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All Journal International Journal of Evaluation and Research in Education (IJERE) Linguistika Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan TEFLIN Journal: A publication on the teaching and learning of English INFERENSI Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran English Language and Literature International Conference (ELLiC) Proceedings EDUKATIF : JURNAL ILMU PENDIDIKAN Journal of English Language Teaching Innovations and Materials (Jeltim) JALL (Journal of Applied Linguistics and Literacy) EDUTEC : Journal of Education And Technology Dinasti International Journal of Education Management and Social Science Journal of Vocational Education Studies Inovasi: Jurnal Diklat Keagamaan J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Studies in English Language and Education UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Language Circle : Journal of Language and Literature
Dwi Rukmini
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Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Developing Socio-Cultural Scaffolding Model to Elicit Learners’ Speech Production Englishtina, Inti; Saleh, Mursid; Warsono, Warsono; Rukmini, Dwi
The Journal of Educational Development Vol 4 No 1 (2016): June 2016
Publisher : The Journal of Educational Development

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Abstract

This study is concerned with developing scaffolding model to elicit bilingual kindergarten children’s English speech production. It is aimed at describing what the teachers need in eliciting their students’ speech production; how a scaffolding model should be developed to elicit the children’s speech production; and how effective is the scaffolding model in eliciting the children’s speech production.The participants of the study are teachers and students of kindergarten at Mondial SchoolSemarang. Preliminary research was conducted to describe what the teachers need to elicit their students’ speech production. Referring to the need analysis, a scaffolding model was developed to elicit the children’s speech production. To explain the effectiveness of the model a try out was carried out on the model developed. Based on the result of the try out, a final model was developed.The findings of the preliminary research suggest that Mondial School kindergarten teachers need a scaffolding model to elicit their students’ speech production. Referring to the findings a scaffolding model based on speech functions was developed. To explain the effectiveness of the model the developed initial model was tried out. Based on the result of the try out the final scaffolding model was developed.This study concludes that kindergarten teachers of Mondial School need a scaffolding model to elicit their children’s English speech production. Based on the need analysis, a Socio-cultural Scaffolding Model was developed. Referring to the result of the try out steps it is reasonable to argue that this product of Scaffolding Model is effective in eliciting English speech production of kindergarten students of Mondial School.
The Violation and Flouting of Cooperative Principles in the Ellen Degeneres Talk Show Zebua, Esterani; Rukmini, Dwi; Saleh, Mursid
Language Circle: Journal of Language and Literature Vol 12, No 1 (2017): October 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i1.11474

Abstract

This study is pragmatic studies. It aimed at investigating the violation and fluoting of quantity maxims, quality maxims, relevan maxims, manner maxims were used by male and female participants in the Ellen DegeneresTalkshow. The violations of maxims occur when the maxims are deliberately manipulated so that the speaker misleads the interlocutor. While the flouting of maxims occurs when individuals intentionally do not apply the maxims in order to persuade their listeners to derive the hidden meaning behind what is said, that is, the speakers employ implicature. In obtaining the data, the researcher uses the descriptive qualitative to the utterances of sixteen guests stars which is devided in to eight male and eight female. The data is taken from six episodes in the newest edition in 2016. The result reveals that the male participants mostly did the flouting than violating. From the overall of violation and flouting they done, quantity maxim is dominantly flouted by male participants. Based on the analysis it signed that male partcipants mostly uses exaggerated statement to convey their opinion which is too strong and appears worse than the really they are. They gave more explanations in order the audience satisfied and to comfirmed the real information toward the negative thinking of audience at the previous time while the female participants dominantly violate the maxim of relevance. The female participants tend to avoid talking about something. They change the topic of conversation and do not give well responses to the partner.
STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP Ardianti, Triubaida Maya; Bharati, Dwi Anggani L.; Rukmini, Dwi
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): September 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i2.6670

Abstract

Penelitian ini bertujuan mendeskripsikan dinamika partisipasi siswa dalam belajar karangan argumentasi melalui lokakarya menulis. Subjek penelitian adalah 32 siswa kelas XI SMA. Angket dan observasi digunakan untuk mengumpulkan data, dan pekerjaan siswa juga dikumpulkan untuk memperkuat analisa data. Hasil penelitian menunjukkan bahwa partisipasi siswa dalam membangun wacana argumentasi lisan dan tulis meningkat sepanjang siklus pembelajaran. Siswa berbicara lebih banyak ketika saling berargumen atas sebuah isu, dan menjadi lebih aktif ketika menulis secara kolaboratif dengan siswa yang lain sehingga kemampuan siswa dalam mengartikulasikan pemikiran mereka ke dalam karangan argumentasi meningkat ke arah yang lebih baik. Hal ini ditunjukkan oleh peningkatan pada rata – rata nilai karangan argumentasi dan kualitas argumentasi mereka.The present study aimed at describing the dynamics of the students’ participation in learning argumentative writing through writing workshop. The subjects consisted of 32 eleventh graders of Senior High School. Questionnaires and observation were used to gather the data, and the students’ works were collected to support the data analysis. The results of the study showed that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. The students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peersm so they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
The Teacher’s Lived Experience in Teaching Content Subject at an Immersion School Handayani, Exnasia Retno Palupi; Rukmini, Dwi
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v45i1.7639

Abstract

This study aimed to describe and explain the mathematics teacher’s lived experience in delivering materials using English as the medium of instruction. This study covered five aspects of lived experience, which are understanding, belief, feeling, intention and action. This study used the qualitative approach and the case study as the design of the study. The subject of the study was a mathematics teacher who taught seven grade students at an immersion school. To collect the data, the writer used observation and interview as the instrument as well as some related documents as the secondary data. The teacher’s understanding was interpreted through her mastery of the subject of the study and the language acquisition. The teacher believed that she could teach the students well and do her best, however inconfidence, nervousness, and feeling under-pressure of teaching emerged several times. From the teacher’s understanding, belief, feeling, and intention, it could influence the teacher’s action in the classroom. Based on the findings, it can be concluded that the teacher’s preparation is important for teaching. It brings big influence to the students, especially the students’ comprehension of the materials. Therefore, the teacher should be well prepared before she teaches in the real class.
THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH Triwinarsih, Endah; Rukmini, Dwi; Kalisa, Pasca
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

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Abstract

This study focuses on the practice of corrective feedback used by a teacher in SD Semesta Bilingual School. The objective of the study is to describe the type of corrective feedback used by a teacher in SD Semesta Bilingual School and to describe the frequency of each type of corrective feedback used by the teacher in teaching English in SD Semesta Bilingual School. This study is a qualitative research. The data were taken by interviewing an English teacher and taking video of teaching and learning process. The videos were transcribed which in the next step, they were analyzed for gaining the result. The data were analyzed in the noticing, collecting, and thinking process according to the theory of qualitative data analysis by Siedel (1998). According to the analysis, the teacher in SD Semesta Bilingual School used all kinds of corrective feedback. The result shows that explicit feedback is the most frequent corrective feedback which represents 24.14%. The other strategies are as follows: (2) Recast occurs 17.24%, (3) Clarification Request occurs 13.79%,(4) Metalinguistic Feedback occurs 13.79%, (5) Elicitation occurss 13.79%, and (6) Repetition occurs 13.79%. The most dominant type of using corrective feedback is explicit correction. The implication of using corrective feedback on English speaking is that, the student will be brave to active on every teaching learning activity especially on speaking.
Cross-Cultural Comparison based Syllabus for Cross-Cultural Understanding Class in English Department of Pancasakti University Prihatin, Yoga; Saleh, Mursid; Rukmini, Dwi; Sofwan, Ahmad
The Journal of Educational Development Vol 5 No 3 (2017): October 2017
Publisher : The Journal of Educational Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v5i3.18122

Abstract

This study was to design a cross-cultural comparison based syllabus for cross-cultural understanding class in English Department of Pancasakti University. This study used a Research and Development (R&D) model suggested by Borg and Gall (1983) encompassing four phases, exploration, development, field-testing, and dissemination. This study involved 47 third semester students who had attended CCU class in need analysis and 20 students of first semester for the trial. Data was collected by using questionnaire, document analysis, and classroom observation. English Education experts validated the syllabus prototype before trying it out to find out the feasibility and practicality of cross-cultural comparison based syllabus by using a pre-experimental design with one-group Pretest-Posttest design. Pearson Product moment SPSS 22 was used to find out the correlation between pretest and posttest. The try out data was supported by classroom observation rubric and students’ feedback. The finding showed that the new developed syllabus was fit to use for cross-cultural understanding class in English Department of Pancasakti University proven by positive correlation and between pretest and posttest; supported by students’ good behavior and satisfaction with the new developed syllabus in CCU class.
THE USE OF TRANSLATION TECHNIQUES IN SUBTITLING THE DHAUP AGENG DOCUMENTARY MOVIE Budiana, Agnes Arum; Sutopo, Djoko; Rukmini, Dwi
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

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Abstract

Translation plays an important role in learning foreign language. Translating, however, is not an easy task because each language has its own rules in phonetic, structure and word. In order to achieve the equivalence, there are some techniques involved in translation process. This study was to analyze the use of translation techniques in subtitling the Dhaup Ageng documentary movie, to find out which translation techniques were mostly used and to investigate the ways in which the translation techniques were used. This study used descriptive-qualitative approach to describe the results of the analysis of translation techniques. The object of the study was the subtitle of Dhaup Ageng documentary movie which consist of 77 utterances of Sri Sultan Hamengkubuwono X. The findings indicated that literal translation was applied in 19 excerpts, compression was in 13 excerpts, borrowing was in 9 excerpts, transposition was in 8 excerpts, linguistic amplification was in 7 excerpts, amplification was in 4 excerpts, compensation was in 3 excerpts, calque, established equivalent and reduction were applied in 2 excerpts, while adaptation, description, discursive creation, generalization, modulation, substitution, particularization and variation were applied in 1 excerpt. Based on the results, literal translation was the most dominant technique used in subtitling process. It might be used properly if the context required the use of such technique.
THE EFFECTIVENESS OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) AND GROUP INVESTIGATION (GI) TECHNIQUEsTO TEACH READING COMPREHENSION TO STUDENTS WITH HIGH AND LOW MOTIVATION Chotimah, Nor; Rukmini, Dwi
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14685

Abstract

This study aims to describe the significant difference between STAD and GI techniques to teach reading comprehension to students with high motivation, to describe the significant difference between STAD and GI techniques to teach reading comprehension to students with low motivation, to explain which one is more effective between STAD and GI techniques to teach reading comprehension to students with high and low motivation and to describe whether there is interaction among the teachniques, motivation, and teaching reading comprehension in this study.This study wass a quasi-experimental study. There were 26 students in the experimental and control group. They were divided into students with high and low motivation in each group. Test, questionnaire, and observation were used as the instruments of this study. The findings of this study are: there is significant difference between STAD and GI techniques to teach reading comprehension to students with high motivation, Student Team Achievement Division (STAD) technique is effective to teach  reading comprehension to students with high and low motivation than Group Investigation (GI) technique, and there is no interaction among the techniques, motivation, and teaching reading comprehension. In conclusion, teaching reading comprehension of narrative text with Student Team Achievement Divivsion (STAD) technique is effective for students with high and low motivation. Thus, it is recommended that STAD technique be implemented in teaching reading comprehension.
The Application Of Formulaic Expressions In The Conversation Texts Of Senior High School English Textbooks Sugiati, Ana; Rukmini, Dwi
English Education Journal Vol 7 No 2 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i2.15732

Abstract

The main objective of this study was to analyze the application of formulaic expressions in the conversation texts of senior high school English textbooks grade X, XI, and XII entitled “Bahasa Inggris” published by the Ministry of Education and Culture. This topic was chosen because formulaic competence is a component of the communicative competence that helps the students to speak native-like. The researcher applied qualitative approach and used discourse analysis as the design of the study. The objects of the study were twenty-five conversation texts of English textbooks grade X, XI, and XII. They were analyzed based on the list of formulaic expressions proposed by Biber et al. (1999). The researcher found that the application of the formulaic expressions in the conversation texts of the English textbooks was not fully done. There were only four out of five formulaic expressions types as formulated by Biber et al. (1999). They were lexical bundles, idiomatic phrases, collocations, and inserts. They did not frequently occur in the conversation texts of the textbooks. They were only 21.9% of the total expressions. It was concluded that the expressions were not native-like, so the conversation texts of the textbooks need to be improved.
Gallery Walk and Think-Pair-Share Techniques for Teaching Writing Descriptive Text to Students with High and Low Motivation Dewi Kilas Sinar Nurani, Arsianti; Rukmini, Dwi
English Education Journal Vol 7 No 3 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i3.20737

Abstract

This study investigates the effectiveness of gallery walk and think-pair-share techniques to teach writing descriptive text to students with high and low motivation. A quantitative approach is used in this study by applying 2x2 factorial design in the form of pre-test and post-test. 72 students from the tenth grade of State Senior High School 1 Simo Boyolali who take English subject in the academic year of 2016/2017 are participated in this study. The motivational questionnaire and writing test are used as the instruments of the study. This study reveals several findings: gallery walk technique is effective to teach writing descriptive text to students with high and low motivation, think-pair-share technique is effective to teach writing descriptive text to students with high and low motivation, there is no significant difference on the effect of gallery walk technique and think par-share technique towards writing descriptive text achievement of students with high and low motivation, gallery walk technique is more effective to be used to teach writing descriptive text to students with high and low motivation compared to think-pair-share technique,  the ANOVA test reveals that there is no effective interaction among students’ motivation, teaching technique, and students’ writing achievement. To conclude, gallery walk technique is more effective compared to think-pair-share technique for teaching writing descriptive text to students with high and low motivation, and there is no effective interaction among students’ motivation, teaching technique and students’ writing achievement. In sum, it can be said that students’ writing achievement is not influenced by motivation; it is influenced by the implementation of teaching techniques.
Co-Authors Abdurrachman Faridi Abdurrahman Faridi Agnes Arum Budiana, Agnes Arum Agung Dwi Nurcahyo Agung Dwi Nurcahyo Agus Dwiyanto Agus Prayogo Agus Rofi’i Ahlis Qoidah Noor, Ahlis Ahmad Bukhori Muslim Ahmad Sofwan Ahmad Sofwan Ahmad Sofwan Ahmad Tauchid Alif, Wening Nur Habibah Alifia Junita Cendraa Sari Amalia Rahmawati Andika Farid Abdillah, Andika Anggarsari, Rian Hardika Anie Indriati, Anie Anindya Pangestika Anisah, Nur Anisah, Nur Ardianti, Triubaida Maya Ardiasih, Lidwina Sri Arif Susanto Ariyanti Rodiah, Hindria Ariyanti Rodiah, Hindria Astani, Widi Astria, Asri Astria, Asri Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Auladi, Ahmad Yusron Auladi, Ahmad Yusron Ayu Dewi Fatimah Bedagama, Diana Novietasari Beni Saptiyanto Bharati, Dwi Anggani L. Bintana, Khomsa Bintana, Khomsa Dafi Khusnita, Dafi Daud Jiwandono, Daud Dewi Kilas Sinar Nurani, Arsianti Dewi Kilas Sinar Nurani, Arsianti Dewi, Annisa Kumara Djoko Sutopo Dwi Anggani L. Bharati, Dwi Anggani L. Dwi Anggani LB, Dwi Dwi Anggani Linggar Dwi Anggani Linggar Bharati Ekadini, Lulu' Eko Suwignyo Emilia Ninik Aydawati Emilia Ninik Aydawati Ervina Juli Aryani Exnasia Retno Palupi Handayani Fadhila Yonata Fadhila Yonata Fajriati, Retno Dwi Faradilla, Ayu Silvana Faradilla, Ayu Silvana Farah Sukmawati Wahidah Farah Sukmawati Wahidah Faridi, Abdurrachman Ferdika Wijaya Kusuma Ferry Hadriyan Fitri Budi Suryani Fitriani, Walida Wahid Frimadhona Syafri Gisty Listiani, Gisty Glendia Fisca Gracia Nurika Purwanti Hanum Bestari Hari Amirullah, Hari Hartono, Rudi Hendi Hidayat Hendi Hidayat, Hendi Hendi Pratama Hendi Pratama Hendi Pratama Hendrikus Joko Yulianto Henrikus Joko Yulianto Heru Priyatna Hidayat, Rifki Nurlaili Hidayat, Rifki Nurlaili Husna, Zumala I.R. Agustien, Helena I.R. Agustien, Helena Inti Englishtina Ismi Kusumaningroem, Ismi Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Jan Mujiyanto Januarius Mujiyanto Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius Mujyanto Januariyus Mujianto Jumbuh Prabowo Junior, Simon Resania Kartika Cahyani, Fransisca Putri Katharina Rustipa Katharina Rustipa Kohar, Hasan Abdul Kohar, Hasan Abdul Kurniawan Yudhi Nugroho, Kurniawan Yudhi kusumaningtyas, yulia shinta kusumaningtyas, yulia shinta Kusumawati, Henny Laksono Trisnantoro Lia Indriyani Lina Puspita Dewi Lina Puspita Dewi Listiyaningsih, Fina Lutfi, Agus Adib Lutfi, Agus Adib M. Syaeful Rizki U, M. Maemonah, Maemonah Maemunah Maharani Robiatul Islam Masfa Maiza, Masfa Mazulfah Mazulfah Mega Mulianing Maharani Meike Imeda Wachyu, Meike Imeda Meylana, Ardhy Mochammad Imron Awalludin Mujahadah, Siti Mujahadah, Siti Mujianto, Yanuarius Murni Wahyanti, C. Murni Wahyanti, C. Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Nabiela Maulida Nabila, Zulfa Nadiyatul Uswatul Hasanah Narwianta, Nanang Narwianta, Nanang Nisak, Sukrun Nita Sitta Rachma, Nita Sitta Nor Chotimah, Nor Nurrahmah Nurrahmah, Nurrahmah Pasca Kalisa Pertama, Tia Pertama, Tia Prahita Isnaini Ningtyas Pratiwi, Dita Ayu Priangan, Aulia R. Bunga Febriani R. Bunga Febriani Radeni Sukma Indra Dewi Rahayu Puji Haryanti Rahman, Dian Fathur Ratih Laily Nurjanah Rengganis Siwi Amumpuni Rifqi Aulia Erlangga Rika Riwayatiningsih Rini Susanti Wulandari Rizka Fauziah Ruansyah, Rajif Alif Ruansyah, Rajif Alif Rudi Hartono Rudi Hartono Rudi Hartono Ruli, Ruli Ruminda Ruminda S. Andika Cahya Ari Wibowo Sadam Pamungkas Saleh, Mursid Salimatin Mufidah Saputri, Lenggahing Asri Dwi Eko Sari, Latifa Ika Sarip, Sri Kurnia Setya Rahayu Solihin, Rully Khoeru Sri i Wuli Fitriat Sri Setyarini Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Sudaryani, Harlina Sugiati, Ana Sugiati, Ana Sukma Nur Ardini Sumaryanti Sumaryanti Supriyadi, Hermawan Suwandi Suwandi Syaiful Haque Syamsul Arifin Tandiyo Rahayu Titis Sulistyowati Triubaida Maya Ardianti, Triubaida Maya Triwinarsih, Endah Triwinarsih, Endah Tyas, Dyah Ayu Enggaring Tyas, Umi Aisyah Sulistyaning Udi Samanhudi Udi Samanhudi Uju Uju W, Widhiyanto Wahyudi, Roni Wahyudi, Roni Wahyuni, Sri Warsono Warsono Warsono Warsono Welliam Hamer Wendi Kusriandi Wening Nur Habibah Alif Wibowo, S. Andika Cahya Ari Wibowo, Yudha Pambudi Wicaksono, Firman Wicaksono, Firman Wulan, Nawang Wulan, Nawang Yan Mujiyanto Yan Mujiyanto Yoga Prihatin Yuliana Zakiyah Yulita, Eva Yuni Eka Pratiwi, Yuni Eka Yuniarti Yuniarti Yuniarti Yuniarti Zahro, Dewi Sofiyanatiz Zebua, Esterani zulfa Sakhiyya