Academic Journal Perspective : Education, Language, and Literature
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.
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<![CDATA[THE USE OF AUTHENTIC MATERIAL IN TEACHING READING DESCRIPTIVE TEXT: REVIEW OF LITERATURE ]]>
<![CDATA[Fitri Puspita Sari]]>;
<![CDATA[Gusti Nur Hafifah]]>;
<![CDATA[Linda Mayasari]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i2.4365
<![CDATA[Process of learning needs development time by time. Following situation of teaching, it is important for educator to find materials which is understandable and enjoyable. One of materials that effective to be used is authentic material. The authentic materials are not designed for language learning, it is able to use as a tool to teach students and give them real experience in the classroom. Moreover, this paper aims to review research about authentic materials that is used in teaching and learning reading, especially (descriptive text). In order to get the goal, this paper reviews some researches from experts relating to the use of authentic materials in learning to read descriptive text. The author used around 40 articles which discussed about teaching English skills especially reading, authentic material and descriptive text. The author collected the data by surfing the international and national journal to be reviewed. The result shows that most of the studies recommend the educators use authentic materials to be applied in the classroom.]]>
<![CDATA[EXPLORING THE EXPERIENCE OF EFL STUDENTS ENGAGED IN ASYNCHRONOUS E-LEARNING ]]>
<![CDATA[Isabella Gloria Hariadi]]>;
<![CDATA[Debora Chaterin Simanjuntak]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i2.4194
<![CDATA[Asynchronous e-learning is receiving growing attention because it encompasses learner-oriented approach which emphasizes on the development of learners' knowledge and skills. Henceforth it is imperative to explore students experience on asynchronous e-learning. This study aims to delineate the experience of senior high school students in learning English through asynchronous e-learning. This is a qualitative descriptive study in nature and the data collected were analysed using thematic analysis by incorporating interpretive description approach. The participants of study were senior high school students from Lemahwungkuk sub-district, Cirebon, Indonesia. The results revealed that in undergoing asynchronous e-learning, the participants have to implement self-access learning and additionally they have to adapt with technology setting which may appear to be challenging due to limited technical support they have; moreover they still have to discover the knowledge by themselves inasmuch as they experience limited interaction with their English teachers throughout the process of learning.]]>
<![CDATA[AN ANALYSIS OF UNIVERSITY STUDENTS ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE ]]>
<![CDATA[Hendriwanto Hendriwanto]]>;
<![CDATA[Nurani Hartini]]>;
<![CDATA[Joko Nurkamto]]>;
<![CDATA[Ramnita Sharda]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i2.4373
<![CDATA[This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students writing and appraisal concept in students writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students assignment and data were analysed through transitivity and appraisal system (Martin & White, 2015). This finding of the study implies to the language education particularly writing instruction.]]>
<![CDATA[THE IMPLEMENTATION OF VIRTUAL EXHIBITION PROJECT IN ENGLISH FOR TOURISM CLASS FOR UNIVERSITY STUDENTS ]]>
<![CDATA[Suprayogi Suprayogi]]>;
<![CDATA[Pranoto Budi Eko]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i2.4210
<![CDATA[Currently, studies on English for Tourism course mainly focuses on need analysis and material development. A few studies highlight the teaching methods for successful learning of the course. This study discusses the implementation of virtual exhibition simulation as a project based learning in the course of English for Tourism enrolled by students of tertiary education majoring English Literature. It aims at revealing the learning process as well as revealing the opportunities and challenges of the activity. Five lecturers are selected as the subject of the study. The data collected through semi structured interview and further qualitatively analysed by seeing the common and unique features. The findings suggest that the implementation of virtual exhibition project should be followed by lecturers teaching strategies in the step of preparation, rehearsal and exhibition in order to achieve learning objectives. Despite the technical challenge on internet connection and students reluctance that lecturers should cope with, this activity is seen as an alternative method that reflect contextual learning and give students English learning opportunity through intensive interaction and creativity.]]>
<![CDATA["I AM ENTHUSIASTIC!": EXPLORING STUDENTS' RESPONSES ON THE ROLEPLAY ASSIGNMENT ]]>
<![CDATA[Puthut Ardianto]]>;
<![CDATA[Muhamat Ridho Yuliyanto]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i2.3974
<![CDATA[In communicative language teaching, role play has become one of the most well-known activities among language teachers. In fact, in higher educational context, role play is considered to be a good method to facilitate learners oral proficiency. However, the researchers often found some teachers assign too demanding and unclear role play. In fact, some students complained about the implementation of role play at the department. This research aims at revealing students responses when having role play as their group assignment in English classes. A descriptive qualitative design was employed to obtain the research objectives, namely how role play was implemented in the eyes of students and what responses they gave to its assignment. To gather the data, an interview was conducted to one male participant and two female participants taking the Literary Appreciation course at one English Department of a private Islamic university in Yogyakarta. Based on the interview, nine stages were implemented in assigning role play.They are announcing the assignment; distributing materials for role play; modelling the role play; grouping; distributing roles; giving time to prepare the play; creating a role play;having the performance; and giving feedback. Also, there were six responses from students towards the assignment namely happy; not bored; shocked; entertained; anxious; and enthusiastic.]]>
<![CDATA[THE ANALYSIS OF PRONUNCIATION ERROR ON ENGLISH DIPHTHONGS MADE BY CERTIFIED TOUR GUIDES ]]>
<![CDATA[Wulan Wangi]]>;
<![CDATA[Dzicky Amiq Nudiya]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i2.4244
<![CDATA[As a rule, the tour guides speak English to introduce and describe the tourism object to the foreign tourist. The communication between tour guides and tourists should be worked without any obstruction to avoid misunderstanding. However, the pronunciation error on English diphthongs still occurred when the tour guides spoke English with the tourist. The objectives of this study were 1) analysing the types of pronunciation error on English diphthongs made by certified tour guides, 2) finding the most difficult English diphthongs made by certified tour guides, and 3) identifying the reasons of the pronunciation error on English diphthongs made by certified tour guides. The research method was descriptive qualitative. The researcher used four steps in collecting the data, they were recording, questionnaire, observation, and documentation. The respondents of this research were five certified guides. The research result showed that pronunciation error on English diphthongs made by certified guide was 120 errors (76 errors in substitution and 44 errors in omission). The highest pronunciation error was [??] diphthong and it occurred 45 times. The certified tour guides did not aware that they make pronunciation error. They had conversation in English with the foreign tourist but they had less time in learning pronunciation with native or competent person in English. The certified tour guides need to improve their English quality through learning more about pronunciation with the expert to minimize their pronunciation error on English diphthongs.]]>
<![CDATA[COMPARING THE HIGH AND LOW ACHIEVER STUDENTS DIFFICULTIES IN LEARNING WRITING DURING REMOTE LEARNING ]]>
<![CDATA[Lestari Setyowati]]>;
<![CDATA[Aqidatul Mujaddidah]]>;
<![CDATA[Sony Sukmawan]]>;
<![CDATA[Ana Ahsana El-Sulukiyyah]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i2.4074
<![CDATA[Writing in English is very important for every student who learns English as a foreign language (EFL). With good writing skills, information can be conveyed well to readers. Yet, EFL students often find difficulties in writing by using English as a target language, especially during the pandemic of COVID 19. This paper aims to investigate some problems faced by the students in their learning of writing during the pandemic of COVD 19. The design of the study is a case study. The instruments to obtain the data were interviews and documents. The subjects of the study were three high achiever students and three low achiever students who joined the writing course in the English Education Study Program in the University of PGRI Wiranegara. They were chosen based on their writing achievements. The finding shows that the high achiever students problems are more on the technical problems (the internet connection, bad signals, and family distractions during online learning). For them the technical problems would lead to other issues such as materials comprehension and task accomplishment. The low achievers have more problems in generating ideas for all type of writing. The study also reveals that the low achievers have more time management problems and more language problems. Interestingly, they share the same solutions. The solutions are 1) to read more sources to get ideas and to help them write; 2) to boost moods before writing by reading a lot, listening to music, and watching movies; 3) to ask friends and lecturers to help understand the materials and tasks; and 3) to use writing tools application to solve the writing problems particularly in vocabulary and grammar.]]>
