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All Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching Journal of English Language and Education JELLT (Journal of English Language and Literature Teaching) ELT Forum: Journal of English Language Teaching
Arif Suryo Priyatmojo
English Department Of Language And Arts Faculty, Semarang State University
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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ANALYSIS OF GOOGLE TRANSLATE’S QUALITY IN EMPLOYING TRANSLATION TECHNIQUES Kartika, Dewi; Priyatmojo, Arif Suryo
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research focused on the analysis of translation techniques and translation quality of Jakarta Post’s articles in terms of accuracy, acceptability, and readability. The objectives of this research were to find out the translation techniques applied by Google Translate in translating the articles of Jakarta Post and to know the quality of translation by Google Translate. This research applied a descriptive qualitative method. The data were obtained by using content analysis and questionnaire. The data in this research were ten articles of Jakarta Post from opinion section. The other data were the results of the translation quality assessments done by the respondents. The research findings showed that Google Translate applied 9 translation techniques. They were reduction, established equivalent, literal, calque, amplification, transposition, linguistic amplification, linguistic compression, and borrowing technique. The results of the questionnaires showed that the percentage of accuracy was 57.1% with average score 2.5, the percentage of acceptability was 58.6% with the average score 2.5, and the percentage of readability was 63.7% with the average score 2.5. Based on the results obtained, the quality of translation results by Google Translate was less accurate, less acceptable, and less readable. According to the analysis, it can be concluded that calque technique had the best translation quality considering this technique got the highest score in every aspect. While reduction technique was the least because this technique got the lowest score in every aspect. The researcher suggested the users to translate simple sentence instead of a complex one to gain a better quality of translation using Google Translate.
TEACHING TRANSACTIONAL AND INTERPERSONAL CONVERSATION: A CLASSROOM ACTION RESEARCH Priyatmojo, Arif Suryo
Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v9i1.3215

Abstract

Based on the standard competence of Indonesian’s curriculum relating to speaking activities, the students are demanded to express meaning/ messages in both transactional and interpersonal conversation using spoken languages in every context of situation. Two different kinds of conversation have their own characteristics, from which we still encounter students facing difficulties to communicate with others. The study was aimed at describing whether by giving different time allocation for the students to practice doing transactional and interpersonal conversation can impove the students’ conversation skills. It is a classroom action research conducted in my own class; the students in a transactional and interpersonal class became the subject of the study. The class consisted of 24 students in the second semester in the academic year of 2012-2013. To collect the data, I used four ways of collecting data in the forms of observation, questionnaire, interview and video recording. Those four different ways of collecting data were used at initial, middle and final teaching learning process to measure the progress of the study. Time allocation was my teaching technique to improve the students conversation skill. Based on the result of the study, I found that time allocation has positive significance for the students’ conversation activities. This improvement was validated by involving a critical colleague and research participants. It can be seen that the students could conduct conversations in longer period of times for both transactional and interpersonal conversations using different degrees of formality, topic preferences, language uses, mode, purposes and cultural contexts. This suggests that the students need longer time to practice by which they are able to do conversation with others in very meaningful ways.
IMPROVING COHESION OF THE STUDENTS’ SENTENCES THROUGH THE APPLICATION OF COHESION THEORY IN THE SENTENCE-BASED WRITING CLASS Priyatmojo, Arif Suryo
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v6i2.2409

Abstract

This study was aimed at 1). describing what kinds of cohesive device mostly occured in the students’ sentences, 2). describing how to apply cohesion theory in the sentence-based writing class, and 3). finding out whether the use of cohesion theory gives its positive significance to cohesion of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of SBW, and the object of the study was students’ sentences created by the students in the teaching and learning process. The result of the study shows that cohesive devices mostly employed by the students are references followed by lexical, conjunction and substitution. Moreover, the students never used ellipsis in the students’ sentences. In the teaching and learning process, cohesion theory was given to the students in two cycles. The first cycle focused on introducing the cohesion theory and its kinds of cohesive devices. Then, in the next cycle the students learned about Halliday and Hasan Taxonomy. Based on the result of the study, teaching SBW using cohesion theory gives its positive significance by varied cohesive device used by the students. It can be seen from the analysis of the students’ sentences from pre-test, paragraph 1, paragraph 2, paragraph 3 and post-test. The students also give positive responses upon its teaching and learning process using cohesion theory based on the pre and post-test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts such as paragraph-based writing, genre-based writng and academic writing in the next coming semesters.
POLITICAL DISCOURSE: OBAMA’S APPRAISAL ATTITUDE Priyatmojo, Arif Suryo
Language Circle: Journal of Language and Literature Vol 6, No 1 (2011): October 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v6i1.2043

Abstract

This study aims at describing the way Obama gives appraisal attitude in his political view infront of his people of the United States in particular and people of the world in general. Theobject of the study was Obama's Inauguration Speech 2009 as the 44th president of the UnitedStates in the level of words, phrases, clauses and sentences. The data was analyzed usingAppraisal Attitude System (AAS). The result of the study shows that Obama believes thatAmerica is in an intricate position since it has many problems and some countries do not trustAmerica from the political perspective. Obama convinces his people by persuading them thathe can solve the problems in good ways.
Students' perception on the use of android-based exam browser to assess final examination Fegasanti, Prahda Alifa; Priyatmojo, Arif Suryo
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i2.40073

Abstract

This final project was a study about the students' perception toward the use of Android-based Exam Browser as the medium for assess final examination in SMK Negeri 3 Magelang. The objective of this study was to find out the students' perception whether it was positive or negative toward the use of Android-based Exam Browser as the medium to assess final examination in SMK Negeri 3 Magelang, This study was employed qualitative survey design in which the data of the students' perception on the use of Android based Exam Browser as the medium to assess final examination were obtained by questionnaire, interview, and also observation. This research shared questionnaires to 33 students. The questionnaire was a close-ended question. Thirty-three students of SMK Negeri 3 Magelang were the participants of this study. Based on the findings of the study, 75,8 % of the students give a positive perception about Android based Exam Browser. The students believed that Android based Exam Browser was a useful, clear, and understandable platform for conducting online examination, and it gave some positive impacts such as improving students' speed in answering the questions, improving students' performance in the test, and helping them to answer the exam easily.
Students' perception toward gamification applied in English language classroom Putra, Pandu Perdana; Priyatmojo, Arif Suryo
ELT Forum: Journal of English Language Teaching Vol 10 No 1 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i1.40558

Abstract

This study aims to find out the students' perception toward gamification applied on English language Classroom. Gamification emerged as an innovation in classroom teaching. The basic concept is to incorporate game elements into teaching, taking advantage of students' interest in games that can be used for the purposes of the teaching process. This study is conducted since there is still limited research that is conducted in Indonesia which analyses the students' perception toward the gamification utilization. This research used qualitative methods as a way to present research results from data collected. Data from this study were collected using two methods, namely online questionnaires, and interviews. This research shared questionnaires to 30 students. The questionnaire was a Likert-style close-ended question. From the research conducted, it was found that the majority of students' perceptions of gamification used in English classes was positive. The students believed that gamification was effective and fun to bring to classroom learning. This teaching method allows students to engage more in-class activities, reduces boredom because it creates a learning atmosphere, and increases learning motivation without disturbing the understanding of the material obtained by students.
Cohesion and Coherence of Students Recount Texts in Indonesia Priyatmojo, Arif Suryo
Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v15i2.29003

Abstract

This study aimed at analyzing the cohesion and coherence of recount texts and their implication to teaching writing. The data was fifteen recount texts which were non-randomly chosen from the first-grade students of high school in Central Java, Indonesia. This was qualitative research employing cohesion theory by Halliday and Hasan (1976) and thematic progression proposed by Butt et al. (1995). The result of this research showed that most of the cohesive devices employed by the students were personal reference with 58.11%; demonstrative reference and definite article with 7.18%; comparative reference with 0.93%), lexical (repetition 22.21%; synonym 0.66%; superordinate 0.13%), conjunction (temporal conjunction 7.45%; adversative conjunction: 1.33%; additive conjunction 1.06%; causal conjunction 0.66%), and ellipsis with 2%. The presuppositions of the presupposed items and presupposing items were achieved anaphorically and cataphorically; most of them were anaphoric. The distances of the presuppositions were in the forms of immediate ties, mediated ties, and non-mediated ties. Furthermore, immediate ties occurred extensively. Based on the analysis, most of the texts were cohesive due to the achievement of presupposing and presupposed items in every sentence of the texts. Then, coherence of the students recount texts was achieved by employing three kinds of patterns: reiteration/ constant, zig-zag, and multiple thematic progression patterns. Most of the texts were developed by using a reiteration/ constant pattern. Based on the analysis, most texts were not coherent because of the unrelated clauses. As the result, they broke the signposted progression of the texts. The finding was expected to possibly contribute to the process of teaching writing by encouraging the students to create a good text in a cohesive and coherent way.
STUDENTS’ PROBLEMS IN MAKING DERIVATIONAL WORDS Setyani, Dwi Putri; Hartono, Rudi; Priyatmojo, Arif Suryo
ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v6i1.20454

Abstract

This paper aims to find out what kinds of errors the students made in making derivational words and the most frequent errors occurred. It is a descriptive qualitative research which focuses on the error analysis of derivational morphology. The subject of this study was the students of English Education UNNES batch 2012. By using quota sampling, 25 students were taken for the try-out test and another 25 students were taken for the real test. The data were obtained from a test and questionnaire. In analyzing the data, the researcher used error analysis method. It consists of identifying errors, describing errors, explaining errors and error evaluation. The finding errors were analyzed based on the Surface Structure Taxonomy that specifies four types of errors namely omission, addition, misordering and misformation. The result showed that errors were found in all categories of derivational morphology. There were 146 errors which consisted of 98 (67,1%) misformation, 34 (23,3%) omission, and 14 (9,6%) addition. Thus, it was crystal clear that the most frequent errors occurred in misformation.
THEMATIC DEVELOPMENT ON STUDENTS’ ANALYTICAL EXPOSITION TEXTS A CASE OF THE FOURTH SEMESTER STUDENTS IN THE ACADEMIC YEAR 2014/2015 Setiawati, Novita; Hapsari, Intan Permata; Priyatmojo, Arif Suryo
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v6i2.20695

Abstract

This final project is based on a study endeavored to examine the development of analytical exposition texts written by the fourth semester students of Universitas Negeri Semarang in the academic year of 2014/2015 who took Genre-based Writing class . The objective of the study is to examine to what extent the students develop their analytical exposition texts, in terms of Thematic Development. This study is a written discourse analysis in which the data collected are in the form of written texts. To examine Thematic Development, Thematic Structure must be found first. The data were divided into clauses and analyzed to discover their Thematic Structure using theory suggested by Gerot and Wignell (1995). Then the Themes and Rhemes were examined using Thematic Development theory suggested by Eggins (2004). Results show that unmarked Topical Theme and reiteration pattern are dominant on students’ texts because they are the simplest and easiest form of Thematic Structure and Thematic Development. In addition, some problems related to Thematic Structure and Thematic Development were found. In Thematic Structure analysis, one problem of empty Theme and three problems of empty Rheme were discovered, while more than half of total clauses did not have Thematic Development. These might indicate two points; first, the students of Genre-based Writing class are still novice writers. Second, they might not know about Thematic Development theory and how to employ it to develop their analytical exposition texts.
Pop-up Card to Teach Regular and Irregular Past Verbs A., Rizka D. A.; Wahyuni, Sri; Priyatmojo, Arif Suryo
ELT Forum: Journal of English Language Teaching Vol 7 No 1 (2018): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v7i1.25301

Abstract

This paper is based on an experimental research aiming to explain to what extent the achievement of the students who were taught by using pop-up card differs from those who were taught by using regular teaching media used by the teacher in attaining regular and irregular past verbs and to describe how effective pop-up card is to teach regular and irregular past verbs. The subject of the study was the students of VIII C, as the control group, and VIII D, as the experimental group, of one of junior high schools in Semarang in the academic year of 2016/2017, consisting of 60 students, chosen by using convenience sampling. This study used pretest-posttest control group design as a part of quasi-experimental design. The experimental group was taught regular and irregular past verbs by using pop-up cards and the control group was taught by using regular teaching media used by the teacher. T-test of the data showed that tvalue is higher than ttable (2.494 > 1.67). It can be concluded that there was a significant difference between the achievement of the students who were taught by using pop-up card and those who are taught by using regular teaching media used by the teacher.
Co-Authors A, Rizka D. A. A., Rizka D. A. A., Rizka D. A. Alfian Khabibi Dewi Kartika Endah Kartika Suryani Fanania, Rangga Akmil Fegasanti, Prahda Alifa Intan Permata Hapsari Nugraheni, Sinthya Irawati Putra, Pandu Perdana Putri Apriliani Rohani, Rohani Rudi Hartono Setiawati, Novita Setiawati, Novita Setyani, Dwi Putri Setyani, Dwi Putri Sri Suprapti Sri Wahyuni Sri Wuli Fitriati W, Widhiyanto