Articles
<![CDATA[BEING BILINGUAL IN EARLY AGES: IS IT ADVANTAGEOUS? ]]>
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Age as a factor to succeed in childrenâs second language acquisition (SLA) has been a controversial issue for over a period of time. Some studies analyzing the issue found that age is the main factor to determine childrenâs success in SLA. Responding to the issue, this paper aims at exploring the notion of early bilingualim compared to monolingual children. In addition, this paper mainly focuses on the advantages of being bilingual in a earlier ages. The discussion reveals that bilingual children get more benefits in their language performance than monolingual children. As conclusion, it is suggested that âadditive bilingualismâ could be applied in Indonesia which English as the foreign language is used at school, while using Indonesian is still maintained at home.]]>
<![CDATA[ORAL CORRECTIVE FEEDBACK IN CHILDREN INTERACTION IN IMMERSION CLASS ]]>
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 2 (2017): April 2017 ]]>
Publisher : <![CDATA[Language Circle: Journal of Language and Literature ]]>
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DOI: 10.15294/lc.v11i2.9589
<![CDATA[The present study investigates the occurrence of corrective feedback in the learning process and teachersâ perspectives in giving the corrective feedback. The participants in the present study were two teachers and twelve children ranging from five to six years old. They were enrolled in Mondial School, an immersion school in Semarang, Indonesia. All of the children were Indonesians and some of which were Chinese descendants. Â This study applied a descriptive qualitative approach in the purpose of analyzing each utterance produced by teachers in classroom interaction and teachersâ perspectives towards the corrective feedback used. As the basis of data analysis, Ranta&Lysterâs Classification of corrective feedback was applied. The findings showed that 85% of teachersâ utterances used didactic recasts in giving feedback to childrenâs errors. These errors were mostly grammatical errors due to language transfer. Based on the findings, it can be concluded that the teachers have a tendency to use corrective feedback expressed explicitly in correcting speech errors in children, rather than implicitly or indirectly. Meanwhile, the perception of teachersâ tendency in giving corrective feedback through didactic recast was due to the effectiveness of didactic recast in encouraging children to correct errors in their speech. Teachers also added that giving corrective feedback was intended to encourage children to be aware of the structure of the language more precise without teaching grammar deductively, so the grammar was expected to be absorbed and understood by the children themselves.]]>
<![CDATA[AN ANALYSIS OF ENGLISH PHRASAL VERB TRANSLATION IN TOTTO-CHAN NOVEL: THE LITTLE GIRL AT THE WINDOW ]]>
<![CDATA[Sari, Dwi Indah Mutiara]]>;
<![CDATA[Sofwan, Ahmad]]>;
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[This study is attempted to focus on phrasal verb translation of an English novel Totto-chan: The Little Girl at the Window to its Indonesia version entitled Totto-chan: Gadis Cilik di Jendela. The objectives of the study are: (1) to describe the strategies used in translating phrasal verb in the Totto-chan novel (2) to describe the quality of phrasal verb translation in the Totto-chan novel.
In conducting this research, descriptive qualitative approach is used. The presentation of discussion is presented in a descriptive way. The data are analyzed by finding the phrasal verbs in the source language and in the target language. The translation strategies are analyzed based on Mona Bakerâs theory. Meanwhile, the researcher uses Nababanâs theory to identify the translation quality of the phrasal verbs.
The result of the study shows that (1) there are 35 data translated using idiom of similar meaning and form, 155 phrasal verbs translated using an idiom of similar meaning but dissimilar form, 5 phrasal verbs translated by paraphrase and 5 phrasal verbs are translated by omission; it shows that the most strategy used is using idiom of similar meaning but dissimilar form (2) the accuracy level of this novelâs phrasal verb translation is 80,67 % which indicates that the translation is accurate, the acceptability level is 83,17 % which shows us the translation is acceptable and the readability level which is 92,33 % which proves that the translation of this novel is highly readable.]]>
<![CDATA[THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH ]]>
<![CDATA[Triwinarsih, Endah]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[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.]]>
<![CDATA[THE PRACTICE OF CORRECTIVE FEEDBACK USED BY A TEACHER IN TEACHING ENGLISH ]]>
<![CDATA[Triwinarsih, Endah]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[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.]]>
<![CDATA[Merging English into Sport in Aerobic Exercise Based on Content-Based Instruction ]]>
<![CDATA[Suraya, Fatona]]>;
<![CDATA[Ali, Mohammad Arif]]>;
<![CDATA[Anggita, Gustiana Mega]]>;
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 13, No 1 (2018): October 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v13i1.12952
<![CDATA[A research on merging English into Sport in Aerobic Exercise based on Content-Based Instruction (CBI) was conducted related to the need of the aerobics instructor who can lead the class in English especially with the present of Asean Economic Market in the end of 2015. The problem being evaluated in this paper was ―is there any difference influence between CBI learning model and conventional learning model to the aerobics instructor performance in English? The aim of this research is to evaluate the different influence between CBI learning model and conventional learning model to the aerobics instructor performance in English. 20 students of Semarang State University and Wahid Hasyim University were grouped into 2 groups. One is CBI group and the other ones is conventional group. The treatment was conducted for 6 weeks, 12 meetings. The result showed that the significant score for CBI group is 0,005<0, 05, meaning H1 is accepted. Therefore there is a significant difference between those who have been taught using CBI to those who have been taught using conventional learning for the aerobics instructor performance in English.]]>
<![CDATA[BEING BILINGUAL IN EARLY AGES: IS IT ADVANTAGEOUS? ]]>
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v9i1.3223
<![CDATA[Age as a factor to succeed in children’s second language acquisition (SLA) has been a controversial issue for over a period of time. Some studies analyzing the issue found that age is the main factor to determine children’s success in SLA. Responding to the issue, this paper aims at exploring the notion of early bilingualim compared to monolingual children. In addition, this paper mainly focuses on the advantages of being bilingual in a earlier ages. The discussion reveals that bilingual children get more benefits in their language performance than monolingual children. As conclusion, it is suggested that “additive bilingualism†could be applied in Indonesia which English as the foreign language is used at school, while using Indonesian is still maintained at home.]]>
<![CDATA[ORAL CORRECTIVE FEEDBACK IN CHILDREN INTERACTION IN IMMERSION CLASS ]]>
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 2 (2017): April 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v11i2.9589
<![CDATA[The present study investigates the occurrence of corrective feedback in the learning process and teachers’ perspectives in giving the corrective feedback. The participants in the present study were two teachers and twelve children ranging from five to six years old. They were enrolled in Mondial School, an immersion school in Semarang, Indonesia. All of the children were Indonesians and some of which were Chinese descendants.  This study applied a descriptive qualitative approach in the purpose of analyzing each utterance produced by teachers in classroom interaction and teachers’ perspectives towards the corrective feedback used. As the basis of data analysis, Ranta&Lyster’s Classification of corrective feedback was applied. The findings showed that 85% of teachers’ utterances used didactic recasts in giving feedback to children’s errors. These errors were mostly grammatical errors due to language transfer. Based on the findings, it can be concluded that the teachers have a tendency to use corrective feedback expressed explicitly in correcting speech errors in children, rather than implicitly or indirectly. Meanwhile, the perception of teachers’ tendency in giving corrective feedback through didactic recast was due to the effectiveness of didactic recast in encouraging children to correct errors in their speech. Teachers also added that giving corrective feedback was intended to encourage children to be aware of the structure of the language more precise without teaching grammar deductively, so the grammar was expected to be absorbed and understood by the children themselves.]]>
<![CDATA[Communication Strategies in English Second Language Acquisition ]]>
<![CDATA[Kalisa, Pasca]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 14, No 1 (2019): October 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v14i1.21475
<![CDATA[This research aims to describe and analyze communication strategies used by learners in the acquisition of a second language. In this case, this research analyzes the use of communication strategies in which English is the language of instruction.This study involved 21 students at the Department of English Language and Literature, in one of the state universities in Semarang, Indonesia. These students are second year students in the English Language and Literature Department. This research is a case study in the purpose of investigating the communication strategies used when the participants are engaged when the learning activities take place. The participants are given a conversation project in pairs and exposed to a variety of setting such as in the restaurant, in the professor’s room, and in a company. Data collection was carried out through video and audio recordings. The data obtained are then categorized into 13 categories of communication strategies (Dornyei, 1995) and sorted to obtain the frequency of occurrence. The findings indicate that the students mostly use time-gaining strategy (36%) to overcome the problem in their communication with the interlocutors. It is then followed by the use of meaningless words which occurs very frequently (18%) from all utterances, “repetition†strategy which occurs rather frequently about 16% of the total, literal translation (13%), and “use of non-linguistics means†(10%). In conclusion, choices of communication strategies are highly influenced by the level of the conversation tasks given (Wongsawang, 2001). The occurrence of certain types of communication strategies depends on the tasks given to the students and the level of difficulty of those tasks.]]>
