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An Analysis on Speech Acts in Guy de Maupassant’s Short Story “The Necklace"
(Program Studi Pendidikan Bahasa Inggris Fakultas Pendidikan Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo, 2026-01-06) Nurvyana Eka Darmananda 212120009
This study aims to identify and briefly explain the types of speech acts found in the utterances of Guy de Maupassant’s short story “The Necklace.” Using Yule’s speech act theory, 51 utterances were analyzed and classified into representative (22), directive (25), expressive (8), commissive (2), and no declarative speech acts. The classification was based on primary acts supported by secondary or complementary acts reflected in the narration. The findings show that directive and representative speech acts dominate the story, functioning to advance the plot and reveal characters’ experiences and beliefs. Expressive and commissive speech acts occur less frequently because emotions and commitments are mostly conveyed through narrative description rather than dialogue. The results may serve as useful material for EFL instruction, particularly in enhancing reading skills.
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English Teachers’ Perceptions of Implementing the Deep Learning Approach in Elementary Schools
(Program Studi Pendidikan Bahasa Inggris Fakultas Pendidikan Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Purworejo, 2025-11-07) Nur Qohhari Jabbar 212120046
This study examines how elementary school English teachers perceive and implement the deep learning approach, revealing generally positive views toward its potential to enhance creativity, independence, and active student participation. Using a qualitative case study design, the study involved interviews with fourteen teachers from rural areas in the southern coast of Central Java and the Special Region of Yogyakarta. Thematic analysis identified three key findings: (1) teachers value deep learning for promoting mindful, meaningful, and joyful learning; (2) differences in teaching experience, institutional support, and access to training lead to varied levels of understanding and confidence; and (3) although most schools provide adequate resources, their use remains limited due to insufficient technical guidance. Deep learning emphasized in recent Indonesian curriculum reforms serves as an alternative to traditional rote-based practices, yet its classroom application remains inconsistent. The study concludes that clearer conceptual training, continuous professional development, and stronger school support systems are essential for ensuring more effective and consistent implementation of deep learning in elementary English teaching