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<![CDATA[STUDENTSâ MASTERY OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS CLASSROOM IMPLEMENTATION: A NATURALISTIC STUDY AT ENGLISH DEPARTMENT OF TIDAR UNIVERSITY ]]>
<![CDATA[Winarsih, Dwi]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 15, No 1: Februari, 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[English language teaching in Indonesia which is text-oriented concerns with text type or genre. The teaching is based on the concept that language is a system of choice by which writers can communicate certain functions allowing them to express their experiences, to  interact with others, and to create coherent message. Consequently, systemic functional grammar which views language as a strategic, meaning-making resource is implemented. However, the facts show students of English Department have limited knowledge on it. Their average score of the examination is unsatisfactory, below 70. The objectives of the research are to describe (1) the studentsâ mastery on interpersonal metafunction, experiential metafunction, and textual metafunction; and (2) to describe the classroom implementation systemic functional grammar course.This is a naturalistic study conducted at English Department. The subjects of this research are one lecturer and 30 students taking structure 3 course. Data are collected from teaching-learn- ing activities and relevant documents. The result indicates that studentsâ mastery of systemic functional grammar is low. They get confused when they come across with complex clauses in spoken text.]]>
<![CDATA[STUDENTSâ MASTERY OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS CLASSROOM IMPLEMENTATION: A NATURALISTIC STUDY AT ENGLISH DEPARTMENT OF TIDAR UNIVERSITY ]]>
<![CDATA[Winarsih, Dwi]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 14, No 2: Agustus, 2013 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[English language teaching in Indonesia which focuses on text types or genre. The teaching is based on the concept that language as a system of choice by which writers can communicate certain functions that allow them to express their experiences, to interact with others, and to create coherent message. Consequently, systemic functional grammar which views language as a strategic, meaning-making resource is implemented. However the facts show students of English Department have limited knowledge on it. Their average score is unsatisfactory, below 70. The objectives of the research are to describe (1) the studentsâ mastery on interpersonal metafunction, experiential metafunction, and textual metafunction; and (2) to describe the classroom implementation of systemic functional grammar course. This naturalistic study is conducted at English Department. The subjects of this research are one lecturer and 30 students taking structure 3 course. Data are collected through classroom observation and relevant documentation. The result indicates that studentsâ mastery of systemic functional grammar is low. They get confused when they come across with complex clauses in spoken text.]]>
<![CDATA[STUDENTS’ MASTERY OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS CLASSROOM IMPLEMENTATION: A NATURALISTIC STUDY AT ENGLISH DEPARTMENT OF TIDAR UNIVERSITY ]]>
<![CDATA[Winarsih, Dwi]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 15, No 1: Februari, 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v15i1.764
<![CDATA[English language teaching in Indonesia which is text-oriented concerns with text type or genre. The teaching is based on the concept that language is a system of choice by which writers can communicate certain functions allowing them to express their experiences, to interact with others, and to create coherent message. Consequently, systemic functional grammar which views language as a strategic, meaning-making resource is implemented. However, the facts show students of English Department have limited knowledge on it. Their average score of the examination is unsatisfactory, below 70. The objectives of the research are to describe (1) the students? mastery on interpersonal metafunction, experiential metafunction, and textual metafunction; and (2) to describe the classroom implementation systemic functional grammar course.This is a naturalistic study conducted at English Department. The subjects of this research are one lecturer and 30 students taking structure 3 course. Data are collected from teaching-learn- ing activities and relevant documents. The result indicates that students? mastery of systemic functional grammar is low. They get confused when they come across with complex clauses in spoken text.]]>
<![CDATA[STUDENTS’ MASTERY OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS CLASSROOM IMPLEMENTATION: A NATURALISTIC STUDY AT ENGLISH DEPARTMENT OF TIDAR UNIVERSITY ]]>
<![CDATA[Winarsih, Dwi]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 14, No 2: Agustus, 2013 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v14i2.859
<![CDATA[English language teaching in Indonesia which focuses on text types or genre. The teaching is based on the concept that language as a system of choice by which writers can communicate certain functions that allow them to express their experiences, to interact with others, and to create coherent message. Consequently, systemic functional grammar which views language as a strategic, meaning-making resource is implemented. However the facts show students of English Department have limited knowledge on it. Their average score is unsatisfactory, below 70. The objectives of the research are to describe (1) the students? mastery on interpersonal metafunction, experiential metafunction, and textual metafunction; and (2) to describe the classroom implementation of systemic functional grammar course. This naturalistic study is conducted at English Department. The subjects of this research are one lecturer and 30 students taking structure 3 course. Data are collected through classroom observation and relevant documentation. The result indicates that students? mastery of systemic functional grammar is low. They get confused when they come across with complex clauses in spoken text.]]>
<![CDATA[ASSESSING STUDENTS ACTIVENESS AND THEIR CHARACTER BUILDING IN SPEAKING COURSE OF ENGLISH DEPARTMENT ]]>
<![CDATA[Dwi Winarsih]]>
<![CDATA[ TRANSFORMATIKA Vol 11, No 1 (2015): TRANSFORMATIKA ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/transformatika.v11i1.107
<![CDATA[Mahasiswa prodi Pendidikan Bahasa Inggris, dipersiapkan menjadi guru Bahasa Inggris dan mereka akan menjadi model bagi siswa. Namun demikian fakta menunjukkan beberapa guru pemula tidak dapat berbicara Bahasa Inggris dengan lancar dan tepat. Berkaitan dengan tuntutan jaman, abad 21 ini adalah era yang kekuatan suatu bangsa ditentukan oleh kualitas sumber daya manusia. Menyadari fakta tersebut, pemerintah Indonesia memperhatikan kualitas hasil pendidikan.Tujuan penelitian ini adalah untuk mengetahui keaktifan siswa dalam perkuliahan Speaking dan untuk mendeskripsikan pendidikan karakter dalam perkuliahan Speaking. Penelitian ini adalah penelitian kualitatif yang menggambarkan kondisi nyata perkuliahan Speaking 1 di prodi. Bahasa Inggris FKIP Universitas Tidar. Subyek penelitian ini 30 mahasiswa semester 2 yang mengambil mata kuliah Speaking. Sumber data penelitian ini adalah dosen Speaking 1 di prodi Pendidikan Bahasa Inggris, kegiatan belajar mengajar, dan dokumen termasuk silabus, RPP, dan dokumen lain yang relevan.Berdasarkan analisis data, peneliti menyimpulkan pertama mahasiswa kurang aktif dalam kelas Speaking sehingga keterampilan berbicara mereka rendah, kedua nilai karakter mahasiswa kurang dikembangkan dengan baik khususnya pada nilai kerjasama, kejujuran dan toleransi.Keywords: Speaking Course, Activeness, Character Building]]>
<![CDATA[STUDENTS’ MASTERY OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS CLASSROOM IMPLEMENTATION: A NATURALISTIC STUDY AT ENGLISH DEPARTMENT OF TIDAR UNIVERSITY ]]>
<![CDATA[Dwi Winarsih]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 15, No 1: Februari, 2014 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v15i1.764
<![CDATA[English language teaching in Indonesia which is text-oriented concerns with text type or genre. The teaching is based on the concept that language is a system of choice by which writers can communicate certain functions allowing them to express their experiences, to interact with others, and to create coherent message. Consequently, systemic functional grammar which views language as a strategic, meaning-making resource is implemented. However, the facts show students of English Department have limited knowledge on it. Their average score of the examination is unsatisfactory, below 70. The objectives of the research are to describe (1) the students’ mastery on interpersonal metafunction, experiential metafunction, and textual metafunction; and (2) to describe the classroom implementation systemic functional grammar course.This is a naturalistic study conducted at English Department. The subjects of this research are one lecturer and 30 students taking structure 3 course. Data are collected from teaching-learn- ing activities and relevant documents. The result indicates that students’ mastery of systemic functional grammar is low. They get confused when they come across with complex clauses in spoken text.]]>
<![CDATA[STUDENTS’ MASTERY OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS CLASSROOM IMPLEMENTATION: A NATURALISTIC STUDY AT ENGLISH DEPARTMENT OF TIDAR UNIVERSITY ]]>
<![CDATA[Dwi Winarsih]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 14, No 2: Agustus, 2013 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v14i2.859
<![CDATA[English language teaching in Indonesia which focuses on text types or genre. The teaching is based on the concept that language as a system of choice by which writers can communicate certain functions that allow them to express their experiences, to interact with others, and to create coherent message. Consequently, systemic functional grammar which views language as a strategic, meaning-making resource is implemented. However the facts show students of English Department have limited knowledge on it. Their average score is unsatisfactory, below 70. The objectives of the research are to describe (1) the students’ mastery on interpersonal metafunction, experiential metafunction, and textual metafunction; and (2) to describe the classroom implementation of systemic functional grammar course. This naturalistic study is conducted at English Department. The subjects of this research are one lecturer and 30 students taking structure 3 course. Data are collected through classroom observation and relevant documentation. The result indicates that students’ mastery of systemic functional grammar is low. They get confused when they come across with complex clauses in spoken text.]]>
<![CDATA[PENGEMBANGAN STRATEGIC COMPETENCE PADA KETRAMPILAN MEMBACA PEMBELAJAR BAHASA INGGRIS SEBAGAI BAHASA ASING MELALUI SELF REGULATED LEARNING ]]>
<![CDATA[Dwi Winarsih]]>;
<![CDATA[Farikah Farikah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v3i2.2245
<![CDATA[The research aims to : 1) identify the development of learners’ strategiccompetence of in reading skill through self-regulated learning, 2) describe thedevelopment of learners’ strategic competence of in reading skill through self-regulated learning, 3) describe to what extend learners’ strategic competence of inreading skill through self-regulated learning.This research is categorized as classroom action research which implementstwo-time learning cycle. The subjects are the students of English Department, Facultyof Education and Teacher Training, Tidar University of Magelang. Questionnaire,observation and test of reading skill are used get the data.Self regulated learning which is implemented in each cycle enables thestudents to improve metacognitive strategy. It support the improvement of strategiccompetence as well, because this leaning technique activates students to learncollaboratively, improve students confidence and provide opportunity to the studentsto make use and relate their knowledge of language elements to the English textSelf-regulated learning also enables students to improve cognitive strategy inwhich students use analogy of their language element knowledge and social function,generic structure and lexicogrammatical feature knowledge of a text to comprehendthe meaning of words, phrases, clauses, and sentences. Thus, the improvement ofcognitive strategy which is reflected as the improvement of strategic competence goeshand in hand with the improvement of reading.]]>
<![CDATA[AN ANALYSIS OF PERLOCUTIONARY ACTS ON THE ELEVENTH GRADE ENGLISH TEACHER’S TALK OF SMA N 4 MAGELANG IN THE SCHOOL YEAR 2015/2016 ]]>
<![CDATA[Erest Mandarevina]]>;
<![CDATA[Dwi Winarsih]]>;
<![CDATA[C. Prima Ferri Karma]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 1, No 1 (2018): Journal of Research on Applied Linguistics, Language and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v1i1.192
<![CDATA[Communication is a way to deliver information to the hearer. In teaching and learning process, communication has an essential role. The success of communication depends on the participants involve. In this circumstance the participants are teacher and students. Teacher‟s talk has a major influence to the students. The utterance that is produced by the teacher is very influential on students‟ understanding when the teacher delivers the material to the learners. What the teacher utters affects the students. The objectives of this research are to analyze the effects of perlocutionary acts and to find the dominant effects of perlocutionary acts that are found in teacher‟s talk by English teacher in delivering material. The subject of this research is English teacher‟s talk of SMA Negeri 4 Magelang, focus on sentence that is produced by the teacher. In conducted the research the writer recorded the teacher‟s talk during teaching and learning process. Furthermore, the writer transcribed the data and analyzed the data to find the effects of perlocutionary acts found in teacher‟s talk. Based on the result analysis, the writer found that there are 11 effects of perlocutionary acts used by the teacher. The writer concluded that the dominant effects of perlocutionary acts are hearer thinks of something, hearer does something and hearer gives answer. Those three effects are related each other. It shows the pattern of communication in teaching and learning process.]]>
<![CDATA[THE CONTENT VALIDITY OF THE SUMMATIVE TEST ITEMS OF ENGLISH FOR THE TENTH GRADERS OF SMA NEGERI 1 MAGELANG IN THE SCHOOL YEAR 2015/2016 ]]>
<![CDATA[Ardhian Nugrahanto]]>;
<![CDATA[Dwi Winarsih]]>;
<![CDATA[Farikah Farikah]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 1, No 1 (2018): Journal of Research on Applied Linguistics, Language and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v1i1.188
<![CDATA[Language testing is a kind of process to measure the competence or the achievement of the students in language, in this case English. Creating a set of test is not as simple as it seems; there must be many qualifications or requirements to consider to make a good test with good quality for the students. The objectives of this research are to know whether the English summative test for the tenth graders of SMA Negeri 1 Magelang in the school year 2015/2016 has good validity and represent the basic competence proportionally or not. The writer conducted the research by collecting the data. The writer took the question sheet of English first semester test as the subject of this study. The writer also took the English syllabus to analyze the test items. Then, the writer retyped the data and compared it with the syllabus. After that, the writer analyzed the test items one by one. Besides, the writer also counted the percentage of the conformity and unconformity of the test items to know the quality of the content validity of the test items. After analyzing the data, the writer finds that there are thirty-two items which conform to the syllabus and three items do not conform to the syllabus. Meaning that the English summative test has good content validity with the percentage 91.42%. But the representation of the basic competences do not proportional yet, because there is a basic competence which dominated the test items. ]]>
