Academic Journal Perspective : Education, Language, and Literature
Perspective (e-ISSN 2621-6981) publishes twice a year in May and November. This journal published manuscripts in the areas of English Language Teaching (ELT) and Literature.
Articles
117 Documents
<![CDATA[Enhancing Students’ Reading Comprehension Through Jigsaw ]]>
<![CDATA[dwiniasih, dwiniasih]]>;
<![CDATA[Nugraha, Arifial Fahla]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i1.1909
<![CDATA[This article mainly describes the use of jigsaw as one the collaborative learning strategies in learning that could foster students’ reading comprehension. It is assumed that Jigsaw could enhance students’ achievement in reading skill. Therefore, test and questionnaire were used in this research to investigate the effect of Jigsaw and students’ response towards Jigsaw applied by the teacher. Finally, Jigsaw implicates students’ achievement become better and it forces students to be a ‘teacher’ speaking up their idea to the other group]]>
<![CDATA[Improving Students Pronunciation Using Video Dubbing (A Classroom Action Research for Tenth Grade and Eleventh Grade Students of Vocational High School) ]]>
<![CDATA[Pamungkas, Firdaus Ditya]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i1.1794
<![CDATA[This research aims to find out the impact of video dubbing on improving students’ speaking pronunciation. This research was applied for the tenth grade and eleventh grade of Vocational High School in Madiun city, province of East Java, Indonesia. The subject of the research consisted of 20 students, 14 female students and 6 male students. In collecting the data, researcher used observation to observe the implementation of video dubbing during teaching learning process and used test to find the improvement of students’ speaking pronunciation during the implementation of video dubbing. The research was conducted in two cycles, where each cycle consisted of 4 meetings. The research findings showed that the implementation of video dubbing could improve students’ speaking pronunciation. It can be concluded that the implementation of video dubbing in learning process has beneficial effect on students’ speaking skill, especially in pronunciation. Keywords: video dubbing, teaching speaking, pronunciation.]]>
<![CDATA[EFL Teachers’ Perspectives on Learner Autonomy ]]>
<![CDATA[Yuzulia, Irza]]>;
<![CDATA[Yusuf, Fazri Nur]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i1.2107
<![CDATA[Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosing learning objectives and evaluating their learning at the lowest score. Furthermore, the activities which teachers often recommended to are listen to English songs, read books and use the internet. It can be concluded that teachers have a strong belief towards their roles in LA. Even though they are already conscious about the importance of LA, it should be implemented into practice.]]>
<![CDATA[Treffinger Learning Model in Teaching Speaking ]]>
<![CDATA[Akbarani, Rizqi]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i1.1801
<![CDATA[This research aims to find out how was the implementation of Treffinger learning model in teaching speaking skill. This research was applied for the tenth grade students of SMK Negeri 2 Madiun that consist of 26 students as sample in conducting the research. In collecting the data, research used observation to observe the implementation of Treffinger learning model during teaching learning process and used test to find the improvement of students’ speaking skill during implementation of Treffinger learning model. The research finding showed that the implementation of Treffinger learning model can improve the students’ speaking skill. It can be concluded that Treffinger learning model is acceptable to be used as teaching learning model in teaching speaking. ]]>
<![CDATA[Teaching Critical Discourse Analysis to ELT Learners through Corpus Based Approach ]]>
<![CDATA[samsi, yogi setia]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i1.1814
<![CDATA[ABSTRACTConcordance is the software that facilitates an unlimited data recognizing the frequency and collocation. It can be used for learning and teaching. This study is qualitative and aimed to know the contribution of corpus tool in teaching CDA and the students’ responses through the use of corpus tool, named concordance software, in one of the University. The method in this research is qualitative descriptive with the content analysis. Thus, I employed the frequency and collocation in order to get its sociocognitive contained into three levels of analysis: microstructure, superstructure, and macrostructure couched within critical discourse analysis framework of Van Dijk (2008) through 2 articles taken from different newspaper that has been collected into concordance software. The data can be represented to be mediator in learning and teaching CDA in the class to find out the ideology through frequency and collocation. The findings reveal that concordance has the contribution to the learning and teaching especially in linguistic course. It is questioningly proven by the students’ responses that the students seemingly motivate and enthuse to learn CDA through corpus linguistics. Concordance is effective and can help the teacher in their teaching.]]>
<![CDATA[Comparing Reading Comprehension Competence through Reading Aloud and Silent Reading among Indonesian EFL Learners in Senior High School ]]>
<![CDATA[Aisiah, Iis Nur]]>;
<![CDATA[Mahaputri, Ratna Andhika]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i1.1816
<![CDATA[Reading skill has its own modes; two of them are reading aloud and silent reading. Reading aloud and silent reading modes are interrelated with each other and affecting students' reading comprehension competence. The most EFL students’ common problems in the school is they do not know the appropriate techniques or modes applied in reading comprehension, therefore their reading comprehension results cannot be maximized. The researcher used quantitative research method and comparative study research design in conducting the research process. By using Reading Comprehension Test and interview, researcher collecting all the data in order to find deep information about how Indonesian EFL learners’ reading comprehension are through silent reading and reading aloud, its significance, and the factors that influence students’ reading comprehension score. The researcher took the samples in 34 students who divided into two groups; 17 students for silent group and 17 students for aloud group. The findings of this quantitative research indicated that there is no significance difference between reading aloud and silent reading regarding to Indonesian EFL learners reading comprehension competence and Reading Comprehension Factor (RCF) as the most factor that influence students’ reading comprehension score in silent group, while Reading Factor other than Comprehension (RFOC) as the most factor that influence students’ reading comprehension score in aloud group.]]>
<![CDATA[PROJECT BASED LEARNING IN TRANSLATION CLASS ]]>
<![CDATA[Apandi, Apandi]]>;
<![CDATA[Afiah, Devi Siti Sihatul]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i2.2656
<![CDATA[PROJECT BASED LEARNING IN TRANSLATION CLASSApandiProdi Pendidikan Bahasa Inggris, FKIP Unswagati CirebonEmail: aapandi5@gmail.comDevi Siti Sihatul AfiahProdi Pendidikan Bahasa Inggris, FKIP Unswagati Cirebon AbstractThis study aims to identify student learning experiences in the Indonesian-English translation class. This study uses a case study approach with data collection methods in the form of observations, interviews and questionnaires. Observations are made to obtain data sources from direct sources. Interviews were conducted to find out whether the places visited had historical stories, legends or folktales that could be translated into English, and also to find out the obstacles or challenges faced during learning using PBL. A questionnaire was used to identify learning experiences in the Indonesian-English translation class using PBL. Respondents were students of the 6th semester of the English language education program who took part in the English-Indonesian translation course. Data is presented in the form of descriptive explanations and also supported by graph data to facilitate the presentation. This study shows that the use of PBL provides benefits in forming independent learners, improving critical thinking and can improve attitudes in collaboration with peers. However, there are still obstacles and challenges in translation courses using PBL, namely at the beginning of the lecture in the form of less preparation time, adaptation with group mates and also the location of observations that are located some distance from the campus or where students are, and there are difficulties in translating cultural words found.Key words: PBL, Translation, Learning Experience]]>
<![CDATA[Students’ Attitude toward English Learning: A Study in a Junior High School ]]>
<![CDATA[-, Lizawati -]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i2.2515
<![CDATA[AbstractStudents? language attitude is one of important things to be successful in language learning process. Student?s attitude is classified into: cognitive, behavior and emotional aspect of attitude. The purpose of this research is to identify students? attitude toward English language learning in a junior high school. This research employed survey research specifically in Junior High School X with 158 students as research participants. The researcher collect the data by using ?Behavior Cognitive Emotional Attitude (BCEA) questionnaire consisting 45 items with five point-likert scale from level 1 to 5. The data were analyzed by using SPSS and Microsoft excel. The findings show that Behavior Aspect of Attitude (BAA) Mean=3.304641; SD=0.815134, Cognitive Aspect of Attitude (CAA) Mean= 3.579747 ; SD=0.829148, Emotional Aspect of Attitude (EAA) Mean: 3.457384 SD: 0.83255 which means students? in Junior High School X have positive attitude toward English learning.Keywords: Students? Attitude, Language Learning, Behavior, Cognitive, Emotional.]]>
<![CDATA[THE ANALYSIS OF PROBLEM BASED LEARNING (PBL) IN MICRO TEACHING COURSE TO FIT THE REQUIREMENT OF EFFECTIVE PRE-SERVICE TEACHERS ]]>
<![CDATA[Linda, Linda]]>;
<![CDATA[-, Apandi]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i2.2652
<![CDATA[One of phenomena that occur in the educational world is the issue of discrepancies that occur between theory the pre-service teacher learned in college with implementation when they should teach in thereal fields (schools). Problem Based Learning (PBL) becomes one of the efforts to bridge the existing problems. This research is conducted to find out the extend of Problem Based Learning (PBL) in Micro Teaching course since the course must be accomplished by students before carrying out practical activities in the real field in the school at teaching training program. The writer uses descriptive qualitative method. And in this research the writer uses case study as a research design to find out the purpose of the research. The participants of the the research are 8 students from a class of micro teaching course in English Department of Universitas Swadaya Gunung Jati. In this paper, The Students as the Pre Service Teacher(s) are coded PST(s). The writer uses observation as the instruments of the research. Theory of Miles and Huberman are used to collect data from observation. Regarding to the discussion above, the four aspects of competences of effective teacher are shown in the teaching practice done by the students of Micro teaching course that apply Problem Based Learning (PBL). The majority results of the observation explain that applying Problem Based Learning in Micro Teaching course develops pre-service teachers competence in their teaching in classroom. This research shows pre-service teachers can integrate their competences and create good performance in their teaching practice. ]]>
<![CDATA[INACCURATE PRONUNCIATIONS OF ENGLISH VOWEL SOUNDS BY ONLINE INDONESIAN ENGLISH TEACHERS ]]>
<![CDATA[Rosari, Maria Dewi]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i2.2557
<![CDATA[Many English learners use English Teaching Channels on YouTube as an alternative source of learning. Most of those channels were organized by Indonesian teachers. The qualities of the teaching presentations on these channels are varied. Inappropriate use of vocabulary, inaccurate grammar, and mispronunciations are often found in these channels. This research attempts to study the inaccurate pronunciations of the English teachers. The study is deemed necessary due to the fact that learners consider online English teachers as good language model and as an alternative to access English learning materials. The result of the study shows that there are nine types of English vowels that are pronounced inaccurately by the teachers. Most of them are absent in Indonesian vowel system. Cautions should be made when using English Teaching channels on YouTube and some suggestions for Indonesian English teachers are presented.]]>
