error analysis proposal

- Kamis, 20 Oktober 2016


IMPROVING STUDENTS’ SPEAKING SKILL IN RECOUNT TEXT BY USING TIME TOKEN ARENDS STRATEGY AT THE EIGHT GRADE OF STUDENTS OF SMP IT AL-ITTIHAD PEKANBARU

CHAPTER I
ERROR IDENTIFICATION

So they can influence students’ in learning achievement

They are narrative text and recount text

Second student still used present tense

Students had many difficulties

They had problem in all aspect

Like vocabulary,pronunciation,
fluently,and so on

It can be identifies that there are number

The researcher will be hopefully useful

The researcher hopes that make the students


Strategy that structure that can be used
ERROR CORRECTION

So they can influence students’  learning achievement

They are Narrative text and Recount text

Second, student still used present tense

Students have many difficulties

They have problem in all aspect

Such as vocabulary,pronunciation,
fluently,and so on

It can be identified that there are number

The research will be hopefully useful

The researcher hopes is to make the
Students

Structured strategy that can be used
 

CHAPTER II                                                                                                     
1.        
Students must have ability to communication

Student’s speaking is challenging,however

They may be allowed several days or only a few minutes in which to prepare

Are they using the language they are learning

Recount Text is a piece

C. the use of past tense

D. word that show

Cooperative learning develop by Arends


They have and idea that  

To work together to help each other to construct a concept

Each students is give talking tokens

Depending on the time they spend


In speaking students must choose

The procedure can help the students to know to practice

The students have to perform their ideas they found

To proved this strategy got solved problem

Students low speaking skills

This problem can be solve use Time Tokens Arend Strategy

The researcher assums

This method can be use by the students
Students must have ability to communicate

Student’s speaking is challenge,however

They may be allowed several days or only a few minutes to prepare


Are they using the language that  they are learning

Recount text is a piece

C. The use of past tense

D. Word that show

Cooperative learning developed  by Arends


They have  idea that 

To work together, to help each other and to construct a concept

Each students is given  talking tokens

Depending on the time that they spend

In Speaking,  students must choose

The procedure can help the students to know how  to practice

The students have to perform their ideas that they found

To proved this strategy got problem solving

Students’  low speaking skills

This problem can be solved by using  Time Tokens Arend Strategy

The researcher assumes

This method can be used by the students


CHAPTER III
1.        
The researcher was taken the students

The researcher was test the students

The researcher was given the students

The researcher was done all activities

And given reinforcement to the students

The teacher was analyzed the result

The students opinion

Activities that was happened during application process
The researcher was taking the students

The researcher was testing  the students

The researcher was given the students

The researcher has done all activities


And gave reinforcement to the students

The teacher has analyzed the result

The students’ opinion

Activities that was happening  during application process

Cohesion and texture

- Senin, 17 Oktober 2016

COHESION AND TEXTURE

Cohesion is one part of the study of texture, which considers the interaction of cohesion with other aspects of text organization. 
 
Texture, in turn, is one aspect of the study of coherence,which takes the social context of texture into consideration. The goal of discourse analysis in this tradition is to build a model that places texts in their social contexts and looks comprehensively at the resources which both integrate and situate them.


Cohesion can be defined as the set of resources for constructing relations in discourse which transcend grammatical structure (Halliday 1994: 309). The term is generally associated with research inspired by Halliday (1964) and Hasan (2968) in systemic functional linguistics (hereafter SFL) and by Gleason ((2968) in Hartford- based stratificational linguistics.


All three variables - cohesion, texture, and coherence -will be illustrated from the children's story Piggybook by A. Brown. Section 1 looks at traditional approaches to cohesion as nonstructural resources for textual organization. Then in section 2, a more semantic perspective on cohesion in relation to texture is presented. Subsequently, in section 3, the social motivation of texture is considered.


1 Cohesion

Early work on cohesion was designed to move beyond the structural resources of grammar and consider discourse relations which transcend grammatical structure.


Halliday (e.g. 1973: 141) modeled cohesion as involving nonstructural relations above the sentence, within what he refers to as the textual metafunction (as opposed to ideational and interpersonal meaning). Pn Halliday and Hasan (2976) the inventory of cohesive resources was organized as:

  • ·         reference
  • ·         dlipsis
  • ·         substitution
  • ·         conjunction
  • ·         lexical cohesion.
Some languages, including English, have in addition a set of place holders which can be used to signal the omission - e.g. so and not for clauses, do for verbal groups, and one for nominal groups. This resource of place holders is referred to as sub~titution.~Reference, ellipsis, and substitution involve small, closed classes of items or gaps,and have accordingly been referred to as grammatical cohesion (e.g. Hasan 1968;Gutwinski 1976).
 
Also included as grammatical cohesion is the typically much larger inventory of connectors which link clauses in discourse, referred to as conjunction. For Halliday and Hasan (1976) this resource comprises linkers which connect sentences to each other, but excludes paratactic and hypotactic (coordinating and subordinating) linkers within sentences, which are considered structural by Halliday. Gutwinski, however,includes all connectors, whether or not they link clauses within or between sentences.

2 Discourse Semantics
Halliday's nonstructural textual resources were thus reworked as semantic systems concerned with discourse structure, comprising:
  • ·         identification
  • ·         negotiation
  • ·         conjunction
  • ·         ideation.

I    dentification is concerned with resources for tracking participants in discourse. This system subsumes earlier work on referential cohesion in a framework which considers the ways in which participants are both introduced into a text and kept track of once introduced.


Negotiation is concerned with resources for exchange of information and of goods and services in dialog. This system subsumes some of the earlier work on ellipsis and substitution in a framework which considers the ways in which interlocutors initiate and respond in adjacency pairs.


Conjunction is concerned with resources for connecting messages, via addition,comparison, temporality, and causality.


Ideation is concerned with the semantics of lexical relations as they are deployed to construeainstitutional activity.



3 Modeling Social Context: Register and Genre


Types of meaning in relation to social context

                                                         "Reality construal"                                  Contextual variable
Interpersonal                                     Social reality                                          Tenor

Ideational (logical, experiential)       "Natural" reality                                     Field

Textual                                              Semiotic reality                                      Mode



social context in a functional. theory which looks at what cohesion is realizing alongside the ways in which it is realized. In SK social context is modeled through register and genre theory.



4 Cohesion, Texture, and Coherence

Following Martin (19921, I described the ways in which cohesion can be recontextualized as discourse semantics (identification, negotiation, conjunction, ideation). 


Subsequently,the study of texture was briefly reviewed, drawing attention to work on patterns of interaction among discourse semantic, lexicogrammatical, and phonological systems (cohesive harmony, method of development, point, and modal responsibility).


Finally, I approached coherence from the perspective of social context, suggesting that texture is motivated by tenor, field, and mode, and the way in which genre phases these register variables together into a trajectory of meanings that naturalizes a reading position for reader/listeners. From an SPL perspective, I expect that in the future our understandings of cohesion, texture, and coherence will be enhanced by further work on cohesion in relation to other modules (both linguistic and social) - so that our sense of how the social motivates patterns of cohesion is improved.




















REFERENCES :


Aziz, Y. Y. 1988. Cohesion in spoken

Arabic texts. In B. Steiner and R.

Veltrnan (eds), Pragmatics, Discourse

and Text: Some Systemically-inspired

Approaches. London: Pinter (Open

Linguistics Series). 148-57.


de Beaugrande, R. and W. Dressler. 1981.

Introduction to Textlinguistics. London:

Longman (Longman Linguistics

Library 26).



Benson, J. D. and W. S, Greaves. 1992.

Collocation and field of discourse.

In W. A. hlann and 5. A. Thompson

(eds), Diverse Analyses of a Fund

Raising Text. Amsterdam: Benjamins.

397-409.



Berry, M. 1981, Systemic linguistics and

discourse analysis: a multi-layered

approach to exchange structure.

In M. Coulthard and M. Montgomery

(eds), Studies in Discourse Analysis.

London: Routledge and Kegan Paul.

120-45.



jawaban soal discourse analysis

- Rabu, 12 Oktober 2016


PART A
1.what is discourse analysis ?
Discourse analysis (DA), or discourse studies, is a general term for a number of approaches to analyze written, vocal, or sign language use, or any significant semiotic event.

Discourse analysis is sometimes defined as the analysis of language 'beyond the sentence'. This contrasts with types of analysis more typical of modern linguistics, which are chiefly concerned with the study of grammar: the study of smaller bits of language, such as sounds (phonetics and phonology), parts of words (morphology), meaning (semantics), and the order of words in sentences (syntax). Discourse analysts study larger chunks of language as they flow together.

Discourse analysis is a broad term for the study of the ways in which language is used in texts and contexts. Also called discourse studies.

2.Please mention 2 major areas of DA!
A.political discourse 
B.perspective

3. mention each 3 experts in DA and their works!

A. Elisabeth Le, University of Alberta

Expert In:

Culture and language use
Discourse analysis
French language and culture
            Media discourse
Political discourse

 

B.Glenn Stillar, University of Waterloo

Expert In:

Digital Video
Discourse Analysis
            Linguistics
            Rhetoric
Semiotics

 

C.Jeffery Yen, University of Guelph

Expert In:

Community psychology
Culture and mental health
Discourse analysis
History and philosophy of psychology
Neuroculture
Psychologization

4.mention each 3 experts in one specific areas of DA and their works!

A.LINDA ALDOORY
Dr. Aldoory publishes in the areas of health communication, public relations and mass media. She has served as advisor to the National Cancer Institute and the Centers for Disease Control. Dr. Aldoory is the author of several articles and co-editor of The Gender Challenge to Media: Diverse Voices from the Field.
Particular areas of interest include: Health Campaigns for Women, Disparities in Health Communication, and Public Relations as a Gendered Profession.

B.KATHLEEN E. KENDALL
Dr. Kendall is a nationally known expert on American political campaign communication, particularly the interaction of candidates and the media. She is the author/editor of Communication in the Presidential Primaries: Candidates and the Media, 1912-2000 and Presidential Campaign Discourse: Strategic Communication Problems.
Particular areas of interest include: Presidential Primaries, Presidential Debates, Media & Politics.


 C.SAHAR KHAMIS
Dr. Khamis's areas of teaching and research interest include: Public Relations, Advertising, Public Opinion, Audience Research, Mass Media Campaigns, Gender and Media Studies, Women's Media Images and Portrayals, Mass Media and National Development, Ethnographic Media Studies, as well as International and Intercultural Communication.

PART B
1.Discourse
Discourse is a conceptual generalization of conversation within each modality and context of communication.

Discourse refers to how we think and communicate about people, things, the social organization of society, and the relationships among and between all three. Discourse typically emerges out of social institutions like media and politics (among others), and by virtue of giving structure and order to language and thought, it structures and orders our lives, relationships with others, and society.

2.Discursive psychology
Discursive psychology (DP) is a form of discourse analysis that focuses on psychological themes in talk, text and images.

Discursive psychology begins with psychological matters as they arise for people as they live their lives. It studies how psychological issues and objects are constructed, understood and displayed as people interact in both everyday and institutional situations?c. [It focuses] on matters that are 'psychological' for people as they act and interact in particular settings—in families, in workplaces, in schools and so on.

3.Discursive practice
Discursive practice addresses the processes by which cultural meanings are produced and understood. This approach offers a distinctive perspective on linguistic anthropology as well as cultural anthropology as a whole. It subsumes, but extends well beyond, the traditional field of linguistic anthropology and is central to contemporary cultural anthropology, especially its concern with ethnographic methods.






 


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