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<![CDATA[MODÃËLE Dââ¬â¢APPRENTISSAGE SCHÃâ°MATIQUE POUR AMÃâ°LIORER LA COMPÃâ°TENCE DE LA COMPRÃâ°HENSION ECRITE (SCHEMATIC-BASED LEARNING MODEL TO IMPROVE STUDENTSââ¬â¢ COMPETENCE IN READING COMPREHENSION) ]]>
<![CDATA[Yulianto, Ahmad]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[This article is an abstract of research conducted at French Language Department of Semarang State University. This research itself was intended to discover how far schemata (oneââ¬â¢s prior knowledge) influence ability in understanding a passage. Reading comprehension requires not only linguistic competence but also non-linguistic competence. It happens that one does not understand a passage notwithstanding his grammatical mastery. In this research, two groups of students were used as control and experiment classes respectively. With the help of t-test, pre-test score average and post-test average were compared and analyzed to find out whether or not schematic-based model gives rise to studentsââ¬â¢ reading performance.]]>
<![CDATA[THE USE OF GUIDED LEARNING CELL TECHNIQUE TO DEVELOP ACTIVE COLLABORATION OF IXA STUDENTS OF SMP NEGERI 2 SEMARANG IN WRITING REPORTS ]]>
<![CDATA[Farida, Diana]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[The competence of writing English texts has become very important in this global era. To facilitate junior high school students to gain the competence, English teachers employ various techniques to reach the goal with the curriculum as the guideline. The research was conducted by employing Guided Learning Cell (GLC) technique. The objectives of this study are (1) to investigate to what extent GLC technique can develop the competence of the IX A students of SMPN 2 Semarang to write reports and (2) to investigate to what extent GLC technique can develop active collaboration of the IX A students of SMPN 2 Semarang inàwriting reports. The research was conducted through Action Research with two cycles. Each cycle consists of planning, acting, observing and reflecting. The results of the research can be concluded as follows: (1) GLC technique applied during the research had successfully developed studentsââ¬â¢ writing report competence. Before the research, IX A studentsââ¬â¢ writing average score is 70.52, while at the end of the research it is 84.29. At the end of the research, the average score has exceeded the writing passing grade, 80. This proved that the technique had developed their writing competence to the extent of 13.77. (2) Based on the second requirement of the research, GLC technique could also successfully develop studentsââ¬â¢ active collaboration with their mates to the extent of 42%. Before the research, only 1 (4%) student who could gain the passing grade, while ââ¬â at the end of the research - 21 (88%) students could do so.]]>
<![CDATA[OBAMA AND NATASHA: HOW THE LAST LETTERS OF THEIR NAMES ARE PRONOUNCED ]]>
<![CDATA[Sukrisno, Alim]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[This is a study about English pronunciation, particularly dealing with the pronunciation of the letter ââ¬âa in final position of English words. The aim is to find a certainty of how to pronounce this letter, whether to be pronounced as [ÃÂ], [L] or any other sound. The data under observation are an exhausted list of words ending in -a letter collected from Oxford Advanced Learnerââ¬â¢s Dictionary (OALD). The result of the observation indicates that there are 847 words ending in ââ¬âa. Those words consist of 683 general words, 75 names of persons, 74 names of countries, and 17 names ofàstates in the United States.àOut of the 847 words, 30 (0.03%) words have a deviating pronunciation pattern in their final ââ¬âa letter. The majority of the words, 817 (96.45%) words demonstrate the sound [ÃÂ] in their finalàââ¬âa letters. The final ââ¬âa letter in most of the 30 words is pronounced as long [a:], and not as short [L] as often heard in the pronunciation of quite a few people. Since all of these 30 words are words of very low frequency of occurrence, they are not significant in contributing something of value to English pronunciation, so they can be neglected. Based on the result above, it can be concluded that all of the final ââ¬âa letters in English words should be pronounced as [ÃÂ]; thus representing other English words, Obama is pronounced as [oñ ba:mÃÂ] and Natasha as [nÃÂta:âË«ÃÂ]. A suggestion coming out of the above finding is that we should, beyond doubt, pronounce the final letter ââ¬âa in English words as [ÃÂ]. This suggestion will bear a teaching-learning consequence in the classroom.]]>
<![CDATA[ANIMAL POETICS IN BRITISH CONTEMPORARY POEMS: FORGING INDIVIDUALââ¬â¢S CONCERN ABOUT ENVIRONMENTAL CONSERVATION ]]>
<![CDATA[Yulianto, Henrikus Joko]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[In times of todayââ¬â¢s changing global world, each of us needs to have a kind of steel armor to shield us from any threatening and daunting global impacts. Yet, we cannot just sit still or stay indolently to let any hazards take over or disrupt the living concordance and convenience. In case of environmental issues for instance, problems such as deforestation, pollution, global warming still become prevalent issues that people are coping up with. Literature as one social and cultural product should play roles in evoking peopleââ¬â¢s understanding about the importance of conserving and preserving our environment. It is through ecocriticism or a criticism that harmonizes ecology and literary criticism that literature can participate in disseminating the values of green living. Poetry is one of literary genres that best describes oneââ¬â¢s vision of environment; contemporary British poetry is another example of the work that remarkably captures the sight and vision of the poets about problems related to the conservation of wildlife in their respective habitats.]]>
<![CDATA[WOMEN POWER TO END THE OPPRESSIONS OF PATRIARCHY IN SUSAN GLASPELLââ¬â¢S PLAY ââ¬ËTRIFLESââ¬â¢ ]]>
<![CDATA[Asianti, Dwi Anggara]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[In patriarchy society, women do not have other choice but obey all rules set by men. As a result, womenââ¬â¢s life marginalized and gap between womenââ¬â¢s role and menââ¬â¢s occurred.The same condition and situation faced by a woman, as the main character, in Susan Glaspellââ¬â¢sàentitled ââ¬ËTriflesââ¬â¢. This paper would like to identify the patriarchy oppressions and analyze action as the reflection ofàwomenââ¬â¢s power to end the oppressions of patriarchy. The women power, subtle and indirect, that may the women themselves never realize they have it]]>
<![CDATA[IMPROVING COHESION OF THE STUDENTSââ¬â¢ SENTENCES THROUGH THE APPLICATION OF COHESION THEORY IN THE SENTENCE-BASED WRITING CLASS ]]>
<![CDATA[Priyatmojo, Arif Suryo]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[This study was aimed at 1). describing what kinds of cohesive device mostly occured in the studentsââ¬â¢ sentences, 2). describing how to apply cohesion theory in the sentence-based writing class, and 3). finding out whether the use of cohesion theory gives its positive significance to cohesion of the studentsââ¬â¢ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of SBW, and the object of the study was studentsââ¬â¢ sentences created by the students in the teaching and learning process. The result of the study shows that cohesive devices mostly employed by the students are references followed by lexical, conjunction and substitution. Moreover, the students never used ellipsis in the studentsââ¬â¢ sentences. In the teaching and learning process, cohesion theory was given to the students in two cycles. The first cycle focused on introducing the cohesion theory and its kinds of cohesive devices. Then, in the next cycle the students learned about Halliday and Hasan Taxonomy. Based on the result of the study, teaching SBW using cohesion theory gives its positive significance by varied cohesive device used by the students. It can be seen from the analysis of the studentsââ¬â¢ sentences from pre-test, paragraph 1, paragraph 2, paragraph 3 and post-test. The students also give positive responses upon its teaching and learning process using cohesion theory based on the pre and post-test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts such as paragraph-based writing, genre-based writng and academic writing in the next coming semesters.]]>
<![CDATA[DIFFERENTIATED TEACHING APPROACH TO SUPPORT HIGHLY ABLE STUDENTS IN MIXED CLASSROOMS ]]>
<![CDATA[-, Yuliati]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Issues about fulfilling needs of highly able students have been discussed since some years ago. Most highly able students along with their outstanding potential are considered as important aspects of a countryââ¬â¢s bright future. Their innate gifts which are outstanding need to be nurtured appropriately in order to meet success in their future life. Providing positively supporting environment is essential for them (Tomlinson, 1996). It is inevitable that those highly able students spend most of their time at schools. The support or provision for highly able students is generally far from enough since it is usually given by schools in terms of highly able counselors or learning support for highly able students (Waters et al, 2003). Hardly do schools provide highly able students with challenges within the subjects or curriculum enrichment. Meanwhile, possibility to adjust curriculum by using differentiated teaching approach in order to meet their need is possible. In this paper, I analytically describe the reasons or justification of giving special supports to highly able students in general mixed classrooms. Some components on how to adjust curriculum to meet or fulfill highly able studentsââ¬â¢ needs are also revealed. This differentiated teaching approach, even though mostly intended to support highly able students, is also beneficial for other students in the classrooms.]]>
<![CDATA[DIFFERENTIATED TEACHING APPROACH TO SUPPORT HIGHLY ABLE STUDENTS IN MIXED CLASSROOMS ]]>
<![CDATA[-, Yuliati]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v6i2.2410
<![CDATA[Issues about fulfilling needs of highly able students have been discussed since some years ago. Most highly able students along with their outstanding potential are considered as important aspects of a country’s bright future. Their innate gifts which are outstanding need to be nurtured appropriately in order to meet success in their future life. Providing positively supporting environment is essential for them (Tomlinson, 1996). It is inevitable that those highly able students spend most of their time at schools. The support or provision for highly able students is generally far from enough since it is usually given by schools in terms of highly able counselors or learning support for highly able students (Waters et al, 2003). Hardly do schools provide highly able students with challenges within the subjects or curriculum enrichment. Meanwhile, possibility to adjust curriculum by using differentiated teaching approach in order to meet their need is possible. In this paper, I analytically describe the reasons or justification of giving special supports to highly able students in general mixed classrooms. Some components on how to adjust curriculum to meet or fulfill highly able students’ needs are also revealed. This differentiated teaching approach, even though mostly intended to support highly able students, is also beneficial for other students in the classrooms.]]>
<![CDATA[WOMEN POWER TO END THE OPPRESSIONS OF PATRIARCHY IN SUSAN GLASPELL’S PLAY ‘TRIFLES’ ]]>
<![CDATA[Asianti, Dwi Anggara]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v6i2.2408
<![CDATA[In patriarchy society, women do not have other choice but obey all rules set by men. As a result, women’s life marginalized and gap between women’s role and men’s occurred.The same condition and situation faced by a woman, as the main character, in Susan Glaspell’s entitled ‘Trifles’. This paper would like to identify the patriarchy oppressions and analyze action as the reflection of women’s power to end the oppressions of patriarchy. The women power, subtle and indirect, that may the women themselves never realize they have it]]>
<![CDATA[THE USE OF GUIDED LEARNING CELL TECHNIQUE TO DEVELOP ACTIVE COLLABORATION OF IXA STUDENTS OF SMP NEGERI 2 SEMARANG IN WRITING REPORTS ]]>
<![CDATA[Farida, Diana]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v6i2.2405
<![CDATA[The competence of writing English texts has become very important in this global era. To facilitate junior high school students to gain the competence, English teachers employ various techniques to reach the goal with the curriculum as the guideline. The research was conducted by employing Guided Learning Cell (GLC) technique. The objectives of this study are (1) to investigate to what extent GLC technique can develop the competence of the IX A students of SMPN 2 Semarang to write reports and (2) to investigate to what extent GLC technique can develop active collaboration of the IX A students of SMPN 2 Semarang in writing reports. The research was conducted through Action Research with two cycles. Each cycle consists of planning, acting, observing and reflecting. The results of the research can be concluded as follows: (1) GLC technique applied during the research had successfully developed students’ writing report competence. Before the research, IX A students’ writing average score is 70.52, while at the end of the research it is 84.29. At the end of the research, the average score has exceeded the writing passing grade, 80. This proved that the technique had developed their writing competence to the extent of 13.77. (2) Based on the second requirement of the research, GLC technique could also successfully develop students’ active collaboration with their mates to the extent of 42%. Before the research, only 1 (4%) student who could gain the passing grade, while – at the end of the research - 21 (88%) students could do so.]]>
