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Academic Journal Perspective : Education, Language, and Literature
Published by Universitas Swadaya Gunung Jati
ISSN : 23547340     EISSN : 26216981     DOI : https://doi.org/10.33603/ef8wqz06
Core Subject : Education,
Languange, Linguistic, Communication & Media
Academic Journal Perspective Education Language and Literature e ISSN 2621 6981 and p ISSN 2354 7340 is a biannual journal published by Lembaga Penelitian The Institute of Research University of Swadaya Gunung Jati in Cirebon and in collaboration with AsiaCall Vietnam. The journal publishes twice a year in May and November. This journal published manuscripts in the areas of English Language Teaching ELT and Literature. The journal publishes both conceptual and research based articles on the areas of teaching English as a second or foreign language English language teaching and learning and English language teachers training and education including English Literature. The scope of scientific articles that can be published in this journal are as follows 1 English learning model 2 English learning media and multimedia 3 Curriculum of English learning 4 Assessment and evaluation of English learning 5 Teacher professional development 6 Lesson study in English learning 7 Studies in English Literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
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Search results for , issue "Vol 8, No 1 (2020)" : 6 Documents clear
REPETITION TECHNIQUE IN AN EFL SPEAKING CLASS IN ISLAMIC HIGHER EDUCATION IN INDONESIA Ana Kuliahana; Abdul Gafur Marzuki
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.352 KB) | DOI: 10.33603/perspective.v8i1.3295

Abstract

This research aims at analysing the development of students’ speaking skill in Islamic higher education in Indonesia through repetition technique. This is a CAR (Classroom Action Research) implemented in cyclical process, covering planning, acting, observing, and reflecting. The subject of research was the fourth semester students of EFL speaking class which consist of 25 students. The data were obtained from observation checklist, field notes, questionnaire, and test. They were analysed qualitatively and quantitatively. Quantitative data dealt with teaching-learning process, i.e. students’ participation in the classroom activities. They were gained from students’ achievement tests. The findings revealed that in cycle 1 there were twelve students who achieved minimum criteria of achievement. It means that the classical achievement was 48%. In cycle 2, it showed that there were twenty of students who achieved the minimum criteria of achievement. It means that the classical achievement was 80%. Both classical and individual achievements have met the criteria of success. It can be concluded that the repetition technique is proved to be useful to develop students’ speaking skill.
TREATMENT OF FATE IN SHAKESPEAREAN AND CLASSICAL GREEK TRAGEDIES: A COMPARISON Takad Ahmed Chowdhury
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (258.139 KB) | DOI: 10.33603/perspective.v8i1.3378

Abstract

Fate is regarded as a central component in tragedy. The significant role of fate is recognized when, despite a character's heroic acts and good intentions, they face death simply because they are doomed to die. But studies confirm that fate does not play a similarly critical role in the tragic denouement of each play. This paper attempts a critical comparison on the role and nature of fate in the downfall of protagonists in the classical Greek and Shakespearean tragedies. By reviewing research-based articles and books, and by reading through selected texts in reader-response approach, this paper attempts to identify the entirely different natures of fate that came into play for the tragic heroes’ downfall as portrayed in these two different ages. The findings manifest that the force behind the collapse of the heroes in the classical Greek tragedies was predominantly fate where the hero had little to do but to become a pawn in the hands of external forces beyond his control, while the force behind the tragic events is not external in the Shakespearean tragedies. Rather, the heroes themselves were, on the whole, responsible for their tragic downfalls due to their internal triggers.
VOCABULARY AS PART OF LINGUISTIC COMPETENCE IN SMA ENGLISH TEXTBOOKS IN INDONESIA Silvester Goridus Sukur
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (476.879 KB) | DOI: 10.33603/perspective.v8i1.3350

Abstract

This research aims to reveal to what extent the textbooks developed for senior high school students all around Indonesia have provided or developed the materials for vocabulary learning purpose to promote students’ competence in using English for their daily communication. This qualitative content analysis research was conducted with the content analysis research method and was carried out in Yogyakarta Special Territory from 2018 to 2019. The research data were collected and managed with the help of NVivo 11 Plus and NVivo 12 Plus Software. The data were gathered from three English textbooks for Senior High School Students: Bahasa Inggris X, Bahasa Ingris XI, and Bahasa Inggris XII, all of which were specifically developed by the Indonesian Government to be used by all SMA (Senior High School) students all over Indonesia. To achieve reliability agreement level of data, the Kappa Statistics reliability test was used; the result of which was > 0.75 (excellent). The research result shows that the contents of the three textbooks selected for this research in terms of vocabulary-related materials are not consistent; Not all textbooks and not all chapters presented the materials for the students to learn and improve their vocabulary. It is advisable that the English textbooks prepared all SMA students all over Indonesia develop materials or topics particularly the vocabulary consistently.
ILLOCUTIONARY SPEECH ACTS ANALYSIS IN TOM CRUISE'S INTERVIEW Ghasella Makhpirokh Haucsa; Abdul Gafur Marzuki; Alek Alek; Didin Nuruddin Hidayat
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (331.676 KB) | DOI: 10.33603/perspective.v8i1.3304

Abstract

This study is an analysis of illocutionary speech acts performed in Tom Cruise's interview in promoting his movie. This study aims to describe the types as well as the functions of illocutionary speech acts performed by both the interviewer and the interviewee. Moreover, this study also describes the most and the least used illocutionary speech acts performed in the interview. This study uses qualitative method employing descriptive analysis design. The data source of this study is collected by downloading the video of the interview from YouTube. The data are observed and transcribed into written form. Furthermore, the data are categorized into some types of illocutionary speech acts. The result showed that there are four kinds of illocutionary speech acts which are performed in Tom Cruise's interview which are representative, commissive, directive, and expressive. Here, the representative speech acts was categorized as the most performed speech in that interview. The result of the present study showed that Tom Cruise tended to convey his utterance to give statements of fact or to describe things that he believed to be true. Meanwhile, the percentage of the most performed or the most used speech acts to the least one in Tom Cruise's interview is: representative (48.7%), expressive (38.5%), commissive (7.7%), directive (5.1%), and declarative (0%).
FORMULAIC LANGUAGE OF TOURISM IN ENGLISH FOR ACADEMIC PURPOSE (EAP) COURSE BOOK: A CORPUS-DRIVEN APPROACH Ehsan Namaziandost; Meisam Ziafar; Dwiniasih Dwiniasih
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.584 KB) | DOI: 10.33603/perspective.v8i1.3285

Abstract

One approach to taking advantage of corpora in language teaching would be adding to a textbook through enriching it through employing corpus-based research. When it comes to using English for Academic Purposes (EAP) materials, the inclusion of corpora in teaching language becomes even more urgent. In the current study, the authors did their best to investigate and describe the presence of formulaic language in an EAP textbooks titled: English for international tourism: Pre-intermediate students’ book written by Dubicka and O’keeffe (2003) through a case study, and corpus-driven method as a research methodology. Therefore, this study aims to investigate to what extent the EAP course book designed for tourism titled English for international tourism (EIT) is compatible with a corpus-driven formulaic approach. Findings show that this EAP textbook falls fairly short of presenting the necessary formulas as frequently employed in tourism English. Supplementing such materials with corpora and the formulaic they provide may boost the quality of EAP education and practice.
INDIRECT WRITTEN CORRECTIVE FEEDBACK (WCF) IN TEACHING WRITING Haris Budiana; Mahmud Mahmud
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (455.62 KB) | DOI: 10.33603/perspective.v8i1.3398

Abstract

Indirect Written Corrective Feedback (WCF) is a type of feedback on linguistic errors without giving the correct target form. This type of feedback is recommended under the consideration that teachers are not editors, but facilitators who provide hints to assist students work on their own text. This research investigated the students’ affective reactions toward indirect WCF in the process of learning writing. It was also purposed to investigate its impact on students’ writing quality. The subject of the research was the first-year students of English Study Program. The method of the research was descriptive qualitative. The instruments of interview and writing assignment were deployed as the data. It was found there were positive affective reactions toward the implementation of Indirect WCF. Students thought that it was useful, helpful, motivating, corrective, and informative. Nevertheless, a few students felt that the time given was too short and demanded for more accurate and clear correction codes. It was also found that Indirect WCF helped the participant students gain better quality of their paragraph writing indicated in the significant reducing number of errors after receiving feedback. Though the most types of linguistic errors were found in the case of tenses, students were able to minimize those errors into a few.

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