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<![CDATA[STUDENTSâ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP ]]>
<![CDATA[Ardianti, Triubaida Maya]]>;
<![CDATA[Bharati, Dwi Anggani L.]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
Publisher : <![CDATA[Language Circle: Journal of Language and Literature ]]>
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DOI: 10.15294/lc.v11i1.7850
<![CDATA[The present study was a part of a larger research. It aimed at investigating the dynamics of the studentsâ participation in learning argumentative writing through writing workshop. The present study took place in a natural science class consisting of 32 eleventh graders for 6 weeks. I employed questionnaire and observation to gather data, and collected the studentsâ works to strengthen the data analysis. The data yielded a result that the studentsâ participation in establishing oral and written argumentative discourse improved throughout learning cycles. In this circumstance, the students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peers. Consequently, they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the studentsâ argumentative writing and the quality of their argumentation. ]]>
<![CDATA[COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) â BASED INTERACTIVE CD IN TEACHING READING ]]>
<![CDATA[Mubarok, Husni]]>;
<![CDATA[Effendi, Dwi Erlin]]>;
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7846
<![CDATA[This paper was aimed at describing studentsâ activities during the implementation of teaching reading through CIRC-based interactive CD, knowing studentsâ achievement in reading after taught by using the media, and their responses toward the implementation of the media. This study was conducted on nine different junior high schools in Jepara. The subject of the study was seventh grade students. The research method of this study was classroom action research in which the researchers used observation, test, and questionnaire. Observation was used to collect the data dealing with studentsâ activities in the classroom. Test was used to measure studentsâ achievement before the implementation, first cycle and second cycle. Questionnaire was used to get studentsâ responses toward the implementation of the media. The result showed that there were some activities in teaching reading like reading group and team and basal-related activities. The improvement of studentsâ score was also improved before and after the implementation. It was showed by the studentsâ average score 7.6 (before), 7.8 (first cycle), and 8.0 (second cycle). Studentsâ perception toward reading was also changed in the aspect of reading nature, learning reading, strange with vocabulary, getting main idea, and teaching media.]]>
<![CDATA[THE REALIZATION OF TENOR IN THE CONVERSATION TEXTS FOUND IN GRADE X ENGLISH TEXTBOOKS âPATHWAY TO ENGLISHâ AND âBAHASA INGGRIS KELAS X ]]>
<![CDATA[Achsan, Mohamad]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7851
<![CDATA[This study aims at explaining the tenor of the interactants in the conversation texts found grade X English textbooks as well as the appropriacy of their realization in the given contexts. This study also explains the similarities and differences between conversation texts found in both English textbooks in realizing tenor. This study was a qualitative research employing a descriptive comparative method. The comparative method compares conversation texts found in two English textbooks entitled âPathway to Englishâ and âBahasa Inggris Kelas Xâ to find their similarities and differences in realizing tenor. The result of lexicogrammatical analysis of conversation texts found in two English textbooks showed the texts of two textbooks were dominated by declarative. This meant that the mood in the models of the conversation texts tended giving information rather than demanding information or demanding goods and services. They were between teacher and student, student and student, and friend and friend. Furthermore, there were various statuses found in these texts. They were unequal and equal. At last, the social distances showed low contact and low affective involvement and high contact and high affective involvement.]]>
<![CDATA[TECHNIQUE AND IDEOLOGY OF VOCATIVES AND PROPER NAMES IN THE HOBBIT ]]>
<![CDATA[Ratnasari, Weni]]>;
<![CDATA[Yuliasri, Issy]]>;
<![CDATA[Hartono, Rudi]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7854
<![CDATA[The aim of this present study is to reveal the technique and ideology of vocatives and proper names in The Hobbit. To be more precise, this study also examine translation quality of vocatives and proper names by assessing its accuracy, readability and acceptability. This study applied descriptive qualitative research. Aside from getting data from The Hobbit, the data are gotten from target readersâ and expert ratersâ questionnaire. Based on the analysis, the translator applied 9 techniques in translating 75 vocatives. In dealing with proper names, the translator used 7 translation techniques. This study reveals that the translator adopted more foreignization ideology in rendering vocatives and proper names into Indonesian. It can be concluded that the translator intend to keep the originality of this novel, since he mostly copied the name of characters and georagphical name that appeared in this novel. Dealing with the quality of translation, it is proved that there are various translation quality of vocatives and proper names found in The Hobbit. It covers accurate, less accurate, inaccurate, acceptable, less acceptable, inacceptable, high readability, sufficient readability and low readability translation. ]]>
<![CDATA[SPOKEN TEXT FEATURES OF THE CONVERSATION IN TV TALK SHOW OF TALK INDONESIA ]]>
<![CDATA[Mutmainnah, Hidyatul]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
Publisher : <![CDATA[Language Circle: Journal of Language and Literature ]]>
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DOI: 10.15294/lc.v11i1.7847
<![CDATA[The aims of this study were to describe how the participants show spontaneity features, to describe how the participants show interpersonal function, to describe the information flow among the participants and to describe how the participants achieve coherence and relevance in the conversation of TV talk show of Talk Indonesia. This study applied descriptive qualitative research. The data were taken from two videos of talk show entitle Talk Indonesia that was broadcasted in Metro TV. The data were analyzed by using conversation analysis. Conversation analysis was used to analyze or investigate the structure and process of social interaction between humans. It was a kind of discourse analysis method that focuses primarily on talk (Cameron, 2001:48). The result of this study showed that there were some various spoken features found in the conversation of talk show for instance spontaneity, Interpersonality, interactivity and coherence features. Each of features had some aspects. The finding showed that among participants showed the spoken text features variously. Although some overlaps and interruptions occurred in the conversation, the talk show could still run well.]]>
<![CDATA[DEVELOPING ENGLISH MATERIALS USING ENGLISH-INDONESIAN MIXED SONG LYRICS TO TEACH VOCABULARY ]]>
<![CDATA[Cahyaningsari, Vinta]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7853
<![CDATA[The fifth graders of Isriati Baiturrahman 2 Elementary School Semarang had problems to study English Vocabulary. They didnât enjoy to study English vocabulary using drill and writing method done by the teacher. They need the interactive English materials which make them enjoy to study English, especially to improve their vocabulary. This study employed Research and Development design to develop the English materials using English-Indonesia mixed song lyrics to teach Vocabulary. Observation, questionnaire, interview, validation, and pre-test also post test were administered to collect the data. From the results of data collection the writer found that using English-Indonesian mixed song lyrics is effective to teach vocabulary. The average score of pretest was 67,00 and of post-test was 88,38. It means that English-Indonesia mixed song lyrics to teach vocabulary could be implemented in improving the learnersâ vocabulary competence. Therefore, English teachers are suggested to employ the English-Indonesian mixed song lyrics for their future teaching materials. ]]>
<![CDATA[SAFETALK PRACTICES IN CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) CLASSES ]]>
<![CDATA[Fitriati, Sri Wuli]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7848
<![CDATA[This article is drawn from a larger ethnographic case study of a state senior high school in a city in the province of Central Java, Indonesia. The study was classroom discourse analysis, focusing on identifying and examining classroom interactional and pedagogical practices in Content and Language Integrated Learning (CLIL) lessons. CLIL is a type of bilingual education in which some content areas (such as Sciences) are learned through a foreign language. The research participants in this study were Indonesian teachers of Mathematics, Biology, and Geography who were encouraged to teach their subjects in English language because of the political ideology and educational policy at the time the data collected. The data emerged from classroom observations notes, lesson transcripts, and post-lesson interviews with video-stimulated recall. The interpretation and analysis of the data involved cross-checking different sources of evidence. Braun and Clarkeâs thematic analysis (2006) was employed in the analysis of the data. The finding reveals that there was a salient pattern in the interactional and pedagogical practices of the subject teachers which can be called safetalk. The finding also shows that safetalk hinder the studentsâ second language acquisition and development. This article offers deeper insights on the interaction and pedagogy in CLIL classes, which can promote critical reflection and contribute to future English bilingual teacher education, particularly in the Indonesian educational contexts.]]>
<![CDATA[EXPLORING AN ACADEMIC WRITING CLASS IN AN INDONESIAN UNIVERSITY CONTEXT ]]>
<![CDATA[Aunurrahman, Aunurrahman]]>;
<![CDATA[Hamied, Fuad Abdul]]>;
<![CDATA[Emilia, Emi]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7842
<![CDATA[Academic writing class in any Indonesian university context plays an important role for the students to cope with written academic assignments. This paper explores the perceptions of university students regarding their academic writing class. The participants were students of a private university in Pontianak, West Kalimantan, Indonesia. They were selected based on their achievements in the class and their genders. The data collection made use of interviews which were conducted immediately after the completion of the class. Individual interviews were conducted with six participants with three of them were male and the other three were female who were mainly regarded as medium achievers. The interview sessions were audio taped. The data then transcribed and analysed thematically. The discussion of the findings showed that the students gained benefits from the class through the applications of genre-based approach teaching stages, explicit teaching, and group work, which enabled the lecturer to develop the students academic writing, critical thinking, and characters. Still, several limitations were also identified. Suggestions were offered by the participants for the betterment of the academic writing class.]]>
<![CDATA[THE ROLE OF STUDENTS AND TEACHERS IN ENGLISH CLASSES USING THE 2013 CURRICULUM ]]>
<![CDATA[Nugraheni, Wahyu Yulia]]>;
<![CDATA[Faridi, Abudurrahman]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7849
<![CDATA[This research is about curriculum of 2013. In this thesis, the writer was interested in analyzing the Roles of Students and Teachers in English Classes in Senior High School 2 Ungaran.  The aims of the research were to find out the roles of teachers and students in Senior High School 2 Ungaran, and it was also aimed to identify the constraints in applying the roles of teachers and students in the English classes using in Senior High School 2 Ungaran.  This research design used a descriptive qualitative method. The research results show that the teachers had implemented their roles as facilitator, classroom manager and informant. However, they could not perform their roles as the ideal informant since they had to frequently get involved directly to explain more, particularly in structural and grammatical rules, and the time limitation also prevented them to provide feedback since they frequently could not finish the tasks. The constraints faced by the teachers to apply their roles in the English classes were the complication of the documents, the students with different range of skills, different quality of studentsâ roles, the time limitation, and dominant Teacherâs Talking Time (TTT). ]]>
<![CDATA[THE EFFECTIVENESS OF PICTURE SERIES AND GRAPHIC ORGANIZER ON STUDENTS WITH HIGH AND LOW MOTIVATION IN COMPREHENDING NARRATIVE TEXTS ]]>
<![CDATA[Indriati, Anie]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
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DOI: 10.15294/lc.v11i1.7845
<![CDATA[This study investigates whether picture series can be used effectively on high and low motivated students in comprehending narrative texts, how students who were trained by picture series differ significantly from those who were trained by GO, and whether there is an interaction among strategy, motivation, and reading achievement. The subjects of the study were the tenth grader of SMA Negeri 1 Salem in the Academic Year 2014/2015. Two of fourclasses were selected as the sample of the research.The experiment was set up according to a pre-test and post-test for both groups. The writer used an experimental research with factorial design 2 x 2 by technique of multifactor analysis of variance (ANOVA).The findings of this study indicate picture series is more effective than the GO. It can be seen from the results of the scores of the post test in experimental groupwere significantly different comparing to the post test scores in the control one.In addition, They regarded it very helpful for them of developing their reading skill. A good commitment and careful implementation that fulfill the requirements suggested in picture series influence on the success of the teaching reading comprehension of narrative texts. ]]>
