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All Journal Jurnal Pendidikan Indonesia Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan Jurnal Karya Pendidikan Matematika MAGISTRA Celt: A Journal of Culture, English Language Teaching & Literature ETERNAL: English Teaching Journal ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Edutama Journal of Research and Educational Research Evaluation Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Dwi Anggani Linggar Bharati
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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UAN AND ITS RELEVANCE TO THE NEW CURRICULUM, KTSP Linggar Bharati, Dwi Anggani
MAGISTRA Vol 19, No 60 (2007): Magistra Edisi Maret
Publisher : MAGISTRA

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FAKTOR AKADEMIK DAN NON AKADEMIK PERSEPSI MAHASISWA SERTA DOSEN TERHADAP PENYELESAIAN PENULISAN THESIS PARA MAHASISWA S2 PENDIDIKAN BAHASA INGGRIS PASCASARJANA UNNES Rukmini, Dwi; Bharati, Dwi Anggani Linggar
Jurnal Penelitian Pendidikan Vol 32, No 1 (2015)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v32i1.5708

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The problems of this research are what is the average time spent for the S2 English Education Program students for finishing their thesis, what academic and non academic handicaps faced by the students to finish the thesis, what academic and non academic handicaps faced by the lecturers to supervise the students in finishing their thesis, How is to solve the problems in finishing the thesis. The design of the research is descriptive qualitative with the population English Education Program (EEP) students after finishing their thesis examinations and the lecturers as the advisors. The samples taken are thirty students and eight lecturers chosen randomly. The data were collected through two questionnaires namely for students dealing with the students’ identity, questions dealing with academic factors, questions dealing with non academic factors, questions addressed to the lecturers. The conclusions taken are as follows: the students’ academic competence reflected in thirty students is good; the scores for the subjects directly related to the thesis are good, though some are repeated with the commulative achievement index of 3,55. The scores for the thesis examinations are starting from AB to A or 80 above. However, there are still some problems in writing the thesis especially in grammar, diction, spelling, punctuation, cohesion, coherence, content, reference, format, numbering. The errors occurred in all chapters including in writing the abstract, acknowledgement, table of content, cover, and bibliography. Most students have the guidance book to write the thesis; the process to get the advisor decree takes one week; the meeting with the advisors is scheduled; the oral communication mode can be direct meeting through telephone and through sms. it always gets the response for an appointment from the advisors for consultation.The time period from one meeting to the other with the supervisor is one week.The advisor is helpful and in average they master the material proposed by the students. Mostly there is no contradictory opinion between the first and the second advisors.The references available in the English department library are helpful for the students to write the thesis but not in the central library of Unnes; The examiners of thesis don’t demand much revision; the data collection and the document preparation needed is well done; at the beginning the students do not master the material but after reading a lot and being guided by the advisors they know better.3) most of the students have great motivation in finishing the thesis for financial reason; most of the students are tough and patient in writing the thesis for the fact that they can finish the revision quickly; some students have very limited skill of research that makes them to be guided much; most of the students have politeness in asking the consultation though some do not. There are still some students who are reluctant to read the original books; they prefer to quote others’ quotations and still make mistake in the format including in the numbering system.
DEVELOPING LISTENING PROCEDURAL TEXT MATERIAL CONTAINING FUN ACTIVITIES The Case of the Eighth Graders of Junior High School To Strengthen the Character Education Arumsari, Ina Rosita; Bharati, Dwi Anggani Linggar
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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The objective this study was to develop listening procedural text material containing fun activities. It was made for the eighth graders to strengthen character education. The design used in this study was Research and Development (R&D) proposed by Borg and Gall (1983: 775). The subject of this research was the eighth graders of Junior High School. The data would were analyzed through triangulation using three kinds of instruments, namely observation sheet, interview, and questionn1aire. The result of the data analysis is that the students gave the good opinions about the developed material. All of them liked the material very much. The results of assessments were very satisfying and student‘s attitude improvement ran smoothly. It showed that students‘ comprehension of procedure text was improving. It could be seen from the result of the post test. The eighth graders of SMP 1 Kudus got 97.03 for the average, while SMP 3 Bae Kudus could reach 95.32. The listening material containing fun activities called ―I Love How to Do‖ and the ―WhisbledWhizzle‖ game are completely good. This implies that developing listening of procedural material containing fun activities is effective for the eighth graders of junior high school.
TEACHERS’ PROFESSIONAL DEVELOPMENT THROUGH AN OBSERVATION IN IMMERSION CLASSES BASED ON THE DOCUMENTS AND TEACHING AND LEARNING PROCESSES Bharati, Dwi Anggani Linggar
Language Circle: Journal of Language and Literature Vol 4, No 2 (2010): April 2010
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Immersion program, the learning and teaching process conducted in English, has become a new trend in Indonesia nowadays in which almost every school is trying to conduct it. However, not many of the schools can do that program for it requires professional teachers, not only being able to teach in English well but also able to  prepare  the documents, making lesson plan, syllabus and media,  needed for the program. Professional teachers are badly required for the immersion classes for they play an important role in succeeding the program. Therefore, it is worth investigating to see whether the real condition of the teachers is as it is expected or not and finally, conclusions and suggestions can be put forward for the betterment of the program. Based on the observation done by the writer, it was found out that mispronunciation, misspelled, grammar mistakes, wrong diction, and some other linguistic feature problems often happened in the classroom activities. Besides, other problems were also found in the development of teaching documents, syllabus, lesson plan, and media. The development of those documents was not in line with the school- based curriculum, ignoring the level of difficulty as stated in the Bloom Taxonomy revised by Anderson. The objectives, the indicators, the evaluation formulations were still on surface and incomplete. In this paper the writer tries to show the complete result of her observation dealing with the real condition of the teachers’ competence in their teaching and learning process in English as well as their competence in developing the documents and finally give some suggestions for increasing their competence, especially in preparing their teaching documents.   Key Words: immersion class teacher, professionalism, teaching documents, teaching   and learning process
REALIZATION OF TENOR IN THE CONVERSATION IN ENGLISH TEXTBOOKS Achsan, Mohamad; Linggar Bharati, Dwi Anggani
Lembaran Ilmu Kependidikan Vol 44, No 1 (2015): Lembaran Ilmu Kependidikan: April 2015
Publisher : Universitas Negeri Semarang

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Penelitian ini bertujuan untuk menjelaskan tenor dari mitra bicara pada percakapan dalam buku teks Bahasa Inggris kelas X dan kesesuaian realisasinya dalam konteks. Penelitian ini juga menjelaskan persamaan dan perbedaan antara teks percakapan dari kedua buku teks Bahasa Inggris dalam merealisasikan tenor. Metode deskriptif komparatif digunakan dalam penelitian ini. Hasil analisis leksikogramatika menunjukkan bahwa teks percakapan dari kedua buku teks didominasi oleh klausa deklaratif. Hal ini berarti mood pada model teks percakapan cenderung memberikan informasi daripada meminta informasi atau meminta barang atau jasa. Hasil dari analisis modalitas menunjukkan bahwa teks percakapan didominasi oleh modulasi kapasitas. Hasil analisis tenor menunjukkan bahwa peran sosial dari teks percakapan meliputi peran antara guru dan siswa, siswa dan siswa, dan teman dan teman. Selanjutnya, status dalam teks percakapan adalah setara dan tidak setara. Antar mitra bicara terdapat terdapat kontak yang rendah dan keterlibatan afektif rendah dan kontak tinggi dan keterlibatan afektif tinggi.This study aims at explaining the tenor of the interactants in the conversation texts found Grade X English textbooks as well as the appropriacy of their realization in the given contexts. This study also explains the similarities and differences between conversation texts found in both English textbooks in realizing tenor. This study was a qualitative research employing a descriptive comparative method. The result of lexico-grammatical analysis of conversation texts in two English textbooks showed the texts of two textbooks were dominated by declarative. This means that the mood in the models of the conversation texts tend to give information rather than demanding information or demanding goods and services. They were between teacher and student, student and student, and friend and friend. Furthermore, there were various statuses found in these texts. They were unequal and equal. At last, the social distances showed low contact and low affective involvement and high contact and high affective involvement.
Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students Musarokah, Siti; Bharati, Dwi Anggani Linggar
ETERNAL Vol 1, No 2 (2010): Agustus Vol 1 No 2
Publisher : ETERNAL

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ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level.   Key words: analysis, test items, national final examination
Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students Siti, Musarokah; Linggar Bharati, Dwi Anggani
ETERNAL Vol 1, No 2 (2010): Agustus Vol 1 No 2
Publisher : ETERNAL

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ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level.   Key words: analysis, test items, national final examination
THE EFFECT OF JIGSAW AND PAIR SWITCH PATRNER PRESENT ON THE HIGH AND LOW MOTIVATED STUDENTS’ VOCABULARY MASTERY Fakhruddin, Afief; Yuliasri, Issy; Linggar Bharati, Dwi Anggani
English Education Journal Vol 3 No 2 (2013)
Publisher : English Education Journal

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This study is investigated the effect of jigsaw and pair switch partner present on the high and low motivated students’ vocabulary mastery. The statement of problems were (1) How significant is the vocabulary mastery if high motivated students were treated with jigsaw, (2) How significant is the vocabulary mastery if high motivated students were treated with pair switch partner presents, (3) How significant is the vocabulary mastery if low motivated students were treated with jigsaw, (4) How significant is the vocabulary mastery if low motivated students were treated with pair switch partner presents, (5) How significant is the vocabulary mastery if high and low motivated students were treated with jigsaw, (6) How significant is the vocabulary mastery if high and low motivated students were tratedwith pair switch partner presents, (7) Is there any interaction between vocabulary mastery, strategy, and students motivation. This study was exprimental factorial design. This study used test, questionnaire and observation. The result showed that all results were not significants, and only pair switch partner present gave effect to the high motivated students and there was not interaction between vocabulary mastery, strategy, and students motivation.  It can be concluded that the strategy were not effective.
DEVELOPING AN ENGLISH INSTRUCTIONAL MATERIAL FOR BRIDGING COURSE PROGRAM Kusnandi, Tri; Linggar, Dwi Anggani
English Education Journal Vol 2 No 2 (2012)
Publisher : English Education Journal

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THE USE OF WRITTEN FEEDBACK TECHNIQUE TO IMPROVE THE PRACTICE OF GRAMMAR FOR SENTENCE WRITING COMPETENCE Wijayanti, Puspa; Linggar Bharati, Dwi Anggani; Mujiyanto, Januarius
English Education Journal Vol 5 No 1 (2015)
Publisher : English Education Journal

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This thesis was purposed to (1) find out the problems that faced by grade 3 students of Mondial School in mastering grammar (2) explain the implementation of written feedback in practicing grade 3 students’ grammatical correct writing (3) explain the extent to which the practice of the written feedback improves the grade 3 students’ grammatical correct writing. I used two cycles. Cycle 1 consisted of some activities, such as pre-observation study, planning, giving out the pre- questionnaire and pre-cycle 1 test, observation and correction through written feedback and making analysis and reflection of the students’ pre cycle 1 test. Cycle 2 had the same activities like cycle 2. I got the data from interview, pre questionnaire, and observation in the class, pre cycle 1 test result, post questionnaire and post cycle 1 test results. Then, all the data were analyzed in qualitative and supported by quantitative research. The cycle 1 showed that the students do need more extra grammar practice. Because of the result, I re- planned and changed little the method of the practice in cycle 2. It worked and showed that the written feedback that improved students’ writing skill in correct grammar through the regular practices.
Co-Authors Abdul Aziz Abdurrachman Faridi Abdurrahman Faridi Achsan, Mohamad Afief Fakhruddin, Afief Agatha Lisa Agatha Lisa Agus Prayogo Ahmad Sofwan Aini, Veny Nur Akhmad Nur Cholis Alimul Khakim, Muhammad Alimul Khakim, Muhammad alowalid, abdulhakim faraj alowalid, abdulhakim faraj Ambarsari, Pipit Andari Puji Astuti, Andari Puji Ani Rusilowati Aryani, Oktianti Dwi Asih Nurakhir Atik Rokhayani Atikah Wati, Atikah Azizah, Fitria Uswatun Bagus Dwi Pambudi Bedagama, Diana Novietasari Cahyanti, Ade Dwi Carascalao, Oscar Yustino Carascalao, Oscar Yustino Daniela Elivas Hastunar, Daniela Daning Desy Artyani, Daning Djoko Sutopo Djoko Sutopo Djoko Sutopo Dwi Rukmini Emilia Ninik Aydawati Fahrur Rozi Fahrur Rozi Fajarika Nuninsari, Dessi Faridi, Abdurrachman Farista, Nova Rifqi Farista, Nova Rifqi Faticha, Dewi Faticha, Dewi Fatwassani, Rezza Fitri Budi Suryani Hanifah, Fahmi Millati Hanifah, Fahmi Millati Hartono, Rudi Hendi Pratama Hendi Pratama Hidayat, Rifki Nurlaili Hidayat, Rifki Nurlaili Imaduddin Abil Fida Ina Rosita Arumsari, Ina Rosita Issy Yuliasri Issy Yuliasri Istifadah, Hanna Januarius Mujiyanto Januarius Mujiyanto, Januarius Kadek Sonia Piscayanti Kasprabowo, Teguh Kasprabowo, Teguh Kholisoh, Modi Nur kifti halimah islami Kohar, Hasan Abdul Kohar, Hasan Abdul Kusumawanti, Windhariyati Dyah Kusumawanti, Windhariyati Dyah Leila Nurul Amali Maemunah Maesaroh Maesaroh Manikowati, Manikowati Manikowati, Manikowati Martina, Wigati Masitoh Oktavia Mazulfah Mazulfah Melania Wiannastiti Mohamad Achsan, Mohamad Mohammad Qushoy Mukhoyyar, Aniq Mukhoyyar, Aniq Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Shaleh Muthohharoh, Setyani Rohmatul Narwianta, Nanang Narwianta, Nanang Nopa Yusnilita Nugroho Dimastoro Nugroho, Toto Nugroho, Toto Nur Antoni Eko Tanuso Nuriska Denhas, Kiki Nuriska Denhas, Kiki Nurlaila Tuanany, Nurlaila Pamujo Effa Kusdianang, Pamujo Effa Perdana, Rizky Ramadhan Pertama, Tia Pertama, Tia Pryla Rochmahwati Puji Astuti Puspa Wijayanti, Puspa Putri, Afrilita Mardiana Putri, Afrilita Mardiana Putri, Dwi Amalia Putri, Dwi Amalia Rafsanjani, Ali Akbar Rahmah, Siti Nafakhati Rahman, Dian Fathur Rahmatunnisa, Eva Ramdani, Aldin Syah Ratih Laily Nurjanah Refi Ranto Rozak Rudi Hartono Rudi Hartono Shofwani, Siti Aniqoh Shofwani, Siti Aniqoh Silvia Nanda Putri Erito Siti Musarokah Sri Susilogati Sumarti Sri Wuli Fitriati Sukarno Sukarno Sukma Nur Ardini Suwandi Suwandi Swarini, Ade Resky Swarini, Ade Resky Tawary, Dhiayuddin Dzulfikar W Testiana Deni Wijayatiningsih Tri Kusnandi, Tri Triwibowo, Febri Dhany Urunami, Silvia Urunami, Silvia Virgin, Junnilalita Aisya Wahyudi, Roni Wahyudi, Roni Warsono Warsono Warsono Warsono Wiwik Handayani Yan Hardiansyah, Yan Yentri Anggeraini Yuliani, Widya Yuliani, Widya Yulianti Yulianti