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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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OBAMA AND NATASHA: HOW THE LAST LETTERS OF THEIR NAMES ARE PRONOUNCED Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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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.
ANIMAL POETICS IN BRITISH CONTEMPORARY POEMS: FORGING INDIVIDUAL’S CONCERN ABOUT ENVIRONMENTAL CONSERVATION Yulianto, Henrikus Joko
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

In times of today’s changing global world, each of us needs to have a kind of steel armor to shield us from any threatening and daunting global impacts. Yet, we cannot just sit still or stay indolently to let any hazards take over or disrupt the living concordance and convenience. In case of environmental issues for instance, problems such as deforestation, pollution, global warming still become prevalent issues that people are coping up with. Literature as one social and cultural product should play roles in evoking people’s understanding about the importance of conserving and preserving our environment. It is through ecocriticism or a criticism that harmonizes ecology and literary criticism that literature can participate in disseminating the values of green living. Poetry is one of literary genres that best describes one’s vision of environment; contemporary British poetry is another example of the work that remarkably captures the sight and vision of the poets about problems related to the conservation of wildlife in their respective habitats.
WOMEN POWER TO END THE OPPRESSIONS OF PATRIARCHY IN SUSAN GLASPELL’S PLAY ‘TRIFLES’ Asianti, Dwi Anggara
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

In patriarchy society, women do not have other choice but obey all rules set by men. As a result, women’s life marginalized and gap between women’s role and men’s occurred.The same condition and situation faced by a woman, as the main character, in Susan Glaspell’s  entitled ‘Trifles’. This paper would like to identify the patriarchy oppressions and analyze action as the reflection of  women’s power to end the oppressions of patriarchy. The women power, subtle and indirect, that may the women themselves never realize they have it
IMPROVING COHESION OF THE STUDENTS’ SENTENCES THROUGH THE APPLICATION OF COHESION THEORY IN THE SENTENCE-BASED WRITING CLASS Priyatmojo, Arif Suryo
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

This study was aimed at 1). describing what kinds of cohesive device mostly occured in the students’ sentences, 2). describing how to apply cohesion theory in the sentence-based writing class, and 3). finding out whether the use of cohesion theory gives its positive significance to cohesion of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of SBW, and the object of the study was students’ sentences created by the students in the teaching and learning process. The result of the study shows that cohesive devices mostly employed by the students are references followed by lexical, conjunction and substitution. Moreover, the students never used ellipsis in the students’ sentences. In the teaching and learning process, cohesion theory was given to the students in two cycles. The first cycle focused on introducing the cohesion theory and its kinds of cohesive devices. Then, in the next cycle the students learned about Halliday and Hasan Taxonomy. Based on the result of the study, teaching SBW using cohesion theory gives its positive significance by varied cohesive device used by the students. It can be seen from the analysis of the students’ sentences from pre-test, paragraph 1, paragraph 2, paragraph 3 and post-test. The students also give positive responses upon its teaching and learning process using cohesion theory based on the pre and post-test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts such as paragraph-based writing, genre-based writng and academic writing in the next coming semesters.
DIFFERENTIATED TEACHING APPROACH TO SUPPORT HIGHLY ABLE STUDENTS IN MIXED CLASSROOMS -, Yuliati
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

Issues about fulfilling needs of highly able students have been discussed since some years ago. Most highly able students along with their outstanding potential are considered as important aspects of a country’s bright future. Their innate gifts which are outstanding need to be nurtured appropriately in order to meet success in their future life. Providing positively supporting environment is essential for them (Tomlinson, 1996). It is inevitable that those highly able students spend most of their time at schools. The support or provision for highly able students is generally far from enough since it is usually given by schools in terms of highly able counselors or learning support for highly able students (Waters et al, 2003). Hardly do schools provide highly able students with challenges within the subjects or curriculum enrichment. Meanwhile, possibility to adjust curriculum by using differentiated teaching approach in order to meet their need is possible. In this paper, I analytically describe the reasons or justification of giving special supports to highly able students in general mixed classrooms. Some components on how to adjust curriculum to meet or fulfill highly able students’ needs are also revealed. This differentiated teaching approach, even though mostly intended to support highly able students, is also beneficial for other students in the classrooms.
THE IMPLEMENTATION OF THEMATIC PROGRESSION PATTERNS WITH COOPERATIVE LEARNING MODEL (TP-CL) IN IMPROVING WRITING SKILLS -, Farikah
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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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.
THE SCHEMATIC STRUCTURE OF ENGLISH AND INDONESIAN RESEARCH ARTICLE INTRODUCTIONS Rahman, Kasyfur; Sofwan, Ahmad
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

The article reports an investigation on the differences between the schematic structure of English and Indonesian research article introduction. By selecting thirty research articles from each group and analysing them using the CARS model (1990, 2004), this study has unravelled several differences. At the macro level, the English articles respectively have a higher percentage of reviewing items of previous research, indicating gap, and summarising methods. While their Indonesian counterparts tend to have a greater deal with making topic generalisations, presenting positive justifications, and stating the value of the present research. In addition, while the Indonesian articles have more unidentified schematic elements and lack outlining the structure of paper, the English ones demonstrate a higher degree of move reiteration. At the micro level, the English articles are characterised by the use personal deixes as self-mention, and more variation of linguistic clues in claiming centrality. On the other hand, their Indonesian counterparts are depicted by the absence of self-mention, the use of code mixing, and a major tendency in using amplifiers and evaluative adjectives in claiming centrality. These differences might be partially influenced by the writers’ culture, knowledge, editorial policy, social environment, and in certain cases, the technical problems.
THEME EQUIVALENCE AND THEME SHIFT FOUND IN INDONESIAN-ENGLISH TRANSLATION OF THESIS ABSTRACTS Damayanti, Yuanita
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

This study analyzes types of themes, theme equivalence, theme shifts in the Indonesian-English translation of thesis abstracts. The data consist of 10 thesis abstracts and their translation into English, taken from Postgraduate Program of Semarang State University from the last two years (2010-2011). The result shows that topical theme dominates the entire texts at 80.16% (198 out of 247) in ST and 79.56% (222 out of 279) in TT. Interpersonal theme is not found both in ST and TT. Most topical themes are in participants, followed by circumstance and process. The textual theme in both texts is adjunct conjunctive. Most of the themes (70.2%) are considered as non shift or equivalent. The theme shift occurrs through three processes: (1) by changing the grammatical function within the theme (11.7%), (2) by adding more themes (14.7%) and (3) by deleting themes (3.4%). It is suggested for a translator to have complete mastery over the grammatical structure of both the SL and TL and also being aware of the notions and application of shifts and equivalence.
HUMOR ENGLISH TEACHING MATERIAL FOR IMPROVING STUDENTS’ SPEAKING SKILL WITH HIGH AND LOW LEARNING MOTIVATION Syafiq, Ahmad Nur; Saleh, Mursid
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

This study aimed at investigating the effectiveness of humor as English foreign language teaching material to improve students’ speaking skill with of high or low motivation for the students and the effect that the use of humor gives to their teaching. This study was quasi experimental research named two-way (two-by-two) factorial design. The subjects were 80 students of STAIN Kudus, 40 students in the experimental group and 40 students in the control group. Both groups were distributed the pre-test to measure students speaking skill. For treatment, Shades (1996) classification of verbal humor was used. The results revealed that humor as teaching material has significant effect on the students’ speaking skill to those who have high and low learning motivation. The students expressed that humor in the classroom situation affected their learning positively to those who have high or low motivation rather than conventional material.
CROSS CURRICULAR ENGLISH EDUCATION AND ITS POSSIBLE APPLICATION IN INDONESIAN CURRICULAR SYSTEM Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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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.

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