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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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FEMINIST APPROACH IN ANN BRASHARES’S THE SISTERHOOD OF THE TRAVELING PANTS Purwanto, Bambang
Language Circle: Journal of Language and Literature Vol 4, No 1 (2009): October 2009
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v4i1.912

Abstract

The purpose of this writing is to express that friendship is more important than hostility. The reason of hostility is annoyance, emotion and lack of patience in facing problems. The effect of it is the destruction of friendship and the increase in annoyance among them. Feminist is a method that is used in this writing. The application of this method is to express that man and woman have the right to make their own decisions. Both of them will respect and understand. They will have responsibility for everything they have done. This method is also expressing that human have freedom in their life. In this novel, there are four women. They are Carmen, Bridget, Lena and Tibby. The four of them spend their summer holiday into different places. In their summer holiday, they have experienced incidents which can destroy friendship. Carmen hates her father, Lena hates Kostos, Bridget hates Eric and Tibby hates Bailey. Finally, they realize that annoyance between them can destroy their friendship. The writer used Feminist approach because the main characters wanted to destroy the patriarchy of man. They insist that man can respect woman’s opinion.   Key words: Friendship, Conflict, Respect
Solidifying the White Domination through Racism and Slavery in Toni Morrison’s Beloved Thohiriyah, Thohiriyah
Language Circle: Journal of Language and Literature Vol 14, No 1 (2019): October 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v14i1.21323

Abstract

Beloved is a novel written by American author, Toni Morrison. Through Beloved, Toni Morrison successfully depicts a heartbreaking phenomenon of slavery that happened in the USA in 1873. Morrison describes the phenomenon of dominance-submission interrelation patterns in a master-slave relationship. By using the concept of racism and slavery, the paper aims at scrutinizing how the whites perform racism and slavery to solidify their domination over the blacks. Besides, it is aimed at investigating the impacts of slavery and racism done by the whites which are experienced by the slaves. Library research and close-reading methods are employed to analyze the novel. Besides, the qualitative and contextual method which focuses on intrinsic and extrinsic elements is utilized. The result of the analysis shows that racism and slavery are major elements that solidify whites’ domination over black slaves. In other respect, racism and slavery lead to great negative impacts for the black slaves. Excessive trauma and identity loss are the major impacts experienced by the slaves as the consequence of slavery and racism.
THE IMPACT OF ENGLISH AS AN INTERNATIONAL LANGUAGE ON ENGLISH LANGUAGE TEACHING IN INDONESIA Gunantar, Devy Angga
Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v10i2.5621

Abstract

This study aims to analyze the impact of English as an International Language on English Language Teaching in Indonesia. In analyzing the impact of English as an International Language, the writer analyzed how cultural issues are presented in English textbooks, and revealed the teachers‘ perspective about learning English in Indonesia. The data were collected from SMP N 1 Wiradesa, Pekalongan. The study revealed that the English textbooks in SMP N 1 Wiradesa mostly represented the local cultures. Some teachers of SMP N 1 Wiradesa preferred textbooks that deal with the life and culture of various countries around the world and the rest of them chose the content that deals with local cultures. Textbooks have played a very important role in the teaching and learning process. This study shows that, basically, local cultural content has become the purpose of EFL teaching as seen from the textbooks but some teachers still believe that foreign cultures are the suitable target of learning English.
BEING BILINGUAL IN EARLY AGES: IS IT ADVANTAGEOUS? Kalisa, Pasca
Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v9i1.3223

Abstract

Age as a factor to succeed in children’s second language acquisition (SLA) has been a controversial issue for over a period of time. Some studies analyzing the issue found that age is the main factor to determine children’s success in SLA. Responding to the issue, this paper aims at exploring the notion of early bilingualim compared to monolingual children. In addition, this paper mainly focuses on the advantages of being bilingual in a earlier ages. The discussion reveals that bilingual children get more benefits in their language performance than monolingual children. As conclusion, it is suggested that “additive bilingualism” could be applied in Indonesia which English as the foreign language is used at school, while using Indonesian is still maintained at home.
تدريس مفردات اللغة العربية و اختباراتها لمرحلة المتوسطة Zukhaira, -
Language Circle: Journal of Language and Literature Vol 4, No 2 (2010): April 2010
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v4i2.903

Abstract

Teaching vocabulary (mufrodat) is the basic foundation that must be mastered in the learning of foreign languages including Arabic. Learners can not communicate with Arabic without having sufficient vocabulary to communicate well. The goal of teaching vocabulary (mufrodat) Arabic for intermediate level is that the student has the repertory 700-1500 vocabulary to be able to communicate orally and in writing, and be able to use appropriate vocabulary in the correct sentence. Methods and techniques of teaching, the media used, and evaluation in the teaching of vocabulary should be adjusted to the development and needs of learners. (Pengajaran kosakata (mufrodat) merupakan landasan dasar yang harus dikuasai dalam pembelajaran bahasa asing termasuk bahasa Arab. Pembelajar tidak dapat berkomunikasi dengan bahasa Arab tanpa memiliki kosakata yang cukup untuk berkomunikasi dengan baik. Tujuan dari pengajaran kosakata (mufrodat) bahasa Arab untuk tingkat menengah adalah agar pelajar memiliki perbendaharaan kosakata 700-1500 untuk dapat berkomunikasi secara lisan dan tulisan, dan mampu menggunakan kosakata yang sesuai dalam kalimat yang benar. Metode dan teknik pengajaran, media yang digunakan, dan evaluasi yang dilakukan dalam pengajaran kosakata haruslah disesuaikan dengan perkembangan dan kebutuhan pembelajar. ) Key words: vocabulary, Arabic, intermediate level kosakata, bahasa Arab, tingkat menengah Teaching vocabulary (mufrodat) is the basic foundation that must be mastered in the learning of foreign languages including Arabic. Learners can not communicate with Arabic without having sufficient vocabulary to communicate well. The goal of teaching vocabulary (mufrodat) Arabic for intermediate level is that the student has the repertory 700-1500 vocabulary to be able to communicate orally and in writing, and be able to use appropriate vocabulary in the correct sentence. Methods and techniques of teaching, the media used, and evaluation in the teaching of vocabulary should be adjusted to the development and needs of learners. (Pengajaran kosakata (mufrodat) merupakan landasan dasar yang harus dikuasai dalam pembelajaran bahasa asing termasuk bahasa Arab. Pembelajar tidak dapat berkomunikasi dengan bahasa Arab tanpa memiliki kosakata yang cukup untuk berkomunikasi dengan baik. Tujuan dari pengajaran kosakata (mufrodat) bahasa Arab untuk tingkat menengah adalah agar pelajar memiliki perbendaharaan kosakata 700-1500 untuk dapat berkomunikasi secara lisan dan tulisan, dan mampu menggunakan kosakata yang sesuai dalam kalimat yang benar. Metode dan teknik pengajaran, media yang digunakan, dan evaluasi yang dilakukan dalam pengajaran kosakata haruslah disesuaikan dengan perkembangan dan kebutuhan pembelajar. ) Key words: vocabulary, Arabic, intermediate level kosakata, bahasa Arab, tingkat menengah
ORAL CORRECTIVE FEEDBACK IN CHILDREN INTERACTION IN IMMERSION CLASS Kalisa, Pasca
Language Circle: Journal of Language and Literature Vol 11, No 2 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i2.9589

Abstract

The present study investigates the occurrence of corrective feedback in the learning process and teachers’ perspectives in giving the corrective feedback. The participants in the present study were two teachers and twelve children ranging from five to six years old. They were enrolled in Mondial School, an immersion school in Semarang, Indonesia. All of the children were Indonesians and some of which were Chinese descendants.  This study applied a descriptive qualitative approach in the purpose of analyzing each utterance produced by teachers in classroom interaction and teachers’ perspectives towards the corrective feedback used. As the basis of data analysis, Ranta&Lyster’s Classification of corrective feedback was applied. The findings showed that 85% of teachers’ utterances used didactic recasts in giving feedback to children’s errors. These errors were mostly grammatical errors due to language transfer. Based on the findings, it can be concluded that the teachers have a tendency to use corrective feedback expressed explicitly in correcting speech errors in children, rather than implicitly or indirectly. Meanwhile, the perception of teachers’ tendency in giving corrective feedback through didactic recast was due to the effectiveness of didactic recast in encouraging children to correct errors in their speech. Teachers also added that giving corrective feedback was intended to encourage children to be aware of the structure of the language more precise without teaching grammar deductively, so the grammar was expected to be absorbed and understood by the children themselves.
THE EFFECT OF COLLABORATIVE WRITING TECHNIQUE IN TEACHING ARGUMENTATIVE ESSAY WRITING VIEWED FROM THE STUDENTS’ CREATIVITY Ghufron, M Ali; Hawa, Masnuatul
Language Circle: Journal of Language and Literature Vol 10, No 1 (2015): October 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v10i1.4158

Abstract

This research is aimed at finding out: (1) whether or not Collaborative Writing Technique is more effective than Direct Instruction in teaching writing of argumentative essay; (2) whether the students who have high creativity have better writing ability than those who have low creativity; and (3) whether there is an interaction between teaching techniques and creativity in teaching writing. This experimental research was carried out in IKIP PGRI Bojonegoro in the academic year of 2014/2015 from March 2015 to June 2015. The population was the fourth semester students of English Education Department in the academic year of 2014/2015, and the number of population was 126 students who were divided into three classes. The samples, which were selected by using cluster random sampling, were IIB as the experimental group and IIA as the control group. Each group consists of 42 students. The experimental group was treated by using Collaborative Writing Technique, while the control group was treated by using Direct Instruction. The data analysis shows the following findings: (1) Collaborative Writing Technique is more effective than Direct Instruction in teaching writing; (2) students with high creativity have better writing ability than those having low creativity; and (3) there is an interaction between teaching techniques and creativity in teaching writing.
YOUR LANGUAGE YOUR CHARACTER Saleh, Mursid
Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v9i1.3214

Abstract

The main function of any language is to express ideas, thoughts, and feelings. These being characteristic properties of human beings, the language a human being uses will ultimately reflect what is characteristic of him or her. Good language reflects good characteristics of the user, and vice-versa. Learning being another characteristic property of human beings, the language one learns shapes and is shaped by his or her personal characteristics. As character is the accumulation of one’s personal characteristics, there are good reasons to suggest that while one is learning and using a language, he take good care so that good character is reflected. In that way communication will be properly conducted and interpersonal relationships properly established.
SOCIOSEMIOTIC APPROACH IN TRANSLATING INDONESIAN FOLKLORES INTO ENGLISH (Action Research in the Translation Class of English Department) Hartono, Rudi
Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v8i2.3022

Abstract

This research was done based on the urgent need to improve students’ translation quality in their translation practice, particularly in translating Indonesian folklores into English. In relation to this research background, the Sociosemiotic Approach was applied in solving the problems. The research was conducted in the translation class that involved 20 sixth semester students of English Department of Semarang State University. The research method used was the Classroom Action Research that followed four steps in one cycle: 1) Identifying the problems 2) Gathering the data 3) Interpreting the data, and 4) Acting the evidence. The data were taken from the students’ translation work, field notes, interviews and questionnaires. The data obtained were analyzed by using descriptive qualitative analysis. Based on the result of research it was found that the application of Sociosemiotic Approach improved students’ translation quality. Qualitatively the students’ translation products were more natural, communicative, and accepted culturally in English terms. Quantitatively the average score of their translation products increased from 69.65 to 82.15. It means that there was a significant improvement before and after applying the Sociosemiotic Approach with the progress score up to 12.55.
THE REALIZATION OF DISAGREEMENT STRATEGIES BY NON NATIVE SPEAKERS OF ENGLISH Sofwan, Ahmad; Suwignyo, Eko
Language Circle: Journal of Language and Literature Vol 6, No 1 (2011): October 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v6i1.2045

Abstract

This study is meant to investigate the realization of disagreement strategies by non-nativespeakers of English by eliciting data through DCT and role plays from two groups of students:first year students and third year students of English Department. The DCTs and role playscontain 24 situations which are designed in different issues and social status. The resultshowed that most students realized disagreement through contradiction, counterclaim,irrelevancy claim, contradiction and counterclaim, and challenges related to personalinvolvement and non-personal involvement issues in different social status. The contradictionstrategy was dominantly used by the students. Some students realized disagreement throughthe combination of counterclaim and challenge strategy in equal and high-low status related topersonal involvement, and equal and low-high status related to non-personal involvement. Inthis case, students did not only disagree by producing counterclaim response but alsochallenged the previous speaker to provide more evidence related to his/her statement. Thefindings also showed that there is no pragmatic development from first year students to thirdyear students because they produced disagreement strategy in the same way although theyhad different English proficiency level.

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