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This Author published in this journals
All Journal Langkawi: Journal of The Association for Arabic and English LLT Journal: A Journal on Language and Language Teaching Indonesian Journal of EFL and Linguistics
Veronica Esti Nugrahani
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Metadiscourse Markers in Scientific Journal Articles Veronica Esti Nugrahani; Barli Bram
Langkawi: Journal of The Association for Arabic and English Vol 6, No 1 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v6i1.1528

Abstract

This paper aimed to investigate the use of metadiscourse markers in scientific journal articles. Data of this qualitative research consisted of metadiscourse markers collected from eight journal articles of a special edition published by LLT Journal: A Journal on Language and Language Teaching.  The collected metadiscourse markers used in the journal articles were analyzed using discourse analysis based on ten metadiscourse marker categories. Results showed that the analysed journal articles contained 708 metadiscourse markers, with more interactive metadiscourse markers, reaching 529 occurrences, than interactional metadiscourse markers, occurring 179 times. Transitions, such as “but” and “thus”, with 249 occurrences, were the most frequently-used metadiscourse marker and boosters, such as “in fact” and “definitely”, with 24 occurrences, were the least productive marker.  Thus, readers can gain a better understanding of the use of metadiscourse markers when using English. It is expected that English language learners and instructors can benefit from the results of this study, particularly concerning the use of metadiscourse markers in academic writing. 
SPEECH DISFLUENCY IN GROUPS PRESENTATIONS OF ENGLISH EDUCATION MASTERS PROGRAM STUDENTS Albertus Agung Sanjaya; Veronica Esti Nugrahani
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018): April 2018
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v21i1.895

Abstract

AbstractEnglish Education Master Program (EEMP) students are required to master listening, speaking, reading, and writing skills. Regarding the speaking skill, they must have fluency and clarity in speaking English since they should be good models for their students. However, the minimal use of English in their oral communication during the courses leads to the speech disfluency. They are aware of their disfluency but they do not understand the specific aspects of it. Thus, this study aimed to discuss the speech disfluency produced by the master students in oral communication. There was one formulated research question: What are the speech disfluencies which commonly occur in groups presentations among EEMP students? To examine the speech disfluencies, the researchers employed document analysis as the method of the study. The transcription of their groups presentations were analyzed based on the types of disfluency (Shriberg, 1994; Bailoor, John, Laxman, 2015). The findings showed that there were five disfluency types found in this study namely unfilled pause, filled pause, repetition, substitution, and deletion.DOI:doi.org/10.24071/llt.2018.210102
Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course Veronica Esti Nugrahani
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(2), November 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.337 KB) | DOI: 10.21462/ijefl.v3i2.79

Abstract

As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.
Co-Authors Albertus Agung Sanjaya Bram, Barli