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All Journal Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan Lingua Jurnal Bahasa dan Sastra ELT Forum: Journal of English Language Teaching Journal of English Language and Education UNNES International Conference on ELTLT Jurnal Penelitian Pendidikan
Galuh Kirana Dwi Areni
Jurusan Bahasa Dan Sastra Inggris Fakultas Bahasa Dan Seni, Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Language Circle : Journal of Language and Literature

 1 
CRITICAL THINKING IN TEACHING WRITING BOOK REVIEW Areni, Galuh Kirana Dwi; Syafri, Frimadhona
Language Circle: Journal of Language and Literature Vol 9, No 2 (2015): April 2015
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

Critical thinking is important in university because students can have some benefits e.g. (1) achieving better marks; (2) reducing their dependency on teachers and text books; and (3) creating their knowledge. Therefore, students are supposed to be able to apply critical thinking skills to all their academic reading, writing, listening and discussing. Book Report and Review is one of the subjects taught in English Department of Unnes. Writing book reviews is not only informational, but also analytic and persuasive. In doing it, consequently, students are required to have critical thinking skills in analysing the content, format, argument, and context to argue that the book is worth reading or not. In order to display critical thinking, they need to develop skills in interpreting, analysing, reasoning, and evaluating. This presentation will focus on how to develop teaching strategies that can foster students critical thinking in writing book reviews. It will discuss the concept of critical thinking for undergraduate students, its implementation in teaching writing book reviews, and its assessment in students book review writing texts.
OPTIMIZING THE USE OF CLASSROOM LANGUAGE TO IMPROVE THE SPEAKING CONFIDENCE OF STUDENTS AT BEGINNER LEVEL Dwi Areni, Galuh Kirana
Language Circle: Journal of Language and Literature Vol 5, No 1 (2010): October 2010
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

Teaching English to non-native students in Indonesia, especially pre and elementary school students, is farmore problematic than teaching adult students in the same country. These students are not accustomed touse English in their daily lives. When they are given English lesson at school, they often feel afraid, shy, andlack of confidence in using the target language. Students have those feelings mostly when they have topractice speaking English because they find it difficult as they have to master different elements of languagesuch as vocabulary, pronunciation, structures, functions and so on in order to say what they want (Phillips,1993). Consequently, teachers are strongly required to be more patient, to have more preparation time andto be more creative in designing classroom activities. Experts say that young learners are hard toconcentrate and easily distracted. If teachers are not able to manage their students, their classes willbecome chaotic and riotous ones. In order to minimize that condition, teachers need to make anyanticipation so that they, instead of their students, can take control of their classes. One of the ways is bymaking classroom language. This will help teachers to organize their classes and ultimately make theirstudents speak using the target language. This paper promotes classroom language as it is concrete,meaningful, and has communicative nature. Hughes (1990) states that the phrase ‘Open your books at page10, please’ does not make the students only repeat, translate, evaluate as true or false or put into negative,but this makes them do the simple action of opening a textbook after understanding the genuine instruction.Furthermore, classroom phrases help the students to use the target language in appropriate context andindirectly accustom them to the form-function relationships and discrepancies that are parts of English.Considering the phenomena above, this paper offers some techniques that may be used in applyingclassroom language. Some of those techniques include a lot of drilling techniques and fun games.Hopefully, this paper may become one of considerations to be used by EFL teachers in encouraging theirstudents to be able to speak the target language in most of their time in their English classes. However, thispaper is still far of perfection. It still needs a lot of suggestions and deeper discussion from those who aredealing with researches of the same topic.
Enhancing Teachers’ Professionalism and Students’ Learning Outcomes through Lesson Study Areni, Galuh Kirana Dwi; Syafri, Frimadhona
Language Circle: Journal of Language and Literature Vol 12, No 2 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i2.14179

Abstract

In this study, the writer as a teacher model, tried to explore: (1) the advantages and disadvantages of lesson study applied in a theoretical subject class; and (2) the effectiveness of it for students' learning outcomes. It was conducted in a class called Introduction to Linguistics with 30 students. There were four cycles and four colleagues who took part as the observers. In each cycle, she did PLAN, DO, and SEE. Then, descriptive analysis was used to elaborate teachers‘ professionalism and students‘ learning outcomes through observation sheets, discussion, and test. The result shows that there are some benefits, i.e. (1) the teacher can prepare her lesson plans and teaching media more carefully; (2) she can conduct her class more confidently and professionally; (3) she can get evaluation about her teaching process after her class ends; (4) the students can be more active and study more seriously; and(5) they can achieve better scores compared to other classes which don‘t use lesson study. However, there are also some disadvantages, e.g. (1) the teacher needs more time to prepare her lesson plans and teaching media; and (2) some students may feel depressed because of the observers‘ attendance.
OPTIMIZING THE USE OF CLASSROOM LANGUAGE TO IMPROVE THE SPEAKING CONFIDENCE OF STUDENTS AT BEGINNER LEVEL Dwi Areni, Galuh Kirana
Language Circle: Journal of Language and Literature Vol 5, No 1 (2010): October 2010
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v5i1.1986

Abstract

Teaching English to non-native students in Indonesia, especially pre and elementary school students, is farmore problematic than teaching adult students in the same country. These students are not accustomed touse English in their daily lives. When they are given English lesson at school, they often feel afraid, shy, andlack of confidence in using the target language. Students have those feelings mostly when they have topractice speaking English because they find it difficult as they have to master different elements of languagesuch as vocabulary, pronunciation, structures, functions and so on in order to say what they want (Phillips,1993). Consequently, teachers are strongly required to be more patient, to have more preparation time andto be more creative in designing classroom activities. Experts say that young learners are hard toconcentrate and easily distracted. If teachers are not able to manage their students, their classes willbecome chaotic and riotous ones. In order to minimize that condition, teachers need to make anyanticipation so that they, instead of their students, can take control of their classes. One of the ways is bymaking classroom language. This will help teachers to organize their classes and ultimately make theirstudents speak using the target language. This paper promotes classroom language as it is concrete,meaningful, and has communicative nature. Hughes (1990) states that the phrase ‘Open your books at page10, please’ does not make the students only repeat, translate, evaluate as true or false or put into negative,but this makes them do the simple action of opening a textbook after understanding the genuine instruction.Furthermore, classroom phrases help the students to use the target language in appropriate context andindirectly accustom them to the form-function relationships and discrepancies that are parts of English.Considering the phenomena above, this paper offers some techniques that may be used in applyingclassroom language. Some of those techniques include a lot of drilling techniques and fun games.Hopefully, this paper may become one of considerations to be used by EFL teachers in encouraging theirstudents to be able to speak the target language in most of their time in their English classes. However, thispaper is still far of perfection. It still needs a lot of suggestions and deeper discussion from those who aredealing with researches of the same topic.
CRITICAL THINKING IN TEACHING WRITING BOOK REVIEW Areni, Galuh Kirana Dwi; Syafri, Frimadhona
Language Circle: Journal of Language and Literature Vol 9, No 2 (2015): April 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v9i2.3704

Abstract

Critical thinking is important in university because students can have some benefits e.g. (1) achieving better marks; (2) reducing their dependency on teachers and text books; and (3) creating their knowledge. Therefore, students are supposed to be able to apply critical thinking skills to all their academic reading, writing, listening and discussing. Book Report and Review is one of the subjects taught in English Department of Unnes. Writing book reviews is not only informational, but also analytic and persuasive. In doing it, consequently, students are required to have critical thinking skills in analysing the content, format, argument, and context to argue that the book is worth reading or not. In order to display critical thinking, they need to develop skills in interpreting, analysing, reasoning, and evaluating. This presentation will focus on how to develop teaching strategies that can foster students' critical thinking in writing book reviews. It will discuss the concept of critical thinking for undergraduate students, its implementation in teaching writing book reviews, and its assessment in students' book review writing texts.
Ideology and Power in Political News Text: Appraisal in Critical Discourse Analysis Cahyono, Setyo Prasiyanto; Areni, Galuh Kirana Dwi; Sumarlam, Sumarlam
Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v15i2.28896

Abstract

This study attempts to reveal the ideology and power expressed in the news text entitled “The burning scar: Inside the destruction of Asia’s last rainforest”. The data of this study were obtained from one of the most famous online Newspapers namely BBC. Whilst, in doing the critical analysis, systemic functional linguistics specifically the use of appraisal proposed by Martin and White (2005) was applied to find out the ideology as well as the power of the text. The findings show that there are three appraisal items found such as attitude, engagement, and graduation simultaneously. Affect is the most dominant appraisal found in the text. It represents the feelings of the people who live in Papua where their land has been destroyed by the world's largest exporter of palm oil from South Korea. Besides, they also criticize the Indonesian government which sold their land to the company without any notice to the tribe who live there. Then, engagement represents the tribe’s voices where they have to move from their land. The last is graduation which represents the tribe’s experience when they were kicked out from their land. Meanwhile, the ideology of the text is represented by the use of attitude consisting of affect, appreciation, and judgment. Furthermore, the power deals with the tribe’s tenor such as contact, status dan affect. 
Co-Authors Abimanto, Dhanan Anellysha, Destya Frimadhona Syafri Girindra Putri Dewi Saraswati, Girindra Putri Dewi Hendi Pratama Intan Permata Hapsari Kirana, Dhea Aisha Chandra Nauvall, Abyan Novia Trisanti Nurfaida, Reza Pratama, Arif Saparena, Ayun Bekti Saparena, Ayun Bekti Seful Bahri Setyo Prasiyanto Cahyono, Setyo Prasiyanto Sumarlam Sumarlam, Sumarlam