A STUDY OF ASSERTIVENESS IN A DEBATE SETTING

Abstract: This article reports a study on the analysis of assertiveness of students’ argument in a private senior high school debating’s club. This study aims to identify the level of assertiveness of arguments in debating. The study employed mainly a qualitative method focusing on text analysis and involved a debating activity of senior high school students. World School Debating Championship style, Hallidayan’s mood and modality analysis, and the theory of assertiveness in verbal communication became the basis of the analysis. seven phenomena were analyzed in this study including mood type, mood adjunct (conjunctive adjunct), mood metaphor, modality type, modality value, orientation and manifestation of modality, and modality metaphor. This study reveals that the level of assertiveness in argumentation is measured through the total number of declarative mood, conjunctive adjunct, high value of modality, explicit subjective modality, and explicit subjective modality metaphor. The study also shows that the level of assertiveness relatively depends on how the students deliver their arguments. Therefore, the students might need a variety of ways in order to make their argument sound more assertive.  Keywords: argument, assertiveness, debate, mood, mood metaphor, modality, modality metaphor, senior highschool, systemic functional Abstrak: Artikel ini melaporkan sebuah penelitian tentang analisis asertivitas dari argumen siswa yang tergabung dalam kelompok debat di sebuah Sekolah Menengah Atasswasta. Penelitian ini bertujuan untuk mengidentifikasi tingkat asertivitas dari argumen pada kegiatan debat. Penelitian ini menggunakan desain penelitian studi kasus kualitatif yang berfokus pada analisis teks dan melibatkan aktifitas debat siswa Sekolah Menengah Atas. Data diperoleh dari hasil observasi kegiatan debat siswa yang direkam dan dianalisis menggunakan teori debat, teori asertivitas dalam komunikasi verbal, dan analisismood dan modality dari Halliday. Analisis teks tersebut meliputi mood type, mood adjunct (conjunctive adjunct), mood metaphor, modality type, modality value, orientation and manifestation of modality, dan modality metaphor. Hasil temuan penelitian ini menunjukkan bahwa tingkat asertivitas dalam argumentasi diukur dengan jumlah total dari declarative mood, conjunctive adjunct, high value of modality, explicit subjective modality, dan explicit subjective modality metaphor. Penelitian ini juga menunjukkan bahwa tingkat asertivitas dipengaruhi oleh cara siswa menyampaikan argumen dalam berdebat. Oleh karena itu, siswa membutuhkan cara yang beragam untuk membuat argumen mereka lebih asertif. Katakunci: argumen, asertivitas, debat, mood, modalitas,metafora modalita

EFL CLASSROOM AND LEARNERS PERCEPTION ON DIRECT TRANSMISSION SCAFFOLDING

This study explored the learners perception on the use of direct transmission and scaffolding in the EFL classroom through a semi-structured interview. In this study, the constructivist view was narrowed to scaffolding. The method used by the higher education in Indonesia was still dominated by the situation where the lecturer acted as the knowledge provider. However, some lecturers have let go of the control in the classroom and give the opportunity for the learners to explore more. In this situation, the lecturers job is to assist the students and provide help (scaffold) if it is necessary. This study also employed a pre-test and post-test as a part of triangulation data to see the result from another perspective. The findings showed that the learners claimed in understanding and remembering the lesson more in scaffolding. However, the test showed that the learners score improved more in direct transmission.DOI:doi.org/10.24071/llt.2019.22011

THE USE OF GOOGLE TRANSLATE IN EFL ESSAY WRITING

Writing skill is considered a difficult skill for some of the students because of limited vocabulary as well as grammatical weakness. Since the students face this problem, they often take a shortcut if they have a writing assignment, which is using Google Translate (GT). Many studies have focused on this translator to find out the error from GTs output and rarely discuss the way students utilize GT in their language learning. Therefore, this study aims to investigate further the practice of GT in EFL essay writing as wells as its role in language learning. The study was conducted in Universitas Kristen Krida Wacana, involving eight respondents from Ukrida Department of English. Two methods were used, such as mediated-observation and interview. A writing task was given to each respondent and her/his writing process was recorded using screen-recording application. The data collected from the writing task was analyzed by classifying it into appropriate writing aspect while the interview data were transcribed. The result showed that students used GT in three different aspects: vocabulary, grammar, and spelling. Vocabulary became the highest used, with word-level became the first one, followed by phrase as a second highest, and sentence as the third. Spelling became the fourth highest used, while grammar was the least used among students. It is also found out that GT is perceived as a dictionary as students used GT mostly in vocabulary.DOI:doi.org/10.24071/llt.2018.21021

A Study of English Proficiency Test among the First Year University Students

The study aims at analyzing the English skills in an English Proficiency Test (EPT) shown bystudents at tertiary level or university students, particularly the first year university students (freshmen).The study centers around the students English skills represented in English Proficiency Test, which arethen related to the students common problems investigated in this study. The three sections in EnglishProficiency Test analyzed in this study including listening, structure and written expressions, andreading. This study revealed reading skill was the major problems faced by the first year of universitystudents, particularly, in reviewing overall reading text. To solve this problem, the cognitive strategies,particularly the top-down reading strategies are suggested to anticipate the authors purpose, previewthe text, think about what one already knows about the topic, skim for main points, etc. An effectivereading strategies training which is more focused and explicit should be regularly practiced andenhanced since it can significantly boost reading proficiency and language acquisition.Keywords: English Proficiency Test, university studen

Investigating university student engagement in online learning: A case study in EFL classroom

The COVID-19 pandemic outbreak inevitably impacts the shift in teaching and learning activities worldwide. Online learning has been commonly applied in education, particularly in higher education. Notably, student engagement plays a pivotal role in the online classroom as it identifies critical elements of the learning process that can increase learning and outcomes. However, the question has been raised about whether student engagement between synchronous and asynchronous online classrooms is indistinguishable. Thus, this study investigates student engagement in a synchronous and asynchronous online classroom, particularly in an Indonesian English as a Foreign Language (EFL) context. A Likert-scale questionnaire and classroom observation (synchronous and asynchronous) were used to gather the data from 26 university students in a sample of EFL teaching in an Indonesian context. The study encompasses five elements of online engagement: social engagement, cognitive engagement, behavior engagement, collaborative engagement, and emotional engagement. The prominent finding has successfully revealed that university student engagement in online learning has different significance levels. Most students are more involved in synchronous online activities as they can interact with their professors and peers in real time. Synchronous and asynchronous learning provide substantial and comparable results. This study implies that synchronous and asynchronous activities should be incorporated into online learning to get more engaging interaction among students. This study has contributed to the growing literature on the student-teacher dynamic in online education. Further research could explore student engagement in online learning from other perspectives, such as the teacher's perspective and the use of learning media

A STUDY OF ASSERTIVENESS IN A DEBATE SETTING

Abstract: This article reports a study on the analysis of assertiveness of students’ argument in a private senior high school debating’s club. This study aims to identify the level of assertiveness of arguments in debating. The study employed mainly a qualitative method focusing on text analysis and involved a debating activity of senior high school students. World School Debating Championship style, Hallidayan’s mood and modality analysis, and the theory of assertiveness in verbal communication became the basis of the analysis. seven phenomena were analyzed in this study including mood type, mood adjunct (conjunctive adjunct), mood metaphor, modality type, modality value, orientation and manifestation of modality, and modality metaphor. This study reveals that the level of assertiveness in argumentation is measured through the total number of declarative mood, conjunctive adjunct, high value of modality, explicit subjective modality, and explicit subjective modality metaphor. The study also shows that the level of assertiveness relatively depends on how the students deliver their arguments. Therefore, the students might need a variety of ways in order to make their argument sound more assertive.   Keywords: argument, assertiveness, debate, mood, mood metaphor, modality, modality metaphor, senior highschool, systemic functional   Abstrak: Artikel ini melaporkan sebuah penelitian tentang analisis asertivitas dari argumen siswa yang tergabung dalam kelompok debat di sebuah Sekolah Menengah Atasswasta. Penelitian ini bertujuan untuk mengidentifikasi tingkat asertivitas dari argumen pada kegiatan debat. Penelitian ini menggunakan desain penelitian studi kasus kualitatif yang berfokus pada analisis teks dan melibatkan aktifitas debat siswa Sekolah Menengah Atas. Data diperoleh dari hasil observasi kegiatan debat siswa yang direkam dan dianalisis menggunakan teori debat, teori asertivitas dalam komunikasi verbal, dan analisismood dan modality dari Halliday. Analisis teks tersebut meliputi mood type, mood adjunct (conjunctive adjunct), mood metaphor, modality type, modality value, orientation and manifestation of modality, dan modality metaphor. Hasil temuan penelitian ini menunjukkan bahwa tingkat asertivitas dalam argumentasi diukur dengan jumlah total dari declarative mood, conjunctive adjunct, high value of modality, explicit subjective modality, dan explicit subjective modality metaphor. Penelitian ini juga menunjukkan bahwa tingkat asertivitas dipengaruhi oleh cara siswa menyampaikan argumen dalam berdebat. Oleh karena itu, siswa membutuhkan cara yang beragam untuk membuat argumen mereka lebih asertif.   Katakunci: argumen, asertivitas, debat, mood, modalitas,metafora modalita