CLLiENT (CULTURE, LITERATURE, LINGUISTICS, ENGLISH TEACHING)
A Journal of Culture, Literature, Linguistics, and English Teaching presents articles on culture, literature, Linguistics, and English as a Foreign Language (EFL) and its teaching. Contents include Analysis, Studies, Applications of Theories, Research Reports, EFL Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Material Development, Multilingualism and Multilingual Education, Discourse Analysis, and Translation. The goal of these varied issues is to encourage and provide a free of charge platform for academicians and scientist to share, discuss, promote and contribute the inquiry of theoretical and practical studies.
Articles
10 Documents
Search results for
, issue
"Vol 5 No 2 (2023): CLLiENT JOURNAL"
:
10 Documents
clear
<![CDATA[NOUN PHRASE PATTERNS ANALYSIS ON THE ENGLISH TRANSLATION OF SURAH AL-MULK BY MUFTI TAQI USMANI ]]>
<![CDATA[Dina Lestari]]>;
<![CDATA[Abdur Rofik]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study is aimed for analyzing: (1) the noun phrase patterns, and (2) the most dominant noun phrase patterns used on the English Translation of surah Al-Mulk by Mufti Taqi Usmani, with uses qualitative method. Reading, identifying, classifying, presenting, are the process of collecting data. Method of the analyzing data is drawing the diagrams, analyzing, describing, finding, and concluding. Theory of Tree Diagrams by Diane Bornstein (1977) and theory of noun phrase by John Eastwood (1994) are the theory that used to analyzing the data. The result of the study: (1) the noun phrase patterns found on the data are noun phrase that consists of one word, determiners, prepositional phrase, adjective, noun, clause; (2) the most dominant noun phrase patterns used on the data is noun phrase that consists of one word.]]>
<![CDATA[THE PERCEIVED IMPACT OF TPR METHOD ON EFFECTIVENESS OF STUDENTS’ ENGLISH VOCABULARY IN SDN KALIBANGER ]]>
<![CDATA[Dwiki Mifta Saputra]]>;
<![CDATA[Sahid Sahid]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32699/cllient.v5i2.6663
<![CDATA[Enhancing the English vocabulary for the students become one of the most important part to have a good ability in English (speaking, listening, reading and also grammar). The perception of students toward the running process of increasing the English vocabulary are important to know. This study aims to investigate the students’ perception of using TPR (Total Physical Response) method on the effectiveness of studying English vocabulary and to what extend does TPR (Total Physical Response) method improve students’ English vocabulary. The quantitative data is obtained by conducting the Pre-Test and Post-Test Activity 1 and Post-Test Activity 2. And qualitative is to support the quantitative data. The result that that the Total Physical Response (TPR) method is very effective to help the students of enhancing the English Vocabulary. The students perceive that using Total Physical Response (TPR) method is more effective than using the conventional method. They feel that use the TPR method is more fun and exciting. They can feel the progress of mastering the English vocabulary. Then the quantitative data shows that the result in Post-Test Activity 1 in Controlled Class shows that there is an increase from the Pre-Test. In Pre-Test, the average is 61,7 that belongs to Enough category, then in Post-Test Activity 1, the average is 66,1 (Enough Category). Then in a Post-Test Activity 2, the average result is 67,8 (Enough category). We can conclude that in Controlled Class that uses the conventional method still has a progression toward the vocabulary achievement but it is really hard or not significant. The result in Post-Test Activity 1 in Experimental Class shows that there is an increase from the Pre-Test, it is from 66,9 (Pre-Test) to 74,4 (Post-Test Activity 1). It is a proofed that there is increase of 7.5 point (from Pre-Test to Post-Test Activity 1), it is more effective than we use the conventional method that only increase 4.4 point. It happens also in the Post-Test Activity 2 in Experimental Class, there is an increase 6.2 point (from Post-Test Activity 1 to Post-Test Activity 2). It is more effective than we use conventional method that only increases 1.7 point (from Post-Test Activity 1 to Post-Test Activity 2).]]>
<![CDATA[HUMAN DISABILITIES EMPOWERMENT REFLECTED IN MICHAEL GRACEY’S THE GREATEST SHOWMAN MOVIE ]]>
<![CDATA[Muhammad Lutfi Nugroho]]>;
<![CDATA[Ana Widiyanti]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study examines the portrayal of individuals with disabilities in Michael Gracey's film The Greatest Showman, with a particular focus on the potential elements of human disability exploitation. The film, set in the 19th century, follows the life of P.T. Mr. Barnum and his creation of the Mr. Barnum & Bailey Circus. While celebrated for its vibrant musical numbers and inspirational themes, The Greatest Showman has faced scrutiny for its representation of characters with physical differences. This abstract explores the film's use of stereotypes, the narrative roles assigned to characters with disabilities, and the balance between empowerment and exploitation. By delving into the historical context, audience perception, and real-world impact, this analysis aims to provide a comprehensive examination of how the film handles the delicate subject of disability and whether it contributes to a nuanced portrayal or inadvertently perpetuates exploitative tropes. The abstract also considers the filmmaker's intentions and the broader implications of such portrayals on societal attitudes towards individuals with disabilities.]]>
<![CDATA[AGORAPHOBIA REFLECTED IN ANNA FOX OF THE WOMAN IN THE WINDOW (2021) ]]>
<![CDATA[Dewi Fatimah]]>;
<![CDATA[Christina Christina]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research was conducted to analyze agoraphobia disorder in the main character in the film The Woman in the Window (2021). The researchers use qualitative methods to describe and explain the data. Researcher collect data by watching movies, reading script and reading subtitles from the movie The Woman in the Window. This study aims to finds out the symptoms and how to overcome agoraphobia that the main character. The main character has all three symptoms of agoraphobia, panic attack or anxiety, fear of being in open spaces and fear of being outside the home alone. And the main character has three ways to overcome agoraphobia, consumption of drug, seek professional help and program independently.]]>
<![CDATA[USING PICTURE THERAPY CARDS TO IMPROVE STUDENTS’ VOCABULARIES OF AUTIST CLASS AT SD AGAPE WONOSOBO ]]>
<![CDATA[Siti Zulaecha]]>;
<![CDATA[Rochyani Lestiyanawati]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[English was an international language, so it was not only for common children who had to learn English but children with autism also had to learn English. Learning English did not only involve the structure and vocabulary of the language but also learning to communicate in it. The research aimed to determine the improvement in English vocabulary skills of autistic students by using Picture Therapy Cards as a learning technique in the classroom. The qualitative research followed the type of Classroom Action Research (CAR), conducted at SD AGAPE Wonosobo. In this study, the sample used was an autism class of 8 students. The research followed the Stephen Kemmis and Robin McTaggart model, involving the following procedures: planning, action, observation, and reflection. The research was carried out in two cycles, and data were collected through interviews, questionnaires, observations, and tests. The results of this research showed that: (1) The application of Picture Therapy Cards during learning improved the English vocabulary skills of students with autism. (2) There was a difference in the improvement of vocabulary skills of autistic students before and after using Picture Therapy Cards. This was proven by the increase in the class average score on the final exam produced by autistic students. The class average score in cycle I before taking action on the pre-test was 49.1. The class average cycle II score after the action was 75. The increase in the class average score during the pre-test and post-test was 52,74%. In conclusion, the use of Picture Therapy Cards improved English vocabulary skills in classes of autistic students.]]>
<![CDATA[NOUN PHRASE PATTERNS ANALYSIS ON THE ENGLISH TRANSLATION OF SURAH AL-MULK BY MUFTI TAQI USMANI ]]>
<![CDATA[Lestari, Dina]]>;
<![CDATA[Rofik, Abdur]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study is aimed for analyzing: (1) the noun phrase patterns, and (2) the most dominant noun phrase patterns used on the English Translation of surah Al-Mulk by Mufti Taqi Usmani, with uses qualitative method. Reading, identifying, classifying, presenting, are the process of collecting data. Method of the analyzing data is drawing the diagrams, analyzing, describing, finding, and concluding. Theory of Tree Diagrams by Diane Bornstein (1977) and theory of noun phrase by John Eastwood (1994) are the theory that used to analyzing the data. The result of the study: (1) the noun phrase patterns found on the data are noun phrase that consists of one word, determiners, prepositional phrase, adjective, noun, clause; (2) the most dominant noun phrase patterns used on the data is noun phrase that consists of one word.]]>
<![CDATA[THE PERCEIVED IMPACT OF TPR METHOD ON EFFECTIVENESS OF STUDENTS’ ENGLISH VOCABULARY IN SDN KALIBANGER ]]>
<![CDATA[Saputra, Dwiki Mifta]]>;
<![CDATA[Sahid, Sahid]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32699/cllient.v5i2.6663
<![CDATA[Enhancing the English vocabulary for the students become one of the most important part to have a good ability in English (speaking, listening, reading and also grammar). The perception of students toward the running process of increasing the English vocabulary are important to know. This study aims to investigate the students’ perception of using TPR (Total Physical Response) method on the effectiveness of studying English vocabulary and to what extend does TPR (Total Physical Response) method improve students’ English vocabulary. The quantitative data is obtained by conducting the Pre-Test and Post-Test Activity 1 and Post-Test Activity 2. And qualitative is to support the quantitative data. The result that that the Total Physical Response (TPR) method is very effective to help the students of enhancing the English Vocabulary. The students perceive that using Total Physical Response (TPR) method is more effective than using the conventional method. They feel that use the TPR method is more fun and exciting. They can feel the progress of mastering the English vocabulary. Then the quantitative data shows that the result in Post-Test Activity 1 in Controlled Class shows that there is an increase from the Pre-Test. In Pre-Test, the average is 61,7 that belongs to Enough category, then in Post-Test Activity 1, the average is 66,1 (Enough Category). Then in a Post-Test Activity 2, the average result is 67,8 (Enough category). We can conclude that in Controlled Class that uses the conventional method still has a progression toward the vocabulary achievement but it is really hard or not significant. The result in Post-Test Activity 1 in Experimental Class shows that there is an increase from the Pre-Test, it is from 66,9 (Pre-Test) to 74,4 (Post-Test Activity 1). It is a proofed that there is increase of 7.5 point (from Pre-Test to Post-Test Activity 1), it is more effective than we use the conventional method that only increase 4.4 point. It happens also in the Post-Test Activity 2 in Experimental Class, there is an increase 6.2 point (from Post-Test Activity 1 to Post-Test Activity 2). It is more effective than we use conventional method that only increases 1.7 point (from Post-Test Activity 1 to Post-Test Activity 2).]]>
<![CDATA[HUMAN DISABILITIES EMPOWERMENT REFLECTED IN MICHAEL GRACEY’S THE GREATEST SHOWMAN MOVIE ]]>
<![CDATA[Nugroho, Muhammad Lutfi]]>;
<![CDATA[Widiyanti, Ana]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study examines the portrayal of individuals with disabilities in Michael Gracey's film The Greatest Showman, with a particular focus on the potential elements of human disability exploitation. The film, set in the 19th century, follows the life of P.T. Mr. Barnum and his creation of the Mr. Barnum & Bailey Circus. While celebrated for its vibrant musical numbers and inspirational themes, The Greatest Showman has faced scrutiny for its representation of characters with physical differences. This abstract explores the film's use of stereotypes, the narrative roles assigned to characters with disabilities, and the balance between empowerment and exploitation. By delving into the historical context, audience perception, and real-world impact, this analysis aims to provide a comprehensive examination of how the film handles the delicate subject of disability and whether it contributes to a nuanced portrayal or inadvertently perpetuates exploitative tropes. The abstract also considers the filmmaker's intentions and the broader implications of such portrayals on societal attitudes towards individuals with disabilities.]]>
<![CDATA[AGORAPHOBIA REFLECTED IN ANNA FOX OF THE WOMAN IN THE WINDOW (2021) ]]>
<![CDATA[Fatimah, Dewi]]>;
<![CDATA[Christina, Christina]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research was conducted to analyze agoraphobia disorder in the main character in the film The Woman in the Window (2021). The researchers use qualitative methods to describe and explain the data. Researcher collect data by watching movies, reading script and reading subtitles from the movie The Woman in the Window. This study aims to finds out the symptoms and how to overcome agoraphobia that the main character. The main character has all three symptoms of agoraphobia, panic attack or anxiety, fear of being in open spaces and fear of being outside the home alone. And the main character has three ways to overcome agoraphobia, consumption of drug, seek professional help and program independently.]]>
<![CDATA[USING PICTURE THERAPY CARDS TO IMPROVE STUDENTS’ VOCABULARIES OF AUTIST CLASS AT SD AGAPE WONOSOBO ]]>
<![CDATA[Zulaecha, Siti]]>;
<![CDATA[Lestiyanawati, Rochyani]]>
<![CDATA[ CLLiENT (Culture, Literature, Linguistics, and English Teaching) Vol 5 No 2 (2023): CLLiENT JOURNAL ]]>
Publisher : <![CDATA[Language and Literature Faculty, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[English was an international language, so it was not only for common children who had to learn English but children with autism also had to learn English. Learning English did not only involve the structure and vocabulary of the language but also learning to communicate in it. The research aimed to determine the improvement in English vocabulary skills of autistic students by using Picture Therapy Cards as a learning technique in the classroom. The qualitative research followed the type of Classroom Action Research (CAR), conducted at SD AGAPE Wonosobo. In this study, the sample used was an autism class of 8 students. The research followed the Stephen Kemmis and Robin McTaggart model, involving the following procedures: planning, action, observation, and reflection. The research was carried out in two cycles, and data were collected through interviews, questionnaires, observations, and tests. The results of this research showed that: (1) The application of Picture Therapy Cards during learning improved the English vocabulary skills of students with autism. (2) There was a difference in the improvement of vocabulary skills of autistic students before and after using Picture Therapy Cards. This was proven by the increase in the class average score on the final exam produced by autistic students. The class average score in cycle I before taking action on the pre-test was 49.1. The class average cycle II score after the action was 75. The increase in the class average score during the pre-test and post-test was 52,74%. In conclusion, the use of Picture Therapy Cards improved English vocabulary skills in classes of autistic students.]]>
