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All Journal Language Circle : Journal of Language and Literature VISION REFLEKSI EDUKATIKA Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat Al Ishlah Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra Register Journal Indonesian Journal of English Language Teaching and Applied Linguistics Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Education and Human Development Journal Indonesian Journal of Community Services JALL (Journal of Applied Linguistics and Literacy) Prominent : Journal of English Studies Borneo Educational Journal (Borju) Proceeding of the International Conference on Family Business and Entrepreneurship (ICFBF) REGISTER JOURNAL Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal on Learning and Advanced Education (IJOLAE)
Nuraeningsih Nuraeningsih
Universitas Muria Kudus
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : vision journal for language and foreign language learning

 1 
An Analysis of Speech Act Used in London Has Fallen Movie Tutuarima, Zulfa; Nuraeningsih, Nuraeningsih; Rusiana, Rusiana
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i23022

Abstract

The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.
Students’ Perspective on Teaching Materials of English for Management Business II In Management Department, Universitas Muria Kudus Nuraeningsih, Nuraeningsih
Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i13296

Abstract

In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it.   In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
PROMOTING FUN LEARNING IN GRAMMAR CLASS THROUGH SONGS Nuraeningsih, Nuraeningsih
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2293

Abstract

Many teachers present grammar in a conventional way. The rules are taught in a very formal situation with monotonous activities. Many times they need repetition to make students really understand about a topic, especially when they teach tenses. It is important for students to be able to distinguish each type of them. This brings about students’ boredom and discourages them to get involved, so that unconscious learning doesn’t occur. However, songs promote relaxed, enchanted atmosphere in classrooms. Furthermore, songs are perceived to stimulate students’ interest in learning. By having that fun, conducive learning atmosphere, students may feel excited in joining grammar class. This paper aims at providing basic conceptual arguments of the advantage of using songs in teaching grammar. It also discusses the pedagogical implication of utilizing songs to create joyful class. The procedure of teaching grammar through songs is then proposed. 
An Analysis of Speech Act Used in London Has Fallen Movie Zulfa Tutuarima; Nuraeningsih Nuraeningsih; Rusiana Rusiana
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i23022

Abstract

The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.
PROMOTING FUN LEARNING IN GRAMMAR CLASS THROUGH SONGS Nuraeningsih Nuraeningsih
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2293

Abstract

Many teachers present grammar in a conventional way. The rules are taught in a very formal situation with monotonous activities. Many times they need repetition to make students really understand about a topic, especially when they teach tenses. It is important for students to be able to distinguish each type of them. This brings about students’ boredom and discourages them to get involved, so that unconscious learning doesn’t occur. However, songs promote relaxed, enchanted atmosphere in classrooms. Furthermore, songs are perceived to stimulate students’ interest in learning. By having that fun, conducive learning atmosphere, students may feel excited in joining grammar class. This paper aims at providing basic conceptual arguments of the advantage of using songs in teaching grammar. It also discusses the pedagogical implication of utilizing songs to create joyful class. The procedure of teaching grammar through songs is then proposed. 
Students’ Perspective on Teaching Materials of English for Management Business II In Management Department, Universitas Muria Kudus Nuraeningsih Nuraeningsih
Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i13296

Abstract

In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it.   In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
Co-Authors Abdurahman Ahmed Milad Abdurrahman Ahmed Milad Agulan, Loreen P. Agung Dwi Nurcahyo Ahmad Hilal Madjdi, Ahmad Hilal Anna, Sibhekinkosi Diah Dwi Lestari Diah Kurniati Ernis Sholikah Farid Noor Romadlon Fitri Budi Suryani, Fitri Budi Fitria Nurkusumaningrum Hajimia, Hafizah Havva Kurt-Taşpınar Herda, Rozanah Kurniawan Yudhi Nugroho, Kurniawan Yudhi Kurt-Taşpınar, Havva Kusumastuti, Dyah Loreen P. Agulan Luluk Safira Ikrima Mamik Indaryani Milad, Abdurahman Ahmed Milad, Andurahman Muh Syafei Muh Syafei Muh. Syafei Mutohhar Natthanan Thongmark Nisrina Lutfiyah Nur Ekaningsih, Nur Principe, Regine Rohmanita Riski Istikhomah Rusiana Rusiana Saifulloh, Singgalang Daffa's Sibhekinkosi Anna Slamet Utomo Suprihadi Suprihadi Suprihadi Suprihadi Thongmark, Natthanan Titis Sulistyowati Tono Suwartono Tutuarima, Zulfa Uswatun Khasanah Wening Sahayu Yundari, Yundari Zhofiroh, Rana Afifatuz Zulfa Tutuarima