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Language Circle : Journal of Language and Literature
Published by Universitas Negeri Semarang
ISSN : 18580157     EISSN : 2460853X     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 807 Documents
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Mental Processes of the Main Character in Jhumpa Lahiri’s Interpreter of Maladies Isti’anah, Arina
Language Circle: Journal of Language and Literature Vol 12, No 2 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i2.14180

Abstract

The study of main characters becomes one of delicate angles to observe in literary work. Instead of the various literary criticisms, linguistics also provides stylistics as the approach to appreciate and interpret literary work, including character analysis. ―Interpreter of Maladies‖ is one of the short stories written by Jhumpa Lahiri which attracts readers‘ attention. Readers may comment the way Lahiri portrays the main character of the story, Mr. Kapasi. To interpret the character‘s feeling in the story, Halliday‘s Functional Linguistics is employed to observe what happens in the character‘s thought. The previous purpose is facilitated by transitivity analysis focusing on the mental process analysis. Transitivity focuses on the clause analysis as the unit which brings meanings, including types of participants in the clause. Halliday divides mental process into four: perceptive, cognitive, emotive, and desiderative. The analysis shows that perceptive, cognitive, and affective dominate the narrator‘s description on Mr. Kapasi, while desiderative appears the least in the main character. The choice of those mental process types signals that Lahiri portrays Mr. Kapasi as an attentive, intellectual, and affectionate character.
Examining the Simplified Novels (SNs) as Supplementary Materials in Light of the Teachers’ Objectives and Teaching Techniques Barakat, Mahmoud Abdelrazig Mahmoud; Bedri, Amna Mohammed
Language Circle: Journal of Language and Literature Vol 12, No 2 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i2.14171

Abstract

Simplified novels are believed to assist in the achievement of a number of language and non-language objectives. This paper will examine the possibility of using the simplified novels as supplementary materials with secondary school students from the teachers‘ perspectives. The study uses the interview as a tool to elicit data about the teachers‘ objectives and the techniques employed in teaching the simplified novels. Ten teachers are included in the sample: 4 females and 6 males. They all work in model secondary schools and teach the simplified novels to their students. It has been found that the main objective is to improve the students‘ reading skills with a moderate potential for supporting their oral/aural skills. Increasing students‘ motivation is viewed as an important objective, while non-language objectives have received no attention. As for the teaching techniques, loud reading is found to be dominant, with almost complete absence of silent and home reading. Discussion comes in the second place (5 teachers), while role play is used by only 3 teachers. The study recommends the use of more challenging materials as the teachers believe the simplified novels being used do not help increase their students‘ vocabulary. Moreover, the teachers‘ beliefs about loud reading and non-language objectives need reexamination.
Pedagogical Strategies and Content Knowledge of the Teacher of English for Maths in the Context of Content-Based Instruction Fitrianingsih, Ayu; Udin, Syahrul
Language Circle: Journal of Language and Literature Vol 12, No 1 (2017): October 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i1.11466

Abstract

Teacher is a key person in teaching and learning process. The teacher must have good strategies to teach, they also have to know the goals to reach success and how they set the students realizing those goals. Besides, content knowledge is crucial owned by a teacher to create meaningful learning for students especially in Content-Based Instruction teaching and learning context. It becomes an issue once new idea to maximize the learning process and results. This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Maths subject of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1) the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2) based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of English Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.
Enhancing the Students’ Speaking Skill Using Three Step Interview and Numbered Heads Together Ratnawati, Sri Rahayu; Yuliasri, Issy; Hartono, Rudi
Language Circle: Journal of Language and Literature Vol 12, No 2 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i2.14176

Abstract

This research aimed to investigate the effectiveness of Three Step Interview (TSI) and Numbered HeadsTogether Techniques (NHT) to enhance speaking skill for the students having different motivation levels and to show if there is any interaction between teaching techniques and motivation. The participants of the research were the students of survival English Class Level of Nissan Fortuna English Course, Kudus. The research method of this study was quantitative by using 2x2 factorial experimental research designs. The data collection was done by giving questionnaire and conducting pre-test and post-test and was analyzed by using ANOVA. This study found that (1) TSI and NHT are effective to enhance speaking skill of students with different motivation level, (2) Enhancing speaking skill of the high motivated students using TSI is more effective than using NHT, (3) Enhancing speaking skill using TSI to the low motivated students is more effective than using NHT, (4) There is no interaction between the techniques and students‘ motivation. This study concluded that TSI and NHT can be used as techniques to enhance the students‘ speaking skill no matter how students‘ motivational level is.
Evaluating the Assessment Rubrics of an English Course Herdiawan, Rama Dwika
Language Circle: Journal of Language and Literature Vol 12, No 1 (2017): October 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i1.11471

Abstract

Evaluation needs to be conducted regularly in order to assist the institution enhance its own performance management. Thus, this study is focused on evaluating the assessment of questionnaire rubrics used by National English Course (NEC) based on the evaluation rubrics proposed by Marshall (2014) which were concerned with the four-rating scales and the six domains covering the whole aspects of lecturers‘ performances. They are planning and preparation for Learning, classroom management, delivery of Instruction, monitoring, Assessment, and follow-up, and professional responsibilities. The data gained from the lecturers‘ interview revealed that the NEC lecturers used some domains which contained aspects of lecturer‘s performance but not all aspects used in reality. Basically, they had considered the five domains of the rubric. However, few aspects were used in each domain, for example: in domain of planning and preparation; they only used aspects of knowledge, lessons, and also engagement. It needs further revision dealing with the assessment or evaluation on teacher‘s performance, materials, and so on. Meanwhile, the data gained from document observation revealed that the content of questionnaire did not cover all the aspects for the whole domains. It only covers some domains such as planning and preparation for Learning, and classroom management. This study indicated that providing the relevant aspects as well as the rating scale in the questionnaire is needed to be used in terms of teacher‘s evaluation rubric.
Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans Wahyuni, Sri
Language Circle: Journal of Language and Literature Vol 12, No 2 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i2.14181

Abstract

The emergence of technology has shifted so many aspects of people‘ lives including but not limited to the way they interact with each other and accomplish almost all activities. In education context, use of technology has impacted teachers and students‘ interactions both in and outside classroom. For decades now, there has been research on technology use and its‘ benefits on teachers‘ instructional practices and students‘ learning. However, a study specifically looking at the integration of technology into teachers‘ lesson plans is still under research. Therefore, the paper was an attempt to investigate how pre-service English teachers integrated technology in the preparation stage of the instructional activities. The study focused on the evaluation of 22pre-service English teachers‘ lesson plans. It employed a qualitative approach with a document review method. It revealed that the pre-service English teachers have incorporate deducational technology including mobile devices and digital recording. Besides, the most frequently and commonly digital media used were Power Points, audios, videos and online resources downloaded from YouTube. In addition, they made use of communication and collaborative resource such as blogs. Finally, implication for further research is presented
The Model of Bahasa Indonesia Teaching Materials Taken from Stories in Quran Taught with Content and Language Integrated Learning Approach Izzah, Izzah; Rafli, Zainal; Ridwan, Sakura
Language Circle: Journal of Language and Literature Vol 12, No 2 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i2.14172

Abstract

This research aims to develop model of Bahasa Indonesia teaching materials which are taken from stories in Quran by using Content and Language Integrated Learning (CLIL)approach in grade 7 of Madrasah Tsanawiyah Muqimus Sunnah Palembang. Research method employed in this study is Research and Development (R&D). The research procedure undertaken in this study is taken from theory of Borg and Gall that consists of three steps, i.e. introduction, development, and evaluation. Meanwhile, for the data collection technique, this study implements documentation, observation, questionnaire, interview, and test. As for the validity and reliability of the model of teaching materials in this study, researchers ask for assessment and evaluation from experts, i.e. the syllabus expert, Bahasa Indonesia expert, and Islamic religion expert. The result shows that the teaching material model is effective and eligible to be used. The highest score of the experimental class is 95 and the lowest score is 74, while the average score is 87. Meanwhile, the highest and lowest score of the control class are 84 and 64, respectively, with average score of 77.5. Moreover, the average score between the experimental and control group also has been tested and counted by using t-test and shows a significant result, that ist = 1.685.
The Effect of Task-Based Language Learning and Learning Styles on the Students’ Reading Ability Mubarok, Husni; Sofiana, Nina
Language Circle: Journal of Language and Literature Vol 12, No 1 (2017): October 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i1.11467

Abstract

This study was aimed at examining the effect of task-based language learning (TBLL) and learning styles on students‘ reading ability. The research design of this study was experimental research in the form of factorial design. The population of this study was the eighth grade students of Islamic Junior High School in Jepara Municipality under The Ministry of National Education. The sampling used was simple random sampling which reached 68 respondents. Variables in this study were 1) independent variables (the use of task-based language learning to experimental group and conventional teaching strategy to control group), 2) moderator variable (students‘ learning styles; visual and auditory), and 3) dependent variable (students‘ reading ability). To test the hypothesis, this study used multifactor analysis of variance (MANOVA). The result revealed that started in the similar reading ability, regardless of the students‘ learning styles, students treated under TBLL had better achievement than those treated under conventional teaching strategy (81.32 > 72.21). Therefore, TBLL was more effective than conventional teaching strategy (F>7.04 and p: .01). Then, students‘ learning styles differ significantly from one another in their effect on students‘ reading ability. Regardless of the teaching strategies, visual students performed better than auditory students (79.12 > 74.41). Finally, the data revealed no interaction between teaching strategies and students‘ learning styles; the value of F, 4.284, was not significant because it was smaller than the values shown in the table. It indicated that they were independent of each other; the effect of teaching strategies did not depend on the students‘ learning styles.
The Disappearance of Uncanny in Winnie-The-Pooh and its Use for Education Harahap, Aris Masruri
Language Circle: Journal of Language and Literature Vol 12, No 2 (2018): April 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i2.14177

Abstract

This article discusses disappearance of uncanny in one of the greatest children novel from The First Golden Age of Children Literature in Britain, Winnie-the-Pooh. The discussion is meant to uncover why the uncanny does not arise when it is read although it has the elements to arise the uncanny. Moreover, the novel is very popular of its canniness. In doing analysis, Freud‘s thoughts on the uncanny help me to find the reason. The analysis resulted that the use of fantasy in the novel and how its story is narrated determine the readers to not concentrate on the uncanny. The disappearance of the uncanny and the emergence of canny in the novel has made the novel as a favorite reading material for children. This, in fact, is an approach to teach children some values which is influenced by the development of children literature since the 18 th century.
Digital Storytelling as a Teaching Medium in Reading Classroom Anggeraini, Yentri; Afifah, Nurul
Language Circle: Journal of Language and Literature Vol 12, No 1 (2017): October 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v12i1.11472

Abstract

As we know that teaching reading of short stories is to make students more understand about the material and can analyze the contents of the story including the moral value, plot, setting, and characters in the story. The objective of this study were to find out (1) what the students` initial condition on reading short stories texts before using the developed digital storytelling are, (2) how the digital storytelling developed for teaching reading of short stories students at English education study program university of Baturaja is, (3) how effective the developed digital storytelling used for teaching reading of short stories is. The result of this study was this digital storytelling was developed on the basis of questionnaire results and interview result. it was found that the media of digital storytelling should cover the need of the students which has some criteria such as after reading the short stories hopefully they can increase their vocabulary, they like to read dramatic and romantic story, the suitable medias in learning reading of short stories are online reading sources and video, kinds of digital storytelling are video words and digital storytelling video clips, digital storytelling should be easy to operate and the comfortable digital storytelling is to have more voice and sound. The students revealed this improvement after applying digital storytelling for teaching reading of short stories. The materials development brings improvement on the students` scores and it can rise their interest in reading short stories.

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