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.
Articles
212 Documents
<![CDATA[The Use of ICT to Improve Teachers' Skill in Language Learning in the Classroom ]]>
<![CDATA[O Suzana Rahman]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v1i1.1604
<![CDATA[The utilization of Information and Communication Technology (ICT) in language learning has been an important and interesting topic both among students and also teachers. there are some suggestions about what to prepare and what activities that can be conducted by teachers in the classroom, especially for teaching-learning of English language that can be applied for all subject. The use of ICT will not only improve teacher's skill, but it will also make teachers more creative in preparing the material that will be transferred to the students.]]>
<![CDATA[An Investigation of Teachers’s Role as Facilitators in Teaching Writing in the Classroom ]]>
<![CDATA[Novi Dewi Purnama]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v3i2.1676
<![CDATA[The aim of this research is to describe in the teacher’s role as facilitator in teaching writing in the classroom. This research is qualitative approach by analysis teacher’s role as facilitator thought the data that have been collected from the student’s and the teacher’s. the technique of collecting data that used by the writer are observation in teacher’s role as facilitator, observation sheet, interview, video recording, and the result of observation. To know the kinds of teacher role as facilitator did teaching writing in the classroom. And the writer analysis teacher’s role in teaching writing in classroom by observation sheet giving mark on it and writer the correct it, until gets the result did. Then, the writer takes the conclusion of teacher’s role as facilitator and teacher interview to appropriate the teacher role in teaching writing in the classroom. This research find come that all of teacher role. Based on the result from interview the lecturer, the teacher as facilitator was applied the teacher.]]>
<![CDATA[COMPLIMENTS BY MALE AND FEMALE CHARACTERS IN ME BEFORE YOU MOVIE ]]>
<![CDATA[Citra Yudha Widyanita]]>;
<![CDATA[Truly Almendo Pasaribu]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i2.2785
<![CDATA[Compliments are common in daily communication as they serve to build solidarity. They are given within speech communities depending on the extra-linguistic factors, such as gender and the relationship among the speakers. The current research focuses on how male and female characters in the movie “Me Before You” express compliments. This study elaborates real examples on how compliments are used to serve particular social functions. This research employed a descriptive qualitative method in analyzing the data from the subtitle of “Me Before You” movie using a framework by Herbert, Manes, and Wolfson. The researcher found there were four compliment functions that were used by male and female characters in the movie, namely expressing admiration, solidarity, conversation strategy and reinforced desired behavior. However, in the movie, we did not find the compliments to replace other speech acts and soften criticisms as the language used in the movie is highly influenced by the main characters that tend to be straight forward. The use of compliments is highly affected by the traits of the characters and the plot narrating how the lead male character undergoes the transitions to be a better person.]]>
<![CDATA[Empowerment in Madrasah: What English Teachers Have to Say ]]>
<![CDATA[Misdi Misdi]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 5, No 1 (2017) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v5i1.551
<![CDATA[Empowerment is often defined by impact, competence, and meaningfulness (Frymier, Shulman, & Houser, 1996). In order to empower students, English teachers have to be empowered themselves. However, research indicates teachers of English in madrasahs is still underperformance. Thus, this paper is attempted to explain the aspects and factors relating to empowerment issues in the contexts of the madrasahs in Indonesia. Despite of small number of madrasah that have high qualified performances in instructional practices, public madrasahs still sound unsatisfying comparing to the secular schools. The issue of teachers and learners’ voices are still lack of attention in both school and instructional decision making. As the results, participation and engagement in English learning are still remaining less appreciation in term of meaningful learning both for teachers and students. Keywords: empowerment, madrasah, decision-making, voice, meaningful learning, learning involvement]]>
<![CDATA[MODIFYING FUZZY PUPPET AS EPUGA (ENGLISH PUPPET GAME) FOR TEACHING SPEAKING ]]>
<![CDATA[Nailul Fauziyah]]>;
<![CDATA[Desyana Rizqi Alviani]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v10i1.6597
<![CDATA[The use of media in teaching speaking is important. Lack of teaching media may make the students face some difficulties such as uttering their idea, referring their minds, and getting the confidence to speak. Thus, creating new media, methods, strategies, or approaches will influence the students to enjoy the learning process. This current research was conducted to design a teaching medium for speaking skills in narrative texts. By implementing three phases in the designing process of the medium, the EPUGA (English Puppet Game) was created. Based on the result of interviewing the teacher, the needs could be identified to design and develop the first prototype of EPUGA. After its prototype was created, then, it was validated by the expert. Generally, the expert suggested to make larger the size and the fonts of the card and adding the instruction on its usage. The final stage was done through an assessment conducted by the teacher’s observation and students’ responses. Accordingly, the students enjoyed and were active in practicing their speaking ability through playing the EPUGA. Thus, the EPUGA reflected that it was an attractive and interesting medium of English teaching-learning; it included the appropriate medium to encourage students in speaking; and its materials, rules, and procedures were easy to understand.]]>
<![CDATA[Translation Analysis on Passive Voice from Indonesian into English Found in "Gua Sunyaragi" Book ]]>
<![CDATA[Apandi Apandi]]>;
<![CDATA[Fajry Nur Islami]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 6, No 2 (2018) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v6i2.1576
<![CDATA[This research aimed at analyzing the translation of passive voice from Indonesian into English and finding out how the passive sentences were translated. The qualitative descriptive method was applied in this research. The data were gathered from the book GuaSunyaragi by group 6 of Indonesian-English Translation class (2017). The analyzed data were limited only to the first section of GuaSunyaragi. The researcher followed some steps in analyzing the data, first was classifying the collected data, then the researcher anaylized the data based on grammatical and semantics approach, then the researcher put the result into tables, and the last step was to draw the conclusion. The findings have shown that there are 32 passive sentences found in the GuaSunyaragi book.21 (65.62 %) of the data were passive sentences that were translated into passive sentences, 7 (21.86%) were passive sentences that were translated into active sentences, 2 (6.25%) were passive sentences that were translated into sentence with whiz deletion, and 2 (6.25%) were passive sentences that were translated into active sentences with preposition. Translation shift occasionally occurs in the process of translation in order to create a natural translation from the SL to the TL.]]>
<![CDATA[The Analysis of Repetition in the Body Text of Shampoo Advertisements ]]>
<![CDATA[Nunung Nurjannah]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v2i2.1663
<![CDATA[This research is intended to analyze the repetition in the body text of shampoo advertisements. The objectives of this research are: first, to describe what types of repetitions are used in the body text of shampoo advertisements. Second, to find out which repetition is most often used in the body text of shampoo advertisements. Third, to find out why certain repetition is most often used in the body text of shampoo advertisements. This is a qualitative research. Therefore, it uses descriptive method with the theories of repetition proposed by Halliday and Hasan (1976), Renkema (1993), Hoey (1991) and Halliday (1994), the theories of discourse proposed by Halliday (1985), Renkema (1993) and Nunan (1993), and the theories of advertisement proposed by Cook (1992) and Moi (1997). At the end of the analyses the writer found that the repetitions in the body text of shampoo advertisements are classified into simple repetition and complex repetition. Simple repetition is the most dominant types of repetition that used in the body text of shampoo advertisements because the use of simple repetition in the body text of shampoo advertisements is very important to make the readers or consumers understand and remember the name of the products or brands and the usage of products. It also makes the relationship between the sentences in the body text of shampoo advertisement clear and more communicative.]]>
<![CDATA[DEVELOPING LIBRARIKA BASED DIGITAL LIBRARY TO EASE EFL STUDENT ACCESS TO LEARNING RESOURCES DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Rosmania Rima]]>;
<![CDATA[Rahman Hakim]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v10i2.7224
<![CDATA[This study aims at developing a digital library that makes it easier for students majoring in English Education to access learning resources. This study adapts 7 of the 10 steps of the Research and Development (R&D) design by Borg and Gall (1983). The steps involve research and information gathering, planning, developing the initial product, preliminary field testing, major product revisions, main field testing and revision of operational products. Data are collected using questionnaires, observation and expert validation. The study shows (1 )the feasibility of digital library products as validated by the experts is in the average score of 3.54 criteria which indicates very good; (2) the registration, cataloguing, charging and discharging tasks are achieved within average time spent 207 seconds, 192 second and 34 seconds signifying the simplicity and efficiency of the template. (3) the users’ response on the attractiveness and convenience use of digital libraries shows that 85.39% respondents state that the product is very interesting and easy for use. Conclusions from the results of validation, trials and responses prove that the Librarika-Based digital library is feasible to use and can assist students in supporting lectures, ease the access to catalogues of library collections available at the English Department library and for sure avoid direct physical contact between members and librarian during the Covid-19 pandemic.]]>
<![CDATA[EMBRACING TECHNOLOGY IN ESP CLASSES: IS IT A LEARNING TOOL OR JUST COOL TOOL? ]]>
<![CDATA[Ikrima Halimatus Sa'diyah]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v10i2.7260
<![CDATA[This study investigated the perceptions of health department students at State Polytechnic of Jember, Indonesia, on how effective Wordwall helps them enrich their English vocabulary during online learning. The researcher used a qualitative approach. Data was collected from ten participants who were chosen based on their activeness while studying and who always participated in the teaching and learning process. It was collected through an open-ended questionnaire distributed via Google Form. Based on the result of the present study, the researcher discovered that the students had positive perception towards the use of Wordwall and they were very enthusiastic about learning vocabulary through the application. The participants also mentioned that this app offers a variety of interactive and creative vocabulary games. The disadvantage is that this application does not provide a place for students to explain their correct and incorrect answers. The students can learn about context and sentence changes by playing games. The result of the study also revealed that Wordwall is an effective learning media for enriching students' vocabulary. Thus, it is suggested that lecturers should utilize this application to help their students become more motivated to learn English vocabulary.]]>
<![CDATA[RETURNING TO OFFLINE TEACHING AND LEARNING: WHAT IT MEANS FOR INDONESIAN STUDENTS AND TEACHERS ]]>
<![CDATA[endang setyaningsih]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v10i2.7220
<![CDATA[During the early pandemic, teachers and students were abruptly forced to conduct teaching and learning remotely. Both were struggling to cope with the challenges in the emergency remote teaching (ERT) situation. It was quite common to hear students and teachers wishing to go back to school immediately for various reasons. After two years of remote teaching, some schools begin to open for face-to-face or offline learning. It is then interesting to know how the students and teachers responded to the school/ campus opening. This paper reports a small-scale survey involving 110 respondents, both teachers, and students at the secondary and tertiary levels. Thematic coding analysis was carried out to analyze the participants’ responses. This study revealed that 80% of the respondents opted for online distance learning over offline learning during the pandemic although they reported challenges of teaching and learning within the online mode. The percentage shifted after two years of distance learning. In terms of mode preference, 56% of respondents prefer to go back to offline mode but the remaining 44% want to stay in the online remote mode of teaching and learning. While the majority chose offline learning, several themes of concern emerged from the responses, and reverse eco-shock is the most prominent. As the students and teachers acknowledged the benefits and build comfort in the online teaching and learning environment, they indicate the reimaging of offline teaching and learning. It implies that the practice of offline learning will not be similar to that before the pandemic]]>
