cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 53   54   55   56   57 
DEVELOPING STUDENTS’ RETELLING STORY ABILITY THROUGH COLLABORATIVE LEARNING TECHNIQUES
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.v5i2.890

Abstract

The ability of speaking English 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 two Collaborative Learning (CL) techniques – Think Team Share and Chain Work.  The objectives of this study are (1) to investigate to what extent CL can enhance the ability of the VIII A students of SMPN 2 Semarang to retell stories and (2) to investigate that CL can develop manner of the VIII A students of SMPN 2 Semarang to retell stories. 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) CL techniques implemented during the research – Think Team Share and Chain Work – had successfully developed students’ retelling story ability. Before the research, students’ speaking average score is 72.26, and at the end of the research it is 82.30. The score has exceeded the speaking passing grade, 76. Before the research, 69% of the students gained the passing grade, while - at the end of the research- 88%. This proved that the two techniques had developed students’ retelling story ability to the extent of 19%. (2) Based on the second requirement of the research, the two CL techniques could not successfully develop students’ manner in retelling stories to 85%. Before the research there are 16 (62%) students who could retell stories in appropriate manners, while – at the end of the research – there are 20 (77%) who could do so.   Key Words: retelling story ability, collaborative learning techniques
The Non-Native Students’ Motivation in Learning English at STIE Perbanas Surabaya
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.v12i2.14178

Abstract

ow competence in English for the students of Non English native speakers has been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore students ‗motivation in learning English at STIE Perbanas Surabaya. This is a qualitative research and a case study. This study analyzed the data by means of a descriptive analysis. This method was chosen to describe the qualitative data taken from the students at STIE Perbanas Surabaya who were taking English subject. The data were collected using questionnaire. Some of the students were also interviewed in depth to triangualize the data related to their motivation in learning English. It was found that there are two types of motivation by the students of STIE Perbanas in learning English: intrinsic and extrinsic. They agreed (78%) that they are studying English because it is a compulsory subject in this college. Besides that, they have several factors of motivation affecting the students‘ learning English as foreign language such as local education system, attitudes to the target language, and teacher factor.
SOFIA THE FIRST: WHAT MAKES A TEXT MAKE SENSE
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.v9i1.3217

Abstract

Based on the concern that in teachings, our teachers are not sure how to exploit texts, this study aims at describing what makes a text and what makes a text make sense. A literary work entitled Sofia the First has been the object of the study. The focus is on unlocking the text before analyzing its cohesiveness and its coherence. Reference and topic /comment of the text is also discussed before describing the advantages of using such literary text in teaching and learning process. The findings suggest that individual sentence has been a concern of traditional language teaching. However, it its natural state, language is not isolated sentences. Rather, it is the text that is the significant unit of language. As teachers of foreign language users, our top priority is to help learners understand and produce texts for different purposes in a variety of genres. Issues such as what makes a text and what makes a text make sense are significant to address.
OBAMA AND NATASHA: HOW THE LAST LETTERS OF THEIR NAMES ARE PRONOUNCED
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v6i2.2406

Abstract

This is a study about English pronunciation, particularly dealing with the pronunciation of the letter –a in final position of English words. The aim is to find a certainty of how to pronounce this letter, whether to be pronounced as [Ə], [L] or any other sound. The data under observation are an exhausted list of words ending in -a letter collected from Oxford Advanced Learner’s Dictionary (OALD). The result of the observation indicates that there are 847 words ending in –a. Those words consist of 683 general words, 75 names of persons, 74 names of countries, and 17 names of  states in the United States.  Out of the 847 words, 30 (0.03%) words have a deviating pronunciation pattern in their final –a letter. The majority of the words, 817 (96.45%) words demonstrate the sound [Ə] in their final  –a letters. The final –a letter in most of the 30 words is pronounced as long [a:], and not as short [L] as often heard in the pronunciation of quite a few people. Since all of these 30 words are words of very low frequency of occurrence, they are not significant in contributing something of value to English pronunciation, so they can be neglected. Based on the result above, it can be concluded that all of the final –a letters in English words should be pronounced as [Ə]; thus representing other English words, Obama is pronounced as [oƱ ba:mƏ] and Natasha as [nƏta:∫Ə]. A suggestion coming out of the above finding is that we should, beyond doubt, pronounce the final letter –a in English words as [Ə]. This suggestion will bear a teaching-learning consequence in the classroom.
Cultural Diversity in the Use of Action Verbs in Indonesian Senior High School English e-Textbooks: A Qualitative Content Analysis
Language Circle: Journal of Language and Literature Vol 14, No 2 (2020): April 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v14i2.23336

Abstract

Having a purpose of providing all Indonesian students with cheap but qualified textbooks, the e-textbooks should be culturally inclusive, which are able to make the students engage with the texts, and later be motivated to learn. Ena (2013) and Wulandari (2019) found cultural biases in English e-textbooks for senior high schools in Indonesia, which could demotivate students from certain cultural groups, which were underrepresented or represented unfairly. Thus, aiming to elaborate to what extent diversity is represented in the action verbs of the e-textbooks studied, qualitative content analysis was chosen for this study. The reseachers were the main instruments, followed by categorizations and interraters. The results showed there was ethnicity bias. There was no Melanesian animal subjects using action verbs at all in all the e-textbooks and Melanesian human subjects never dominated any e-textbook, while Foreign subjects, who in reality are less in number than the Melanesian, dominated the e-textbook for grade X. Since there was ethnicity bias in the e-textbooks, all the parties involved in the creation of the e-textbooks should either vary the writer team’s ethnicities or vary the texts’ cultural settings and make them in line with the population rank of ethnicities in Indonesia.
SIMILE & METAPHOR IN TRANSLATION: A STUDY ON STUDENTS’ TRANSLATION OF AMY TAN’S “TWO KINDS” SHORT STORY
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.v11i2.9583

Abstract

Similes and metaphors are two forms of figurative language which are very familiar in literary works.  One factor that arise some common problems faced by translators in translating simile and metaphor is the cultural difference between the source language and target language. Therefore, translators would apply certain strategies or procedures to find the equivalence of similes and metaphors in the target language.  In “Two Kinds” short story, it can be found that Amy Tan also uses several similes and metaphors.  For student translators in Literary Translation class, it is a challenge to translate similes and metaphors in “Two Kinds” into Indonesian. Thus, this research aims at describing how student translators of Literary Translation class deal with the translation of those similes and metaphors. Hopefully, this study would give worth contribution to the development of literary translation and particularly for student translators in translating any literary works. By comparing students’ translations and the source text, it is found that students mostly applied reproducing the same image in the TL procedure to translate similes and metaphors from English into Indonesian.
The Clipped Life of the Wife in Edith Wharton’S Short Story Entitled “A Journey”
Language Circle: Journal of Language and Literature Vol 16, No 1 (2021): October 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v16i1.30239

Abstract

The purpose of this paper is to analyze the life of the young wife that is clipped by many “othering” factors that prevent her from becoming a Self. The analysis is focused on the “othering” factors and the impacts on the young wife and on her relationship with her sick husband. The analysis is done through the perspective of existentialism combining the existentialism of Sartre and Beauvoir. Since the focus is on the female character, the particular perspective used is on the existential feminism focusing on the “woman-being-for-others” mode of being. The methods of research are the combination of library research method with its close-reading technique, the qualitative method, and the contextual method of literary analysis. The result shows that it is difficult for a wife to be a Self when she has to face many “othering” factors such as the husband’s illness, the doctors’ suggestion to move to a temperate climate State, the new environment, and the death of the husband while they are still on the train. These “othering” factors do not only clip the wife’s socialization, love and relationship with her husband, and anticipation to return home, but also clip the wife’s life so that she will never have a chance to be a Self forever.
みんなの日本語 I 第１課から第15課までの会話における言語行動の使用分析 (THE USE OF SPEECH ACT IN CONVERSATION OF MINNA NO NIHONGO I)
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.v4i1.913

Abstract

In conceying something we need so many expressions called manners. There are four kinds of manners: (1) Assertive manners, (2) Cognitive manners, (3) Expressive manners, and (4) Directive manners. The objective of this study is to describe the manners in Minna no Nihongo I’ book. The technique used in this study is done by collecting data related to activities of manners. Based upon the data, it could be concluded that in conveying something in conversation one has to use imperative expression, permissive expression and pragmatic expression. Key word: manner
The Effectiveness of Guided Reading and Reciprocal Teaching Techniques to Teach English for Information Technology Purposes to Differently Motivated Students
Language Circle: Journal of Language and Literature Vol 13, No 2 (2019): April 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v13i2.18970

Abstract

This study intends to explain the effectiveness of Guided Reading Technique (GRT) and Reciprocal Teaching Technique (RTT) as a means of teaching English for IT purposesto differently motivated students. Based on the question, this research intends to show the effectiveness of GRT to teach highly motivated students, the effectiveness of RTT to teach lowly motivated students, and the difference between the groups of students before and after being taught using GRT and RTT. This quasi-experimental study uses 2X2 factorial design. Two groups of students are located in their regular setting, taught by relatively similar quality teachers, using similar teaching-learning facilities except teaching techniques which are made different. The first group was taught using GRT, while the second was taught using RTT. Prior to the experiment proper, pre-test was administered to the two groups. The purpose on this test was to make sure that their competence in English for IT purposes was equal. The students were also asked to fill in a questionnaire to measure their levels of motivation. The results of the experiment show that (1) both techniques provide the same results when applied to highly motivated students; (2) both techniques provide similar results when applied to lowly motivated students; (3) there is a significant difference among the groups of students before and after being taught using GRT compared to RTT
INTEGRATING LANGUAGE AND CULTURE IN LANGUAGE SKILL CLASSES
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.v9i2.3709

Abstract

Foreign language learning is foreign culture learning. It also means that the teaching of culture should become an integral part of the teaching of a language. Culture teaching should allow learners to increase their knowledge of the target culture in terms of people‘s way of life, values, attitude, and beliefs, and how these manifest in lnguistics categories and forms. These things are the concerns of this article and will be elaborated in the explanations of the relationship between language and culture, the ways they are taught integratedly, and simple procedure in carrying out classroom activities.

Page 55 of 81 | Total Record : 807

 53   54   55   56   57 

Filter by Year

2009 2024


Reset
Filter By Issues
All Issue Vol 18, No 2 (2024): April 2024 Vol 18, No 1 (2023): October 2023 Vol 17, No 2 (2023): April 2023 Vol 17, No 1 (2022): October 2022 Vol 16, No 2 (2022): April 2022 Vol 16, No 1 (2021): October 2021 Vol 15, No 2 (2021): April 2021 Vol 15, No 1 (2020): October 2020 Vol 14, No 2 (2020): April 2020 Vol 14, No 1 (2019): October 2019 Vol 13, No 2 (2019): April 2019 Vol 13, No 1 (2018): October 2018 Vol 12, No 2 (2018): April 2018 Vol 12, No 1 (2017): October 2017 Vol 11, No 2 (2017): April 2017 Vol 11, No 2 (2017): April 2017 Vol 11, No 1 (2016): October 2016 Vol 11, No 1 (2016): October 2016 Vol 10, No 2 (2016): April 2016 Vol 10, No 2 (2016): April 2016 Vol 10, No 1 (2015): October 2015 Vol 10, No 1 (2015): October 2015 Vol 9, No 2 (2015): April 2015 Vol 9, No 2 (2015): April 2015 Vol 9, No 1 (2014): October 2014 Vol 9, No 1 (2014): October 2014 Vol 8, No 2 (2014): April 2014 Vol 8, No 2 (2014): April 2014 Vol 8, No 1 (2013): October 2013 Vol 8, No 1 (2013): October 2013 Vol 7, No 2 (2013): April 2013 Vol 7, No 2 (2013): April 2013 Vol 7, No 1 (2012): October 2012 Vol 7, No 1 (2012): October 2012 Vol 6, No 2 (2012): April 2012 Vol 6, No 2 (2012): April 2012 Vol 6, No 1 (2011): October 2011 Vol 6, No 1 (2011): October 2011 Vol 5, No 2 (2011): April 2011 Vol 5, No 2 (2011): April 2011 Vol 5, No 1 (2010): October 2010 Vol 5, No 1 (2010): October 2010 Vol 4, No 2 (2010): April 2010 Vol 4, No 2 (2010): April 2010 Vol 4, No 1 (2009): October 2009 Vol 4, No 1 (2009): October 2009 Vol 3, No 2 (2009): April 2009 Vol 3, No 2 (2009): April 2009 More Issue