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<![CDATA[LANGUAGE FUNCTIONS AND MYTH IN FRENCH ADVERTISEMENT ]]>
<![CDATA[Yulianto, Ahmad]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 2 (2015): April 2015 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v9i2.3706
<![CDATA[Advertisement is a form of communication aimed at attracting consumers‘ attention toward a certain product or even influencing the latters to adopt a special behavior. This article views3 advertisements of French Magazine Elle in terms of their referential, emotive, conative, phatic, metalinguistic and poetic functions. Roman Jakobson‘sLanguage Functions and Roland Barthes‘ Theory of Myth were used to discover the above-mentioned functions. In short, it is important for us to always haveune esprit critique on what we see in the medias since we live in an era of myth and reality. We have to be able to distinguish which is really true and which is false/fake. This type of analysis helps us to unearth what is hidden in any form of communication and bring the truthto the surface.]]>
<![CDATA[フラッシュカードã§漢å—（熟語）ã®覚ãˆ方 （USING FLASHCARDS TO MEMORIZE THE KANJI JUKUGO） ]]>
<![CDATA[Prasetiani, Dyah]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 7, No 2 (2013): April 2013 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v7i2.2601
<![CDATA[Learning kanji is generally difficult for the Japanese learners because its figure, stroke order, and pronounce (onyomi and kunyomi) are difficult to remember. Moreover, every object in the world is presented by kanji. Thus, practically there are large in numbers of kanji. Remembering all the kanji and also the jukugo is not easy. Most of the students may easily forget it soon after they learn it. Therefore, they have to find effective, fun, and easy learning methods to improve their ability in mastering kanji. The bottom line is that they must consistently review the kanji they have learned to ensure that they would never-ever forget them. Otherwise, no matter how memorable the kanji are, they make up its nature to start forgetting and lose track of them once they start learning their 500th kanji and beyond. Flashcards could be a good solution to overcome the problem. It could help students consistently review the kanji, especially the jukugo.]]>
<![CDATA[READING NATURE AS IMAGE AND A CRITICISM TOWARDS ENVIRONMENTAL PROBLEMS IN DAVE SMITH’S POEM, RAIN FOREST ]]>
<![CDATA[Yulianto, Henrikus Joko]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 5, No 1 (2010): October 2010 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v5i1.1981
<![CDATA[Rapid global development brings some changes in our physical environment. Literary work as a social media need to play a role in encouraging people’s understanding and awareness of the threatened condition of our natural surroundings. Poetry as one of literary genres often depict nature as the image and poetic representation. Romantic British poetry is one tradition that remarkably delineates and glorifies the beauty of nature as their poetic manifesto. In America, there was transcendentalism that similarly cherished the glory of nature through the transcendentalists’ works such as poetry and fiction. In contemporary American poetry, the splendor of nature again emerges as poetics in many of their works. However, different from their previous modern poetic tradition, this contemporary one put forward nature not just as image but also convey some criticisms towards environmental problems.]]>
<![CDATA[POLITENESS IN COMMUNITY PRACTICE ]]>
<![CDATA[Indrawati, -]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 5, No 2 (2011): April 2011 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v5i2.894
<![CDATA[<!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:1; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:variable; mso-font-signature:0 0 0 0 0 0;} @font-face {font-family:"Arial Narrow"; panose-1:2 11 6 6 2 2 2 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:647 2048 0 0 159 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman"; mso-fareast-language:EN-US;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-ansi-language:EN-US; mso-fareast-language:EN-US;} .MsoPapDefault {mso-style-type:export-only; text-align:center;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 72.0pt 72.0pt 72.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --> People in all types of societies organize themselves in relation to each other for work and other duties, and to structure their interactions. People’s behaviours and roles are guided by prevalent norms and regulations so influential that their particular characteristics might be seen by others as distinctively belong to certain groups of societies. Easterners and Westerners might be seen as having distinctive features regarding politeness in human relation. Eastern societies organize themselves primarily according to behaviours showing polite treatment for the sake of moral sanction and socio-cultural harmony. This probably explains easterners preference for a communal life. As with Western societies, they tend to esteem positive politeness related to intimacy and negative politeness related to individual freedom that is attached to their preference for individualism. Eastern societies and Western societies perform distinctive politeness strategies having their own reasons and tendencies as bounded by pragmatic backgrounds of their existence. Pragmatic aspects include language use of various societies, the direct and indirect utterances, explicature and implicature, politeness strategies and many more. International communication calls for world attention toward respecting these distinctive features of various cultural backgrounds. And the direct realization of this cultural pragmatic communication is looking at and doing communication pragmatically.  Key words: politeness strategies, positive politeness, negative politeness, cultural pragmatic communication POLITENESS IN COMMUNITY PRACTICE]]>
<![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 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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 students’ roles, the time limitation, and dominant Teacher’s Talking Time (TTT). ]]>
<![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.]]>
<![CDATA[TRANSLATING A NOVEL: PROBLEMS AND SOLUTIONS (A HOLISTICALLY CRITIQUE ON NOVEL TRANSLATION) ]]>
<![CDATA[Hartono, Rudi]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 3, No 2 (2009): April 2009 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v3i2.917
<![CDATA[Translating a novel is more difficult than translating academic texts. Novel translators (Genetic factor) usually have problems in translating figurative languages (metaphors, similes, personifications, etc.) and idiomatic expressions because they should reproduce in the target language (TL) the closest natural equivalence of the source language (ST) message, firstly in terms of meaning and secondly in terms of style accepted socio-culturally. Other problems come from the translation document (e.g. an English novel translated into Bahasa Indonesia) and readers of the translated novel. The translation document (Objective Factor) has mistakes in equivalence of words. Some expressions are not translated into the acceptable ones in the target language. The readers of translated novel (Affective Factor) are often confused on what they are reading because some sentences are not understandable. The solution of those problems is to provide the novel translators some practical guidance of translating a novel in order to produce the high quality of translation product.  Key words: translation, novel, metaphors, similes, idiomatic expressions, ST (Source Language), TL (Target Language)]]>
<![CDATA[Students’ Writing Quality: Its Coherence and Cohesion ]]>
<![CDATA[Farida, Alief Noor]]>;
<![CDATA[Rosyidi, Mohamad Ikhwan]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 14, No 1 (2019): October 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v14i1.21505
<![CDATA[Students’ writing quality has become the focus of education research nowadays. A good quality writing should fulfil the requirements of coherence and cohesion. Coherence shows how the sentences in the text are arranged which usually follow certain structure, and cohesion shows how they are connected to each other. This study aims to investigate the students’ writing quality in both aspects. Using systemic functional linguistics approach, 10 students’ writing on recount text is analysed. The result of the study reveals how good the students on the fourth semester can write the text and what devices they use to establish the quality. The students can follow the generic structure of recount texts well. However, only 50% has reorientation. In addition, they employ different thematic progressions,]]>
<![CDATA[TEACHING ENGLISH TO YOUNG LEARNERS THROUGH TRADITIONAL GAMES ]]>
<![CDATA[Rusiana, Rusiana]]>;
<![CDATA[Nuraeningsih, Nuraeningsih]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v10i2.5729
<![CDATA[Teaching English for Elementary level is very important for preparing students to be ready and well prepared generation to be met with the future demand like communication and technology. In the light of communication, Indonesia is one of countries that join in agreement of ASEAN Economic Community which uses English as the language for global market in ASEAN. Dealing with communication, it is clear that nowadays almost all modern technology using English such as computer, gadget, etc. There are more student access internets or gadget for accessing game than playing the traditional ones. That is surely not a bad thing when students are exposed much to internet. Yet, being exposed to the traditional ones is also a good idea so that Indonesian students would be those who are aware of their own culture. Seeing those two things, the demand of being able to use English for communication and an effort of making the students aware of traditional games they have, we are interested in investigating the effectiveness of traditional games as a technique for teaching English for Elementary school students. Through games, teachers can create various contexts in which students have an opportunity to use English for communication, exchange information, and express opinion (Wright, Betteridge and Buckby, 1984). The aims of this resech is to find out whether traditional games are effective to be used in English teaching and learning. This research was conducted at SDIT Lukman al Hakim of fourth grader students with the number of students was 19. The design of the researh is quasi-experimental with one control group pre-test and post-test. The instruments are pre-test and post-test. The games which are used in this research are gedrik and betengan. The findings shows that traditional games are effective for teaching English. Suggestions are proposed for Englishngsinh teachers in implementing the technique in the class.]]>
<![CDATA[REDESIGNING ENGLISH SYLLABUS OF THE FOURTH GRADE BASED ON STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (SWOT) ANALYSIS ]]>
<![CDATA[German, Emilius]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 1 (2013): October 2013 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v8i1.3228
<![CDATA[The objectives of the present study are to (1) evaluate the current English syllabus of the fourth grade of elementary school by employing the (SWOT) analysis; 2) redesign current English syllabus based on such analysis; 3) evaluate the effectiveness of the proposed syllabus. The present study applied research and development design which is proposed by Borg and Gall (1983:775). The model was simplified into six stages: Information collecting- this was done by using the SWOT analysis and the strategy of taking the advantages of the opportunities to overcome the weaknesses was adopted to redesign the syllabus, Developing preliminary form of product, Experts and lecturers validation, Product revision, Field testing, Producing final product. The proposed syllabus was tried out at the forth grade of St. Joseph Elementary Schools. It has been tested in try out session. The result shows the significant achievement. Thus, teaching English by using the proposed syllabus for elementary schools students can significantly improve their achievement.]]>
