This research aimed at identifying the category of directive speech acts found in the utterances of six female characters of six Jane Austen’s novels (Elinor Dashwood of Sense and Sensibility, Elizabeth Bennet of Pride and Prejudice, Fanny Price of Mansfield Park, Emma Woodhouse of Emma, Anne Elliot of Persuasion, and Catherine Morland of Northanger Abbey), and explaining the hedges used in directive speech acts. The research employed a descriptive qualitative method to collect, analyze, and discuss the findings which closely related to the classification of directive speech acts of female main characters in Jane Austen’s novels and the use of hedges in directive speech acts. The findings show that directive speech acts are formed imperatively, declaratively, and interrogatively. From all existing categories of directive speech acts (ask, order, command, request, suggestion, beg, plead, pray, entreat, invite, permit, and advise), the female main characters in Jane Austen’s novels only presents ask, request, advice, and suggestion. Hedges found in directive speech acts are not only used to show hesitancy but also to present certainty (I believe, I must) of the speakers’ previous knowledge. In addition, hedges are not the only marker that may show uncertainty, because exclamation ‘well!’ and ‘oh!’, as well as the contrasting conjunction are used to pause due to the uncertain statement.

Abstract. The study employed qualitative approach because the data were students’ responses on Google Forms, and students’ midterm score. It was aimed to exploring the use of Google forms in assessing students’ knowledge of the materials of Introduction to Linguistics. The materials were given until the sixth meetings in the Odd Semester of 2019/2020 were linguistics, the phonological term, pronunciation of certain words, the morphological formation and construction. Eleven questions on  Google forms were in multiple choice, checkbox, multiple choice/checkbox grid, and short answer. The study has found that most of the students in Class A and Class B firstly used Google forms as the assessment tool with duration was set. Google form is useful for the teacher and students because it provides automatic calculation which enables effective and efficient feedback for the students to learn their mistakes. The study also found that auto grading on Google forms only calculates the correct answers which marked in the answer key feature. Thus, it would be suitable for grading questions in multiple choice and multiple choice grid, questions in checkboxes, short answer, and checkbox grid still needs manual grading. After comparing the score of assessment on Google Forms and midterm test, it can be concluded that students’ score was improved significantly after the assessment.Keywords: Google Forms, assessment, generation-Z, students’ learning needsAbstrak. Penelitian in imenggunakan pendekatan kualitatif mengingat data yang digunakan adalah respon mahasiswa dari Google Form, dan nilai Ujian Tengah Semester Mahasiswa. Penelitian ini bertujuan untuk mengetahui penggunaan Google form dalam menial pengetahuan mahasiswa akan materi mata kuliah Introduction to Linguistics. Materi-materi yang siberian hinge minggu keenam di Semester Ganjil than ajaran 2019/2020 adalah linguistik, istilah fonologi, pengucapan kata-kata tertentu, pembentukan dan konstruksi morfologis. Sebelas pertanyaan di Google Forms dalam bentuk pilihan ganda, kotak centang, kisi pilihan ganda/kotak centang, dan jawaban singkat. Penelitian ini telah menemukan bahwa sebagian besar mahasiswa Kelas A dan Kelas B baru pertama kali menggunakan Google Forms sebagai alat penilaian dengan durasi yang telah ditetapkan. Pada praktinya, Google Forms berguna bagi dosen dan mahasiswa karena adanya penghitungan otomatis yang memungkinkan umpan balik yang efektif dan efisien kepada mahasiswa untuk mempelajari kekeliruan mereka.Penelitian ini juga menemukan bahwa penilaian otomatis Google Forms hanya menghitung jawaban benar yang ditandai di figure kunci jawaban. Sehingga, penghitungan nilai hanya berlaku pada sol dengan pilihan ganda dan kisi pilihan ganda, penghitungan nilai secara manual masih harus dilakukan pada sol dalam bentuk kotak centang, kisi kotak centang dan jawaban singkat. Setelah membandingkan nilai pada Google Forms dan Ujian Tengah Semester, ditemukan bahwa nilai mahasiswa meningskat cukup signifikan setelah penilaian dengan Google Forms.Kata kunci: Google Forms, penilaian, generasi-Z, kebutuhan pembelajaran mahasiswa.

The study was under descriptive qualitative research to identify the most dominant speech act of the Bronte Sisters’ characters. The researchers collected 3,322 utterances from six characters of Charlotte Bronte’s Jane Eyre (Jane Eyre and Edward Rochester), Emily Bronte’s Wuthering Heights (Heathcliff and Catherine Earnshaw), and Anne Bronte’s The Tenant of Wildfell Hall (Gilbert Markham and Helen Graham). MAXQDA 2018 supported the data analysis procedure; thus, coding was used in identifying speech acts. After coding implemented, the researchers analyzed the coding by using qualitative and quantitave compare groups, as well as document comparison chart in MAXQDA 2018 to check the most dominant use of speech acts in all characters. The study found that directive speech act is the most dominant speech act found in the Bronte sisters’ characters, while the declarative speech act is the least speech act. Speech acts of the Bronte sisters’ characters was expressed in declarative, interrogative and imperative forms.  Besides, speech acts in these novels highlight the use of address term, epithet, expression (verb, adjective, modal verbs), exclamation, conditional clauses, hedges and affirmative answer.

The main focus of the research is the female main characters in Austen. The study basically aim solidarity on the quantity of utterances. 266 Elinor Dashwood's utterances, 368 Elizabeth Bennet's utterances, 194 Fanny Price's utterances, 473 Emma Woo Catherine Morland's utterances. Accordingly, high social status of Emma Woodhouse produced the greatest quantity of utterances compared to other characters, and Fanny Price's lowest social status is solidarity showed that 66.7% utterances come from scale, while 33.3% utterances belong to characters of low solidarity scale. In short, characters' social status and quantity of utterances. The quantity of utterances was also determined by the interest and curiosity.

The study discusses the self-efficacy of STBA Pontianak students in online learning during the covid-19 situation. The study involved 34 fifth-semester students of STBA Pontianak enrolled in learning theories subject. The study was a quantitative design. It used a questionnaire referring to the New General Self-Efficacy Scale (NGSES) of Chen, Gully, & Eden (2001). The online questionnaire contains eight variables and five response categories of the Likert scale is distributed. The study has found that the mean was 29,3, while standard deviation was 5,1. The responses toward all 8-item NGSES were varied. The first variable has the highest mean. The overall figure showed that the students have a high self-efficacy scale in implementing online learning during the Covid-19.