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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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A FREUDIAN PSYCHOLOGICAL ISSUE OF WOMEN CHARACTERS IN DAPHNE DU MAURIER’S NOVEL REBECCA Margawati, Prayudias
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.v4i2.900

Abstract

A literary work can be appreciated through some ways. A psychological literary approach is made within the work. A creative process model is discussed in this subject since a work of literature often be considered as writer’s creation which is sometimes related to psychological symptoms such as obsession, contemplation, sublime and some neurosis. A determination of Sigmund Freud theory mostly occurs in psychological approach applied to literature. By identifying human unconsciousness, it can be found through Du Maurier’s novel, Rebecca, that Id, Ego and Super Ego as personality theory appeared to be psychological aspects in fictional women characters. It reflects how those characters react to conflicts through the story. Keyword: psychology, unconsciousness, personality theory, women characters
THE APATHY HEADED FOR JAPANESE PROPAGANDA IN IDRUS’ HEIHO : A COMPARATIVE STUDY Harendika, Melania S.; Hapsari, Dyah Eko; Nufiarni, Rizki
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.v11i2.9586

Abstract

Idrus was a noteworthy writer in Indonesian in the course of Japanese authority. His fight in being rebellious counter to the regime at that period was noticeable through his writings, which made him familiar as a frank writer. His works were then translated into English. The translated works, nevertheless, do not communicate precisely the analogous implication as they were in the source language. Putting on Zepetnek’s Expressive Mechanisms in analyzing Idrus’ Heihois advantageous in this study in accepting whether the messages in the text to be translated (TT1) are well informed in the translated text (TT2). The results show that the TT2 of Idrus’ Heihois not able to send detailed apathy headed for Japanese propaganda as it was in the TT1. Cultural and period gaps are worth mentioning to be reflected in the interpretation process.
ENGLISH TEACHERS’ PERCEPTIONS AND PRACTICES OF AUTHENTIC ASSESSMENT Aliningsih, Fitri; Sofwan, Ahmad
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.v10i1.4154

Abstract

This study aimedto find the English teachers‘ perceptions and practices of authentic assessment in the pilot project schools of the 2013 curriculum in Grobogan regency. In order to achieve the objectives of the study, first, a survey was done. Then, to obtain more in-depth information about the teachers‘ perceptions and practices of authentic assessment, a case study research was conducted. In this case, interview and classroom observation were conducted. Then, the data were analyzed through reading or memoing, describing, and classifying.The study revealed that the teachers have positive perceptions towards authentic assessment as they agreed that the assessment approach is beneficial to assess students‘ progress and achievement. However, the teachers perceived insufficient time, crowded classes, exhausting and time consuming activities, and also complicated administration as the main problems in applying authentic assessment. There were no significant differences among the teachers on the way they applied authentic assessment. In this case, they preferred written and task basedassessment, performance assessment, and also classroom observation in assessing their students. Nevertheless, in some cases, they did not apply the assessment properly as they did not put the assessment principles into practices.
CLIL: SUGGESTED ENGLISH MATERIALS FOR CURRICULUM 2013 Prasetianto, Mushoffan
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.v8i2.3019

Abstract

Teaching approaches always change from time to time. The change of teaching approaches is followed by the change of materials. The new materials in secondary level are Content and Language Integrated Learning (CLIL). From these materials, the students are expected to be able to understand other subjects which are written in English. In secondary level, the subjects are science and mathematics. Thus, this paper provides materials, teaching procedures of CLIL and SWOT analysis. The materials are related to the science theme. There are three topics under science theme: digestive system, laboratory equipments and symbols, and light. The teaching procedure of CLIL is Presenting, Practicing and Producing (PPP). Firstly, the teacher presents the material. Secondly, the students practice to retell the material. Lastly, the students produce wall-magazine, posters and experiment report. In conclusion, CLIL materials can be explored more by English teachers because it is new and interesting.
TEACHING TRANSLATION BY USING A COOPERATIVE WORK PROCEDURE Hartono, Rudi
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.v6i1.2042

Abstract

Translating Indonesian texts into English versions is a complicated task for students to do. It isshown by them when they do translation in the classroom. The problems usually come intotheir mind when they have to search equivalent words, appropriate grammar and acceptedstructure for target language they will produce. This scene can be observed when they dotranslating activity individually. They just do it themselves without doing collaboration with theirfriends. They only look up a dictionary and think of it themselves. In this situation a teacher justassigns the task and assesses it, no more to do. As a result, the translation products of thestudents are poor. Therefore, in order to improve the students’ translation ability and quality oftranslation, the teacher should teach the students translation by using a Cooperative WorkProcedure (CWP) in their translation process. This procedure can lead the students be able totranslate well and produce good translation products because they do translating process in acollaborative group.
TEACHING TRANSLATION THROUGH THE INTERACTIVE WEB Hartono, Rudi
Language Circle: Journal of Language and Literature Vol 9, No 2 (2015): April 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v9i2.3703

Abstract

Translating is a complex and complicated process because it is not only rendering forms of language but also transferring meanings and styles of culture. It needs both a basic knowledge of English and content mastery to produce good products of translation. Teaching translation through the interactive web helped translator students easier, faster, and better translate texts from one language to another one, from example from English into Indonesian language. The problem happened in the Translation Class II taught in the English Department of Semarang State University, Indonesia. The research method used was Action Research that led five steps of research: Identifying the problem, gathering data, interpreting data, acting on evidence and evaluating result (Ferrance, 2000, p.9). In this study I used online tools that facilitated the teaching translation process, such as search engines of translation, translation class sites, tutor and learner blogs, and translation web quests. Practically those online teaching tools were implemented in and out the classroom. The teacher instructed students through the class sites, tutor blog and web quest while the students did their translation practices and tasks using search engines of translation through the learner blogs. The research result showed that teaching translation through the interactive web improved students‘ translation products from the average score of initial test 73 to the average score of final test 89. It means that this action was significant that increased the progress score up to 1.6.
THE USE OF SNOWBALLING STRATEGY IN TEACHING READING LITERARY TEXTS (SHORT STORIES) Wahyuni, Sri
Language Circle: Journal of Language and Literature Vol 7, No 2 (2013): April 2013
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v7i2.2598

Abstract

Reading texts for literary experience is different from reading them for information. Actually, there are two general stances (efferent and aesthetic stances) readers may choose when constructing meaning and responding to literature. In the efferent stance the reader’s purpose is primarily to gain information and analyze the author technique. The emphasis is on recalling, paraphrasing, and analyzing details. In the aesthetic stance the reader’s purpose is primarily to “live through” the experience presented in the text and to associate the text with personal experience and feelings. The emphasis is on personally connecting with the text as one reads, developing deeper insights into the human experience and responding thoughtfully to the ideas and insights presented. Thus, it is necessary to apply a strategy in teaching reading literary texts. One of useful strategies for comprehending and discussing literary selections is a snowballing strategy. To apply the strategy in teaching reading literary texts, action research is used as a research methodology. This research is carried out in one of the 4th semester classes, literature study program, Semarang State University.
ACADEMIC LANGUAGE FUNCTIONS IN TEACHING CONTENT SUBJECTS Mufidah, Salimatin; Rukmini, Dwi; Faridi, Abdurrahman
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v7i1.2434

Abstract

This study focuses on the use of academic language functions and the problems of their use in the process of teaching content subjects by using English as a means of instruction. Direct observation and recording were done to gather the data. Based on the overall data analysis and interpretation, the teachers have used academic language functions in English, but not all teachers use full-English in the teaching learning process. They applied academic language functions for the purpose of acquiring knowledge and skills. Furthermore, some teachers do not have adequate mastery of English because they just took a short English course. So, most content teachers sometimes find difficulties related to vocabulary/diction, grammar, pronunciation,  intonation and they often switched codes from English to Indonesian and vice versa. They have problems to express their idea in English due to their lack of vocabularies used and pronunciation. Therefore, it is suggested that content teachers himprove their competence especially in the classroom interaction using English.
RE-APPRAISING THE ROLE OF PHILOSOPHICAL BASES FOR TEACHING ENGLISH REFLECTED IN THE CURRENT CURRICULUM IN INDONESIA Widhiyanto, -
Language Circle: Journal of Language and Literature Vol 5, No 2 (2011): April 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v5i2.891

Abstract

This article discusses the philosophical bases of the current curriculum—School-Based Curriculum, which is considered as the simplified version of the previous—Competency Based Curriculum. The aim of this discussion is primary to re-visit the theories that teacher may have overlooked. It also deals with possible application of the theories in the real teaching and learning of English. Hopefully, this may contribute to the understanding of the current curriculum better.   Keywords: curriculum, communicative competence, systemic functional linguistics, ZPD, literacy education
COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) – BASED INTERACTIVE CD IN TEACHING READING Mubarok, Husni; Effendi, Dwi Erlin; Sofiana, Nina
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7846

Abstract

This paper was aimed at describing students’ activities during the implementation of teaching reading through CIRC-based interactive CD, knowing students’ 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 students’ activities in the classroom. Test was used to measure students’ achievement before the implementation, first cycle and second cycle. Questionnaire was used to get students’ 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 students’ score was also improved before and after the implementation. It was showed by the students’ average score 7.6 (before), 7.8 (first cycle), and 8.0 (second cycle). Students’ perception toward reading was also changed in the aspect of reading nature, learning reading, strange with vocabulary, getting main idea, and teaching media.

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