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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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The Effect of Task-Based Language Learning and Learning Styles on the Students’ Reading Ability
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 (F7.04 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.
Exploring Stress Factors and Resilience Experienced by Sumbanese EFL Teachers: A Critical Incident Technique Approach Heda, Ayuni Kabobu; Mbato, Consilianus Laos
Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v16i2.32013

Abstract

Many researches indicated the EFL teachers’ factors of stress and the key to stay resilient. Stress vestiges the common issue in the teaching field. The attitude of resilient was the main point to assist the teachers in discovering the happiness and keeping them settle sustained at their profession as an educator. Stress factors experienced by educator are enhanced in this pandemic situation. This research was endeavoured to investigate the stress factors and resilient attitudes experienced by teachers in Sumba Island which was one of the remote area in Indonesia. The data was taken by accomplishing an in-depth interview with four teachers who were teaching in Sumba Island. The result revealed that there were some factors might lead the students stress in teaching in rural area, they were; students, lack of resources and facilities, technology awareness, different opinion with colleagues, and the sense of insecurity in teaching in isolated area. The strategic attitude of resilient developed by the teacher to cope with all of those stress were; optimistic attitude, taking a personal approach, self-introspection, keep in mind about job-consequences, and sharing about the problem with others. This research proposed to give further insight into the existences of teachers working in a rural area like Sumba Island, in specific how they ascertain their profession upon all of the stress factors they encountered. The result and conaclusion were presented in descriptive method.
CROSS CURRICULAR ENGLISH EDUCATION AND ITS POSSIBLE APPLICATION IN INDONESIAN CURRICULAR SYSTEM
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.v7i1.2432

Abstract

This article is about cross curricular English education viewed from its possible application in Indonesian curricular system. Cross curricular education can take place in the form of project work, thematic teaching and so on. In the Indonesian curricular system, cross curricular education manifests itself in bilingual education in which the medium of instruction is English. In junior and senior high schools this programs is better known as RSBI or SBI. Investigation in the field indicates that this program has been prematurely applied since some basic requirements of its application have not been met. Therefore, should this program be continued an investigation must be conducted to see which parts of the program should be modified, replaced, or even removed altogether.
One Book One Teacher Program for Upgrading Teachers’ Writing Competence (A Descriptive Survey)
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.v14i1.21473

Abstract

Writing competence is one of significant and basic demands for teachers in delivering their profession as educators. Many teachers feel that writing a book is a pride but it is too difficult for them to do. Many factors influence them not to start to write, such as inner motivation, institution supports, ideas, materials, and opportunities. For examples, many of them are lack of motivation to be confident course book writers, their institutions do not support their efforts and facilitate them well, they have no idea what they are going to write, they are not accustomed to provide their own lesson materials for their daily instruction—only copying from books or other resources, and most of them do not have any opportunity at all to write a course book. Therefore to create teacher-writers and produce course books in one school, One Book One Teacher (OBOT) program comes as a solution. OBOT is a program designed for teachers to be a course book writer at schools. Recently we revealed that OBOT has potential activities as an integrated program in preparing teachers to be professional course book writers. In this study, to dig up their responses on course book writing activity and OBOT implementation in their school, we conducted a descriptive survey and observation on 13 teachers in Senior High School Bina Amal Semarang. We distributed questionnaires, tabulated, analyzed and interpreted the data, then drew the conclusion. The research results show that significantly OBOT encouraged teachers to write course book actively and led them to be productive course book writers.
DESIGNING A MODEL OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALS FOR ACADEMIC WRITING COURSE: TEXTBOOK EVALUATION
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.v10i2.5618

Abstract

This study attempted to evaluate an academic writing textbook used in English Education Study Program of Language and Art Education Faculty of IKIP PGRI Bojonegoro, East Java, Indonesia. The fourth edition of a book entitled ―Writing Academic English‖ written by Oshima and Hogue was critically evaluated based on two major points, namely general attributes of the textbook and the learning-teaching contents of the textbook. The general attributes of the textbook cover the book in relation to syllabus and curriculum, the methodology, the book‘s suitability to learners, physical and utilitarian attributes, and efficient outlay of supplementary materials; and the learning-teaching content of the textbook covers general elements (move of the tasks, tasks‘ objectives, etc.), academic writing (specified on research paper writing), vocabulary, grammar, and exercises. The questionnaires developed to evaluate the textbook were adapted from textbook evaluation checklist developed by Mukundan, Nimehchisalem, and Hajimohammadi (2011). The results indicate that the lecturers and students were not really satisfied with the book since it does not represent the students‘ needs and curriculum (the curriculum of English Education Study Program of IKIP PGRI Bojonegoro mandated to teach research paper writing for Writing IV course). The materials provided there are not specified to research paper writing. However, the textbook is very good in some points such as the methodology, physical and utilitarian attributes, layout of the book, general elements (move of the tasks, tasks‘ objectives, etc.), academic writing (from paragraph writing to various essays writing), vocabulary, grammar, and exercises in the area.
Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning
Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v15i2.28656

Abstract

Teaching speaking is considered challenging during this outbreak era where lecturers and students cannot have a face-to-face meeting while in fact, students still need to get examples from lecturers related to pronunciation and intonation especially. A module of speaking for informal interaction is developed to support the process of teaching and learning speaking skills. This module comes with an audio-CD of daily expressions records spoken by a native speaker to give examples of standard pronunciation and intonation. This study aims to explain the steps used in the learning process using the module. It uses narrative design to describe the steps. The findings of the study implied that lecturers need to explain what the module is and how to use it followed by some steps; introducing lesson plan, playing audio-CD, imitating the records, practicing independently, working in pairs, reporting works, receiving feedback. By giving the model or examples in audio, students can repeat it as much as they need and whenever they need it. This study's implication is giving standardized materials using authentic materials to teach speaking skills with a self-regulated learning strategy. 
L’ANALYSE SEMIOTIQUE DE LA NOUVELLE LES YEUX DE SOIE DE FRANÇOISE SAGAN (SEMIOTIC ANALYSE IN FRANÇOISE SAGAN’S THE EYES OF SILK)
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.v5i2.893

Abstract

This writing aims to reveal that behind women’s weakness and tenderness there is an invisible power that can overturn men’s domination. While care seems more effective to get women’s love and respect, men tend to rely on domination. This, in fact, does not always work. Semiotic is a kind of analysis used to uncover the meaning of signs in a text. In literature this analysis serves to show different types of meaning. In this novel, there is a couple - Jerome and Monica, and their friend - Stanislas. Jerome dominates and excels in everything. He spends time hunting wild animals and doing man’s other sports. Monica is a housewife who is thirsty of her husband’s attention. She makes an affair with Stanislas, her husband’s friend. One day Jerome takes Monica, Stanislas and another woman to deer-hunting. Later he finds out that there is something between her wife and Stanislas. Driven by jealousy, he decides to kill them both. The writer used semiotic analysis because there are many signs of syntagmatic and paradigmatic meanings to discover. Key words: sémiotique, littérature
Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans
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
SPEAKER’S VISION AND ATTITUDES THROUGH DEICTIC EXPRESSIONS
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.v9i1.3220

Abstract

This study addresses how deictic expressions of person, place and time account for vision and attitudes of a speaker in speeches on certain issues. In this qualitative study, the data consisted of four speeches delivered by Xanana Gusmao of Timor Leste. The result of the study shows that the speaker used various types of deixis, including person, place, and time deixis. Person deixis was used to introduce Timorese people, whereas more time deixis referring to present time was used to focus his attention on the present situation and did not want to turn back to the past experience with full of political and social conflicts. The speaker’s vision is reflected in the use of the first person plural ‘we’ more than the first person singular ‘I’ or ‘me’. This indicates that the speaker represents himself as an ‘insertive’ leader. He is also a sort of leader with more future vision, indicated by the use of more time deixis referring to the present and future time than those of past time, so he wanted to bring his people and nation to face the future to develop the nation and to build better relationship with its neighbouring states.
THE IMPLEMENTATION OF THEMATIC PROGRESSION PATTERNS WITH COOPERATIVE LEARNING MODEL (TP-CL) IN IMPROVING WRITING SKILLS
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.v7i1.2428

Abstract

This article examines the effect of Thematic Progression Patterns with Cooperative Learning Method (TP-CL) on the improvement of the students’ writing skills and the teaching- learning activities of writing courses. This classroom action research was conducted in the English Department of Magelang Tidar University in the academic year of 2011/2012. The subjects were fourth semester students who took the course of Writing III. To analyze the results of writing tests and the effectiveness of the teaching and learning activities Brown’ and Bailey’s theory (1984) was used. The results show that the implementation of Thematic Progression Patterns with Cooperative Learning Method (TP-CL) improves the writing skills of the students. In addition, the application of this model can create effective teaching-learning activities. The results suggest that lecturers teaching writing courses should introduce Thematic Progression Patterns to the students in order that they can write paragraphs coherently and organize various themes neatly in order that they can write the paragraph artistically.

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