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The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text Suminar, Ratna Prasasti; Putri, Giska
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 2 (2015)
Publisher : Universitas Swadaya Gunung Jati

This research entitled “The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text. TTW (Think-Talk-Write) strategy is one of strategy in teaching learning process, TTW (Think-Talk-Write) strategy one of cooperative learning. Think-Talk-Write (TTW) Strategy is starting from involvement of students in thinking or dialogue with it self after reading process. Then talk and share ideas (sharing) with friend before writing. One group consist of 4-6 students, in this group of students requested making notes, explaining, listening and sharing ideas with friends and express them through writing. The problem of the research is “To find out the effectiveness TTW (ThinkTalk-Write) strategy in teaching writing descriptive text?” The population in the research is the second grade students of UNSWAGATI CIREBON. The writer takes two classes of the second grade students as the sample from this research which were divided into two groups; experimental group (7AB) and control group (7CD). The instruments of collecting data are tests; pre-test and post-test. To analyze of data, the writer used a quasiexperimental design. The writer gave writing test to gather the data. There were pre-test and post-test. The formula that was used analyze the data was t-test. It was used to determine whether there was significance difference between students’ score in experimental group and control group.

A Multiple Case Study that Looks at the Implementation of character Education in English Classroom Syaripudin, Usep; Aisyah, Siti
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 4, No 1 (2016)
Publisher : Universitas Swadaya Gunung Jati

This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools – a public vocational school, a public senior high school, and a religious-based public high school – participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools – vocational and senior high school – begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered students’ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop students’ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop students’ character.

An Analysis of Mobile Dictionaries in Vocabulary Teaching Masykur, Masykur
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 5, No 1 (2017)
Publisher : Universitas Swadaya Gunung Jati

In recent years, rapid developments in technology have placed books and notebooks into the mobile phones and tablets and also the dictionaries into these small boxes. Giant dictionaries, which we once barely managed to carry, have been replaced by mobile dictionaries through which we can reach any words we want with only few touches. Mobile dictionaries with their audiovisual contents have become an important source for vocabulary teaching. Further studies are needed to use this source in a more efficient way and to benefit from it more effectively. Starting from this point, this study elaborates on the use of mobile dictionaries in vocabulary teaching. In the first place, advantages and the limits of the use of these dictionaries in vocabulary teaching are tried to be determined students viewpoint to them and how frequently they are used. In light of the emerging data, new ways are sought to use these dictionaries as a more efficient teaching material. For this purpose, a survey was conducted to seventy-eight students of Wiralodra University Indramayu in 2016 -2017 academic year. A survey form was prepared by receiving opinion of an expert and reviewing related literature. Descriptive statistic techniques were used in the analysis of data gathered. At the end of the study, almost all students expressed that they were constantly using mobile dictionaries to learn vocabulary. Besides, students put forth the advantages and limits of them. We hope this study will make contribution to studies regarding more efficient way to use of these dictionaries in vocabulary teaching. Keywords: Mobile dictionaries, vocabulary teaching, dictionary applications

A Case Study of EFL Learners’ Difficulties in Listening Comprehension Wahidah, Farah Sukmawati
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 6, No 1 (2018)
Publisher : Universitas Swadaya Gunung Jati

This research tries to analyse the students’ level of difficulty in listening comprehension and the factors causing it. This is a case study research. This research revealed that students had many difficulties in listening comprehension. The difficulties from the biggest percentage were understanding organization, pragmatic understanding, and basic comprehension. Then, there were many factors causing students’ difficulties in listening. The factors were from the speaker, the environment, and the speaker itself. The factors causing the difficulties from the biggest percentage were the environment (noisy), poor recording, unfamiliar topics, accent of the speaker, ungrammatical sentences, long listening, concentration or focus, unknown words, uninteresting topic, and recognizing main points. Keyword: listening difficulties, factors causing listening difficulties.

Symbolism in Poe's "The Haunted Palace" Kuhon, Fiola
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 6, No 2 (2018)
Publisher : Universitas Swadaya Gunung Jati

ABSTRACTPoetry always has a unique charm that captivates and draws the reader into its figurative world. One of the most interesting charm is symbolism used by the poet, in one single word lays a deeper explanation beyond what is perceptible by the eyes. Therefore, the aim of this research was to reveal the symbolism in “The Haunted Palace”, a gothic-themed poetry written by a well-known poet Sir Edgar Allan Poe. Having analyzed this poetry, the writer later found that Poe’s “The Haunted Palace” has some unique symbols used by the poet himself. Despite of writing long and descriptive lines, the poet chose appropriate symbols that lead the readers to think and conjecturing more deeply. Every symbol used in “The Haunted Palace” represents simplicity, authenticity and brilliancy of Poe himself. Thus, a symbolism holds a very important role of poetry. It is not only pleasantly presented but also elucidating things beyond its literal substance. It proves that Poe’s “The Haunted Palace” is pleasant to be read but difficult to be interpreted.Keywords: poetry, symbolism, The Haunted Palace, Edgar Allan Poe

The Analysis of Translation Technique of Children Story : “Lila, the Clumsy Witch” Maisa, Maisa
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 2 (2014)
Publisher : Universitas Swadaya Gunung Jati

Regarding to Douglas Robinson, in his famous book entitled Becoming atranslator, 1998; 49, define translation is an intelligent activity involving complex processes of conscious and unconscious learning.In the other book of Peter Newmark's, a textbook of translation, stated that translation is rendering the meaning of a text into another language in the way that the author intended the text. Newmark describe translation techniques into two catagories. First, translation which focuses on the source language and target language. The SL translation techniques consists of four such as word fo word, literal, faithfull and semantic translation. While the techniques which focuses on Target Language (TL). The techniques are adaptation, free translation, idiomatic translation and communicative translation.In this paper, the writer would like to analyze the children text entitled Lila, the clumsy witch or Lila, penyihir yang ceroboh. “ what kind of translation techniques does the writer use in translating the text ? The story is written by Amelia Kurniawati and translated by P. Francis Rhien. The result is that the writer of the book uses more techniques of translation which focuses on Source language using word for word translation 19,3%, Literal translation 61,5% and Free translation 19,3%. This result indicates that the writer of the book focuses on the source language.

The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV Dwiniasih, Dwiniasih
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 2 (2015)
Publisher : Universitas Swadaya Gunung Jati

This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 student’s strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence student’s achievement, such as student’s ability, learning style, and teacher’s methodology used. Therefore, it is teacher’s task to motivate students aware of learning strategy used, so they could get well understanding.

The Analysis of Instructional Media as Cirebonese Cultural Representative Related to Students’ Learning Styles in Peer Teaching Activity Jaufillaili, Jaufillaili; Linda, Linda
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 4, No 1 (2016)
Publisher : Universitas Swadaya Gunung Jati

In this research, the writers observed the peer-teaching activity in Teaching and Listening for Children class. The writers intended to find out: 1) What is the dominant students‟ learning styles in the class? 2) What are the most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class? 3) How are the instructional media used by the students in peer-teaching activity related to their learning styles? The theory of learning style used in this research was from Pritchard (2009) that was strengthened by Fauziati (2010). This was a qualitative research. The research instruments were Batch‟s Learning style inventory test and observation sheet. The result showed that: 1) The dominant students‟ learning styles in the class was visual learning styles. From forty (41) one students, twenty one (21) students were visual learners. 2) The most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class was picture. Pictures as instructional media were used by almost all groups with different learning styles preferences. 3) The instructional media used by the students in peer-teaching activity related to their learning styles could be concluded as follows: auditory learners uses a sound record, visual learners used pictures, kinesthetic/tactile learners used paper that should be folded by the students (involving physical activity), and multi-learning style learners used video that involved audio-visual activity for their students.

The Use of Thematic Progression in Writing Hortatory Exposition Text Linda, Linda; Maisa, Maisa; Mulatsih, Devi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 5, No 2 (2017)
Publisher : Universitas Swadaya Gunung Jati

The research entitled in “The Use of Thematic Progression in Writing Hortatory Exposition Text” is aimed at finding out the students’ activities in learning hortatory exposition text by using thematic progression patterns and finding out the level of students’ writing skill by using thematic progression patterns in learning hortatory exposition text. This research is expected to give contribution and some informations about the implementation of thematic progression patterns in writing field, especially in hortatory exposition text. Thematic progression is a way to make a good text in term of good cohesion and coherent of text. It means that thematic progression will influence a content of text and it can be organized into a good organization of essay. There are three patterns of thematic progression used namely constant theme, linear theme, and split rheme. The result of this research shows that the use of thematic progression patterns in writing hortatory exposition text was effective. It can be shown by comparing result of pretest and posttest of exeperimental class. The average of pretest was 49,09 while the average of posttest was 76,16. It means that the students’ writing ability in posttest was improved than the pretest. Based on the students’ documents in post-test of the experimental class, it can be summarized that most of students got the medium and high level. The medium level was the most achieved level with 84%, while the high level was 10%, and low level was 6%. In addition, most of students could pass the KKM (Kriteria Ketuntasan Minimal). Since The KKM for English in Senior High School is 75.Keywords: Hortatory text, Theme, Rheme, Thematic Progression

Using Visual Scaffolding Strategy for Teaching Reading in Junior High School Lestari, Nurul Fauziyah; Misdi, Misdi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 4, No 2 (2016)
Publisher : Universitas Swadaya Gunung Jati

This research was aimed to investigate the effectiveness of using visualscaffolding strategy in teaching reading comprehension at the eighth grade of juniorhigh school. The design of this study was a quasi experimental study. The subjectswere the students of state junior high schools in Cirebon, Indonesia. The data wereobtained by administering reading test and from observation as a supporting dataanalysis. The data of the test were analyzed by using t-test formula to know thedifference of the students’ comprehension in reading narrative text between twogroups. Meanwhile the result of the observation was analyzed descriptively. Theresults indicate that there was a significant difference on students’ learning resultbefore and after Visual Scaffolding applied.

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Contact Name
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Journal Mail Official
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Location
Kota cirebon,

Jawa barat

INDONESIA