Articles
<![CDATA[THE LEVEL OF DIRECTNESS IN APOLOGISING IN AKEELAH AND THE BEE MOVIE DIALOGUE ]]>
<![CDATA[Hawa, Faiza]]>;
<![CDATA[Sukmaningrum, Rahmawati]]>
<![CDATA[ ETERNAL Vol 2, No 2 (2011): Volume 02 Number 02, August 2011 ]]>
Publisher : <![CDATA[ETERNAL ]]>
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<![CDATA[This paper discusses precisely the production of the speech acts of apology.The choice for apology is due to its popularity as a study of speech act and being anillocutionary force so common to take place in daily context. This paper aims toexplicate the appropriate strategies of conveying apologies as part of Speech Acts inthe social interaction done by the speaker and addressee in movie conversation.Apologies is one of these speech acts, discussed through the analysis of conversation inâAkeelah and the Beeâ movie concerned with the level of directness. The data for theanalysis is taken from the dialogue transcripts of Akeelah and the bee movie. Remedialapology with assymetrical relationship are mostly found in the dialogue. The various wayof conveying apology between the characters prefers in polite apology.Keywords : Apology, politeness, the level of directness]]>
<![CDATA[ANALISIS KESALAHAN GRAMATIKAL PADA PENULISAN DESCRIPTIVE TEXT MAHASISWA JURUSAN PENDIDIKAN BAHASA INGGRIS UNIVERSITAS PGRI SEMARANG ]]>
<![CDATA[Arso Setyaji]]>;
<![CDATA[Rahmawati Sukmaningrum]]>;
<![CDATA[Faiza Hawa]]>
<![CDATA[ Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 11, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/mpp.v11i2.3361
<![CDATA[Penelitian ini bertujuan untuk mengindentifikasi berbagai kesalahan gramatikal berdasarkan Surface Strategy Taxonomy dan frekuensi kemunculannya serta untuk mengetahui berbagai macam problematika mahasiswa ketika menulis teks dalam bahasa Inggris. Penelitian ini merupakan penelitian kualitatif-kuantitatif dengan instrument berupa tes tertulis berbentuk esai dan kuesioner. Teks deskriptif berbahasa Inggris yang ditulis oleh mahasiswa semester tiga merupakan objek dari penelitian ini. Teks-teks tersebut kemudian dianalisis berdasarkan teori Surface Strategy Taxonomy yang dikemukakan oleh Dulay. Dari hasil analisis teks, peneliti menemukan 4 jenis kesalahan gramatikal yang sesuai dengan teori Dulay. 4 jenis kesalahan tersebut berupa Omission (68.31%), Addition (9.6%), Misformation (8.45%), dan Misordering (2.11%). Berbagai macam problematika yang dihadapi mahasiswa ketika menulis diantaranya adalah lemahnya pemahaman tentang tenses, lemahnya penguasaan vocabulary, pemilihan leksikal yang tidak tepat dala kalimat, dan penyusunan struktur kalimat yang salah dalam teks. Dalam hal ini, mahasiswa masih menuliskan teks dengan memakai struktur kalimat bahasa asli atau bahasa Indonesia. Kata Kunci: kesalahan gramatikal, deskriptif teks, Surface Strategy Taxonomy.]]>
<![CDATA[EARLY BIRD SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS DI SD ]]>
<![CDATA[A. B. PRABOWO K. A.]]>;
<![CDATA[Faiza Hawa]]>;
<![CDATA[Fitri Yulianti]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 1, No 2 (2010): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v1i2.139
<![CDATA[Abstract: Early Bird is a current product applied in Elementary School as a media of English teaching. It implies the progress of teaching learning process which enhances students?óÔé¼Ôäó ability in understanding English vocabularies and teacher?óÔé¼Ôäós creativity. This media has been acknowledged to Elementary English teachers who join in Gubug English Teachers?óÔé¼Ôäó Association, Grobogan. This media can help the English teachers create an alternative media based on the mechanism of Early Bird. It means that Early Bird cannot only be used as a media, but also can inspire the teachers to create an alternative media in teaching English in the Elementary school.Key words: Early Bird, alternative media, English teaching]]>
<![CDATA[PELATIHAN PENYUSUNAN SILABUS DAN RPP BAHASA INGGRIS TERINTEGRASI PENDIDIKAN KARAKTER BAGI GURU-GURU BAHASA INGGRIS TINGKAT SEKOLAH DASAR DI KECAMATAN MRANGGEN KABUPATEN DEMAK ]]>
<![CDATA[Ngasbun egar]]>;
<![CDATA[Rahmawati Sukmaningrum]]>;
<![CDATA[Siti Musarokah]]>;
<![CDATA[Faiza Hawa]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 3, No 2 (2012): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v3i2.442
<![CDATA[Demoralization occured in school life. Teachers as the person incharge of the students?óÔé¼Ôäó education in school must find the way out to demolish the demoralization. Character Education needs to be developed in school to maintain students?óÔé¼Ôäó behaviour. Character Building is important to be developed in the learning process. The development of Character Building is integrated into subject matters in elementary schools. Teachers should be involved in the character education for students. In running the process of learning, instructional materials are needed. Syllabus and lesson plan are parts of the instructional materials. Teachers are not only responsible for educating students in school but also responsible for building students?óÔé¼Ôäó characters through the material they deliver. Character Buildings are integrated in the syllabus and lesson plan in order that the students can apply the moral values from the material they learn in their daily lifes. The syllabus and lesson plan improvement with all the potency can be used for supporting the effectivity of character education implementation which is becoming the prior attention. Teachers should know more about students personality and what students need in the learning process. Teachers can improve their skills in making syllabus and lesson plans based character education by joining this workshop. Teachers need to be ?óÔé¼?ôan up-date?óÔé¼?Ø person in giving materials and delivering the moral values to build the students?óÔé¼Ôäó character. Through the program of repetition drills and monitoring, teachers can learn more about syllabus based character education to fulfill the students?óÔé¼Ôäó need. Syllabus based character education has to be used for imprasing the character education in order for gaining teachers?óÔé¼Ôäó and students?óÔé¼Ôäó creativity.Key words: Syllabus, Character Buildings.]]>
<![CDATA[MEDIA GLENN DOMAN SEBAGAI PENGAJARAN MEMBACA DAN MEMPERKAYA ENGLISH VOCABULARY ANAK SECARA MANDIRI DI RUMAH ]]>
<![CDATA[Nur Hidayat]]>;
<![CDATA[Rakhmawati Sukmaningrum]]>;
<![CDATA[Siti Musarokah]]>;
<![CDATA[Faiza Hawa]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 3, No 1 (2012): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v3i1.253
<![CDATA[AbstractGlenn Doman is one of the fascinating learning medias for teaching vocabularies to children. This media fosters the students to memorize the words quickly, in this case is the English words. The children?óÔé¼Ôäós eagerness to learn can be fostered by applying this media of playing and learning in their spare time. Parents can easily adopt the media by making of their own, using the things in their surrounding. The quick children memorization can be occurred by showing the children the letters in the card and then asking the children to utter the words in the cards several times. This media has been acknowledged to Sendangguwo Women Association. This media provides children with interesting and fun way for learning English vocabularies at home.Key Words: Glenn Doman, Teaching English, VocabularyAbstrakGlenn Doman adalah salah satu media pembelajaran yang menarik untuk mengajar kosakata anak-anak. Media ini mendorong para siswa untuk menghafal kata-kata dengan cepat, dalam hal ini adalah kata-kata bahasa Inggris. Keinginan anak-anak untuk belajar dapat dipupuk dengan menerapkan media bermain dan belajar di waktu luang mereka. Orang tua dapat dengan mudah mengadopsi media dengan membuat media mereka sendiri, menggunakan hal-hal di sekitar mereka. Hafalan anak-anak cepat dapat terjadi dengan menunjukkan anak-anak huruf dalam kartu, kemudian meminta anak mengucapkan kata-kata dalam kartu beberapa kali. Media ini telah diakui untuk Asosiasi Perempuan Sendangguwo. Media ini memberikan cara belajar kosa kata bahasa Inggris di rumah untuk anak-anak dengan cara yang menarik dan menyenangkan.Kata Kunci: Glenn Doman, Pengajaran Bahasa Inggris, Kosakata]]>
<![CDATA[MEKARSARI KELURAHAN ROWOSARI KECAMATAN TEMBALANG ]]>
<![CDATA[Faiza Hawa]]>;
<![CDATA[Rahmawati Sukmaningrum]]>;
<![CDATA[A.B Prabowo]]>;
<![CDATA[Sukma Nur Ardini]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 5, No 1 (2014): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v5i1.743
<![CDATA[Abstract Being successful enterpreneur is everyone?óÔé¼Ôäós passion. Enterpreneurship can be an alternative way to reach prosperity in life. It needs to be noticed that it takes a lot of effort , passion, patience and creativity to be a succesful?é?á enterpreneur. So many people have great eagerness to be enterpreneur, but they have less knowledge to make it true. That becomes the reason why this training is given to them. It aims to train the people to be more knowledgeable in enterpreneurship. It also trains them to be more creative by recycling?é?á used things to valuable one. It is hoped that this training can be useful for them. They can practice what they have already got in the training in their life. They can produce may new things from the used thing around them and sell them around to make money without money. It will help them to be more prosperous for their financial. ?é?áFurthermore, it will help them to open more job vacancies. This training was acknowledged to the Young Islamic association, Mekarsari,?é?á in Rowosari village. This training provides the young people knowledge, creativity and new experience to create useful and valuable things. Keyword: enterpreneurship]]>
<![CDATA[KOMPUTER INTERAKTIF SEBAGAI MEDIA PENGAJARAN BAHASA INGGRIS PADA ANAK USIA DINI ]]>
<![CDATA[Asro Setyadi]]>;
<![CDATA[Ahmad Iskak]]>;
<![CDATA[Rahmawati Sukmaningrum]]>;
<![CDATA[Faiza Hawa]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 6, No 1 (2015): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v6i1.794
<![CDATA[Abstrak ?é?á Mengajarkan bahasa Inggris pada anak bukanlah perkara yang mudah. Guru perlu berkreasi dan berinovasi dalam system pengajarannya untuk menciptakan suasana belajar yang menyenangkan dan menarik bagi anak. System pengajaran tersebut dapat berupa Edutainment. Edutainment merupakan gabungan dari education dan entertainment. System pengajaran ini menggabungkan pendidikan dan hiburan untuk?é?á menarik minat anak dalam belajar bahasa Inggris dengan mudah. Wujud dari edutainment tersebut dapat ditemukan dalam Komputer Interaktif maupun CD interaktif yang dapat dengan mudah dioperasikan untuk media pembelajaran dan tersedia ditoko-toko buku ternama. CD computer interaktif ini berisi materi- materi pembelajaran Bahasa Inggris yang menggabungkan antara visualisasi gerak, warna dan suara. Hal ini akan membantu motorik anak menjadi lebih peka dan terasah. Anak akan tertarik untuk belajar lebih akan bahasa Inggris dengan berbagai varian latihan yang terdapat dalam konten CD maupun computer interaktif tersebut. Untuk itu, pelatihan penggunaan computer interaktif sebagai media yang menarik dalam mengajarkan bahasa Inggris dilaksanakan untuk mengasah kekreatifan guru dalam menciptakan suasana belajar yang menyenangkan bagi anak dan untuk memberikan alternative media pembelajaran mellaui tehnology yang mudah diaplikasikan, lengkap dan menyenangkan. Kata Kunci: Komputer Interaktif, pengajaran bahasa Inggris, anak usia dini]]>
<![CDATA[THE LEVEL OF DIRECTNESS IN APOLOGISING IN AKEELAH AND THE BEE MOVIE DIALOGUE ]]>
<![CDATA[Faiza Hawa]]>;
<![CDATA[Rahmawati Sukmaningrum]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 2, No 2 (2011): Volume 02 Number 02, August 2011 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v2i2.449
<![CDATA[This paper discusses precisely the production of the speech acts of apology.The choice for apology is due to its popularity as a study of speech act and being anillocutionary force so common to take place in daily context. This paper aims toexplicate the appropriate strategies of conveying apologies as part of Speech Acts inthe social interaction done by the speaker and addressee in movie conversation.Apologies is one of these speech acts, discussed through the analysis of conversation in?óÔé¼?¥Akeelah and the Bee?óÔé¼?© movie concerned with the level of directness. The data for theanalysis is taken from the dialogue transcripts of Akeelah and the bee movie. Remedialapology with assymetrical relationship are mostly found in the dialogue. The various wayof conveying apology between the characters prefers in polite apology.Keywords : Apology, politeness, the level of directness]]>
<![CDATA[Improving English Pronunciation Competence Using Imitation Technique in mmmenglish.com Website ]]>
<![CDATA[Tugiyatun, Menuk]]>;
<![CDATA[Ardini, Sukma Nur]]>;
<![CDATA[Hawa, Faiza]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 5 No 1 (2021) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v5i2.132
<![CDATA[The aims of this research are to investigate the effectiveness of the implementation of the imitation technique in mmmenglish.com website to improve students’ pronunciation and to find out students’ perception of using the media. This research employed a pre-experimental research design with the instruments, namely pre-test and post-test, questionnaire perception, and interview. The subject of this research was the eighth grade which consists of 15 students of SMP N 1 Pringapus, Semarang Regency. The results were shown by pre-test and post-test score categories. The pre-test scores indicated that there were 3 (20%) students in the excellent category, 1 (7%) student in the good category, 2 (13%) students in the fair category, 6 (40%) students in the poor category, and 3 (20%) students in the bad category. The post-test score indicated that there were 6 (40%) students in the excellent category, 5 (33%) good, 4 (27%) in the fair category, and none who were categorized bad. Therefore, the pronunciation abilities of the subjects improved after the treatment. It can be seen that the post-test scores of students were higher than the pre-test in the excellent category. The second result is about the students’ perception of using imitating techniques on the mmmenglish.com website. It can be seen that 42% of students were favored with a very high criterion, and 58% of the students were favored with a high criterion. The results showed that the student's responses to using imitation techniques on the mmmenglish.com website to improve their pronunciation ability were positive.]]>
<![CDATA[Students’ Perception on The Use of TED Talks to Improve Listening Skills ]]>
<![CDATA[Wulandari, Annisa Septi]]>;
<![CDATA[Nur’aini, Siti]]>;
<![CDATA[Hawa, Faiza]]>
<![CDATA[ Berumpun: International Journal of Social, Politics, and Humanities Vol 7 No 1 (2024): Berumpun: International Journal Of Social, Politics, and Humanities ]]>
Publisher : <![CDATA[Faculty of Social and Political Sciences University of Bangka Belitung ]]>
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DOI: 10.33019/berumpun.v7i1.124
<![CDATA[Enhancing listening skills is crucial for junior high school students learning English. Innovative teaching tools such as TED Talks offer an interactive platform that might aid this educational goal. This research aims to evaluate the effect of TED Talks on developing listening skills among junior high school learners. The study employed a mixed-methods design involving 34 junior high school students. Participants underwent pre-and post-test assessments to measure their listening skills. Additionally, interviews were conducted to delve deeper into the students' experiences and perspectives regarding using TED Talks in their learning process. The findings revealed that TED Talks significantly enhanced students' English listening skills. After engaging with TED Talks videos, students showed notable improvements in vocabulary acquisition, pronunciation accuracy, and listening comprehension. The high-quality audio and diverse content of TED Talks were credited for these improvements. Furthermore, interviews provided insights into the positive impact of TED Talks on student motivation and engagement, with students expressing increased satisfaction and perceived efficacy in the classroom. TED Talks also contributed to the acquisition of advanced vocabulary and sharpened students' critical thinking skills through exposure to various topics.]]>
