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All Journal ELECTRUM: The English Language and Education Spectrum JOEEL: Journal of English Education and Literature
Masfa Maiza
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis of Speech Acts in The Oliver Twist Script Masfa Maiza; Ulya Himawati
English Language and Education Spectrum Vol. 2 No. 1 (2022): January 2022
Publisher : English Education Department - Universitas Nasional Karangturi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.638 KB) | DOI: 10.53416/electrum.v2i1.61

Abstract

Language as a means of communication has an important role in delivering a message. Moreover, it is related to speech acts the speakers use. Each utterance has a different meaning to understand, and that is the job of the hearers and readers to interpret the meaning. Speech acts have three different distinct levels: locutionary (the actual words uttered), illocutionary (the force or intention behind the words), and perlocutionary (the effect of the illocution on the hearer). The researchers chose the “Oliver Twist” script as the data to analyse. Some of the scripts were taken and classified into the three levels of speech act: locutionary, illocutionary, and perlocutionary. This research aimed to describe the three distinct levels of speech acts that are shown in the “Oliver Twist” script and to examine how speech acts are used in the “Oliver Twist” script. The researchers used a descriptive analysis technique in which the data were taken from some scripts which contain three distinct levels of speech acts. The researchers then identified the utterances and classified how they performed what the speaker meant. The result shows that some utterances have three distinct levels of speech act, such as I want some more, You must be hungry, A polite boy, Can we start the game and Because he is a street child. Since speech acts are essential to indicate what a speaker means, English learners should enrich themselves by understanding the function of speech acts and their distinct levels.
ERROR ANALYSIS OF CONDITIONAL SENTENCES Wilna Kristina; Albert Rufinus; Masfa Maiza
JOEEL: Journal of English Education and Literature Vol 1, No 1 (2020)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v1i1.35

Abstract

Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.
Co-Authors Albert Rufinus Ulya Himawati Wilna Kristina