrasikan 4 skill bahasa (Integrated Skills), 2) Sesi pengenalan materi Digital Storytelling dan 3) Sesi presentasi hasil Digital Storytelling yang dibuat oleh para peserta.Kata Kunci: Digital Storytelling, Anak Usia Dini, Pengajaran Bahasa Inggris ABSTRACTIn the industrial era 4.0, the use of technology in the learning process is a necessity. Even in terms of students as students, the use of technology has become a lifestyle because of their characteristics as digital natives. In addition to the motivation of students, teaching methods and techniques used by English teachers also become one of the determining factors for learning success. Unfortunately, the ability of English teachers to present English material in an interesting and innovative way, especially at the Early Childhood Education (PAUD) and Elementary School (SD) level is still lacking. This community service program aims to educate English teachers at the PAUD and SD level in Jalan Cagak Subdistrict in Subang Regency regarding one of the techniques of teaching English by involving technology, namely Digital Storytelling. There are three stages carried out in this community service activity, namely: 1) Character recognition sessions for early English learners and English teaching that integrate 4 language skills (Integrated Skills), 2) Digital Storytelling material introduction sessions and 3) Presentation sessions Digital Storytelling results made by the participants.Keywords: Digital Storytelling, Early Childhood, English Language Teachin

Indonesian Students Awareness of Verbal and Non-Verbal Intercultural Differences at the Global Workplace

The aim of this paper is to describe Indonesian students awareness about cultural differences happens in the global workplace. The students followed 600 minutes of Intercultural Communication course in six weeks. The research involved 36 students of English Education Department, who filled out 12 questions of questionnaire about cultural awareness. The result showed that most students had proper verbal and nonverbal awareness related with the intercultural differences at the global space. The result was supported by Hanvey (1979) statement who stated that the level of most students at level three. They were aware of significant and subtle cultural traits that contrast markedly with ones own but can be understood cognitively. This research suggests that the next researcher can dig more perspective not only from students but also from other occupations. Besides that, another instrument like interview or participant observation also can be applied to get more information

PROMOTING ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT (TPD) THROUGH THE PRACTICE OF LESSON STUDY

This paper sheds some lights on the practice of lesson study conducted in higher education level in relations to teacher professional development. This study employed an explorative research design which involved a team of three English teachers of STKIP Siliwangi and one class of English Department. The team was involved in jointly designing, teaching, researching, refining a research lesson. The research was conducted in three cycles, in which each cycle was evaluated. The data were collected through two instruments: classroom observation and teachers’ reflective notes. The result revealed that the practice of lesson study can create multiple pathways for teaching improvement, especially in terms of collaborative activities done by teachers involved in the lesson study team. The result also revealed that the practice of lesson study the practice of lesson study can improve not only students’ academic skills, but also students’ social skills

EXPLORING THE POTENTIALS OF TECHNOLOGY INTEGRATION FOR TEACHING LANGUAGE SKILLS: A LITERATURE REVIEW

The use of technology has become an essential element in teaching and learning process. Usually, each language class uses some type of technology tools that are used to support and enhance language learning. They are tools to help teachers facilitate their students' language learning. This research focuses on the role of technology in learning English as a foreign and second language. It addresses the significance of technology that allows English language learners to develop their learning abilities. In this paper, the researchers describe the term technology integration,  of technology, explain the use of technology in the language classroom, discuss the advantages and challenges of technology integration, and provide some suggestions for better use of these technologies to help learners develop their learning abilities

A CASE STUDY OF SELF-ACCESS CENTER (SAC)IN ONE VOCATIONAL SCHOOL IN BANDUNG

The purpose of this study is to investigate the typology of SAC in one vocational school in Bandung. It is primarily aimed to figure out what aspects constitute an ideal SAC as stated by the experts. This is also aimed to investigate the students’ perceptions on SAC whether it has optimally offered opportunities for learning and how it is valued by them. At last, this study is also attempted to investigate the Self-Access Language Learning (SALL) in the SAC whether it has already promoted student autonomy. The study used case study research design involving one SAC which was established in 2007 and six participant students who represent three categories of SAC visitors. They are most frequent visitors (who visit SAC three times or more in a week), frequent visitors (who visit SAC twice a week) and less frequent visitors (who visit SAC only once a week). The data for the study were collected through observation, questionnaire, and interview. Observation was conducted to gain the data concerning the real portrait of SAC in that school and to compare it with the aspects constitute an ideal SAC according to the experts. Questionnaire and interview were conducted to figure out students’ perceptions on the SAC. The data collected were analyzed on the basis of the central theme posed in research questions: (1) What is the typology of the SAC in this vocational school? (2) How do students perceive the SAC use and facilities in their school? (3) Does the Self-Access Language Learning (SALL) in SAC promote student autonomy? The first finding of this study is that the SAC in this vocational school can be considered as semi-supermarket typology of SAC. This is because the SAC system offers learners the opportunity to look around and choose what to study. This is consistent with Gardner and Miller’ idea (2008) that supermarket type of SAC is suitable for all learners category. The system ideally displays materials under clearly marked categories which in turn are usually color-coded according to levels. However the system categories in this SAC are not marked yet. And that is why this SAC is considered as semi-supermarket SAC. The next finding is that despite the limitation of SAC facilities, students perceived the use of SAC positively. However, the students recommended the SAC is further developed, especially in terms of the materials, physical settings, resourcing, activities and counseling program. The last finding is that the Self-Access Language Learning (SALL) in this SAC has not optimally promoted student autonomy yet, since most of the participant students attend and use SAC facilities based on the assignment from teachers. Therefore, some strategies to promote student autonomy in conducting learning in SAC are needed