Jurnal Bahasa Inggris Terapan
Jurnal Bahasa Inggris Terapan covers the research on Applied English in English Language Teaching, English Specific Purposes (ESP), English for Academic Purposes (EAP), Systemic Functional Linguistics (SFL), Critical Discourse Analysis (CDA), Discourse Analysis (DA), Digital Literacy, Information Communication Technology (ICT), Forensic Linguistics, English in Media, and Translation. JBIT is a peer blind reviewed, a bilingual, and a semesterly journal.
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<![CDATA[Improving Engineering Students’ Ability in Writing Descriptive Text Using GBA ]]>
<![CDATA[Sri Hastuti -]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
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DOI: 10.35313/jbit.v6i1.1811
<![CDATA[Writing is one of the English skills needed by engineering students to express their knowledge and skill relating to their major. Based on the researcher’s teaching experience, students still have low ability in writing. In this research, the researcher made an effort to improve their descriptive writing text in an engineering context. The aim was to increase their ability to make descriptive text using Genre Based Approach. The research was carried out in the Road and Bridge Planning Study Program in the Civil Engineering Department of a Polytechnic in Indonesia. The sample included the students of the study program. The design of the research was the Pre Test-Post Test Design. The result shows that the students’ writing ability can be increased by applying the GBA teaching procedure with adjustment to their major and level of English capability. This strategy can be used as an alternative to improve students’ ability to make descriptive texts in an engineering context.]]>
<![CDATA[Analyzing Students’ Voice of Using Semantic Mapping Technique in Oral Presentation Class ]]>
<![CDATA[Isry Laila Syathroh]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
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DOI: 10.35313/jbit.v6i1.1821
<![CDATA[Oral presentation skill is one of the crucial skills which should be possessed by students in higher education. Students are expected to be able to express their ideas and show their understanding of the subject matter, either in verbal or non-verbal communication. Semantic mapping is a strategy which can be used to manage ideas in delivering topics of oral presentation. Therefore, the aim of this study is to explore what students perceive the use of semantic mapping in their oral presentation class. Thirty students were involved in this study. They joined 800 minutes of Teaching English to Young Learners (TEYL) subject. They should read and report what they have read orally through group presentations. Their oral presentation skills were assessed based on four aspects: quality of information and organization, quality of non-verbal communication, visual tools, appropriate use of terminology, as well as precision and details in the document produced. At the end of the course, it was revealed that the use of semantic mapping could help students in giving an effective oral presentation. It can improve students' performance in oral presentation project by enhancing the quality of presentation criteria aforementioned above. The result of the questionnaire also revealed that students positively perceive the use of semantic mapping when giving an oral presentation. They claim that the use of semantic mapping is beneficial for them for giving an effective oral presentation. Keywords: oral presentation, semantic mapping, students’ perception, TEYL]]>
<![CDATA[Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills ]]>
<![CDATA[nita henita koesoemah]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
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DOI: 10.35313/jbit.v6i1.1822
<![CDATA[ABSTRACT Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method]]>
<![CDATA[A Frame-Semantic of the Verb ‘Fall down’ and the Verbs Related to the Cause of Fall down in Sundanese Language ]]>
<![CDATA[Aan Ramadhansyah Rahayu]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
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DOI: 10.35313/jbit.v6i1.1879
<![CDATA[This study shows how the theory of Frame Semantic developed by Fillmore & Baker (2010) can help to describe and analyze different kinds of frame elements of Sundanese verb evoking the ‘fall down’ frame. Many ways can be found in Sundanese verbs for evoking ‘fall down’ frame due to their variation in frame elements. This study applied a descriptive qualitative method, and the data are ten Sundanese lexis that evokes the frame ‘fall down’ collected as the unit of analysis. The main findings show that Sundanese verb, which evokes the ‘fall down’ have different frame elements. These differences of frame elements, including the part of the body, which fall down, the cause of falling and the direction of falling. Therefore, the detail frame elements in describing how the verb in Sundanese evokes the frame ‘fall down’ enrich the Sundanese vocabularies, which evoke the ‘fall down’ frame. Keywords: frame, frame elements, frame semantic]]>
<![CDATA[Relational Process Clauses in the Students’ Descriptive Essays ]]>
<![CDATA[Bahtera Sembiring]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
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DOI: 10.35313/jbit.v6i1.1934
<![CDATA[This study revealed the result of the analysis of the relational process clauses found on the students’ descriptive essays at the CCU course. The study is aimed at scrutinizing the clauses of the relational process with their roles and lexical verbs realizing the relational process. The data analyzed for the accountable study were 21 descriptive essays. The method applied for the study was the descriptive qualitative one and Systemic Functional Linguistics (SFL) was used as the framework in analyzing the data. The study exposed 5 different roles of clauses as a result. The roles are properties or characteristics with the first place following definition, classification, composition, and function ones in a consecutive way. The study result also acknowledged that relational process clauses are mostly used for describing Properties. This role was realized by two types of relational process clauses –intensive and possessive relational process clauses operating on attributive relational process. However, the relational process occurring in possessive relational process clause was only realized by a single verb have. This indicates that the students have a limited linguistic knowledge which implicates on improving students’ writing descriptive skills. Keywords: relational process clause, descriptive writing, essays, Systemic Functional Linguistics, CCU]]>
<![CDATA[Improving Engineering Students’ Ability in Writing Descriptive Text Using GBA ]]>
<![CDATA[Sri Hastuti -]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35313/jbit.v6i1.1811
<![CDATA[Writing is one of the English skills needed by engineering students to express their knowledge and skill relating to their major. Based on the researcher’s teaching experience, students still have low ability in writing. In this research, the researcher made an effort to improve their descriptive writing text in an engineering context. The aim was to increase their ability to make descriptive text using Genre Based Approach. The research was carried out in the Road and Bridge Planning Study Program in the Civil Engineering Department of a Polytechnic in Indonesia. The sample included the students of the study program. The design of the research was the Pre Test-Post Test Design. The result shows that the students’ writing ability can be increased by applying the GBA teaching procedure with adjustment to their major and level of English capability. This strategy can be used as an alternative to improve students’ ability to make descriptive texts in an engineering context.]]>
<![CDATA[Analyzing Students’ Voice of Using Semantic Mapping Technique in Oral Presentation Class ]]>
<![CDATA[Isry Laila Syathroh]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.35313/jbit.v6i1.1821
<![CDATA[Oral presentation skill is one of the crucial skills which should be possessed by students in higher education. Students are expected to be able to express their ideas and show their understanding of the subject matter, either in verbal or non-verbal communication. Semantic mapping is a strategy which can be used to manage ideas in delivering topics of oral presentation. Therefore, the aim of this study is to explore what students perceive the use of semantic mapping in their oral presentation class. Thirty students were involved in this study. They joined 800 minutes of Teaching English to Young Learners (TEYL) subject. They should read and report what they have read orally through group presentations. Their oral presentation skills were assessed based on four aspects: quality of information and organization, quality of non-verbal communication, visual tools, appropriate use of terminology, as well as precision and details in the document produced. At the end of the course, it was revealed that the use of semantic mapping could help students in giving an effective oral presentation. It can improve students' performance in oral presentation project by enhancing the quality of presentation criteria aforementioned above. The result of the questionnaire also revealed that students positively perceive the use of semantic mapping when giving an oral presentation. They claim that the use of semantic mapping is beneficial for them for giving an effective oral presentation. Keywords: oral presentation, semantic mapping, students’ perception, TEYL]]>
<![CDATA[Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills ]]>
<![CDATA[nita henita koesoemah]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35313/jbit.v6i1.1822
<![CDATA[ABSTRACT Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method]]>
<![CDATA[A Frame-Semantic of the Verb ‘Fall down’ and the Verbs Related to the Cause of Fall down in Sundanese Language ]]>
<![CDATA[Aan Ramadhansyah Rahayu]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35313/jbit.v6i1.1879
<![CDATA[This study shows how the theory of Frame Semantic developed by Fillmore & Baker (2010) can help to describe and analyze different kinds of frame elements of Sundanese verb evoking the ‘fall down’ frame. Many ways can be found in Sundanese verbs for evoking ‘fall down’ frame due to their variation in frame elements. This study applied a descriptive qualitative method, and the data are ten Sundanese lexis that evokes the frame ‘fall down’ collected as the unit of analysis. The main findings show that Sundanese verb, which evokes the ‘fall down’ have different frame elements. These differences of frame elements, including the part of the body, which fall down, the cause of falling and the direction of falling. Therefore, the detail frame elements in describing how the verb in Sundanese evokes the frame ‘fall down’ enrich the Sundanese vocabularies, which evoke the ‘fall down’ frame. Keywords: frame, frame elements, frame semantic]]>
<![CDATA[Relational Process Clauses in the Students’ Descriptive Essays ]]>
<![CDATA[Bahtera Sembiring]]>
<![CDATA[ Jurnal Bahasa Inggris Terapan Vol 6 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[Jurusan Bahasa Inggris - Politeknik Negeri Bandung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35313/jbit.v6i1.1934
<![CDATA[This study revealed the result of the analysis of the relational process clauses found on the students’ descriptive essays at the CCU course. The study is aimed at scrutinizing the clauses of the relational process with their roles and lexical verbs realizing the relational process. The data analyzed for the accountable study were 21 descriptive essays. The method applied for the study was the descriptive qualitative one and Systemic Functional Linguistics (SFL) was used as the framework in analyzing the data. The study exposed 5 different roles of clauses as a result. The roles are properties or characteristics with the first place following definition, classification, composition, and function ones in a consecutive way. The study result also acknowledged that relational process clauses are mostly used for describing Properties. This role was realized by two types of relational process clauses –intensive and possessive relational process clauses operating on attributive relational process. However, the relational process occurring in possessive relational process clause was only realized by a single verb have. This indicates that the students have a limited linguistic knowledge which implicates on improving students’ writing descriptive skills. Keywords: relational process clause, descriptive writing, essays, Systemic Functional Linguistics, CCU]]>
