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<![CDATA[IMPROVING STUDENTSâ PARTICIPATION IN LEARNING READING COMPREHENSION OF NARRATIVE TEXTS THROUGH CONSTRUCTIVE READING MODEL (CRM) ]]>
<![CDATA[Maenawati, Ida]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 1 (2013): October 2013 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[This article is a report of an action research project conducted in reading class for Eleventh Year Students of State Senior High School 7 Cirebon in the Academic Year of 2012/2013. The objectives of this study are to describe: (1) the problems faced by the students in learning reading comprehension (2) how Constructive Reading Model is implemented (3) whether Constructive Reading Model improve studentsâ participation in learning reading comprehension . The result from the questionnaires and observation sheet showed that(1) the students did not actively participate in the process of teaching learning, (2) by using Constructive Reading Model studentsâ participation from pre-cycle to cycle 1 increased , from cycle 1 to cycle 2 increased, and (3) studentsâ score of reading comprehension from pre-cycle to cycle 1 increased 15.65 points, from cycle 1 to cycle 2 increased 11.59 points. So the study concluded that the implementation of Constructive Reading Model (1) could solve the problems faced by the students in learning reading comprehension (2) could improve studentsâ participation in the process of teaching learning and(3) could develop studentsâ reading comprehension mastery of the Eleventh Year Students of State Senior High School 7 Cirebon.]]>
<![CDATA[DEVELOPING ENGLISH INTERACTIVE MULTIMEDIA STUDENTSâ EâWORKSHEET FOR FOURTH GRADERS OF ELEMENTARY SCHOOL ]]>
<![CDATA[Arifin, Haris Rizqi]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Technology can change the paradigm of teacher-centered to be student-centered. One of the advantages of the technology is in making multimedia material. Multimedia material is one type of media that can be used as the solution to improve the student motivations in doing tasks in the worksheet. This study is a Research and Development of designing an E-Worksheet which is based on multimedia technology and internet network. There are seven stages to develop this E-Worksheet. They are Need Analysis, Product Design, Expert and Teacher Validation, First Product Revision, Field Test, Second Product Revision and Final Product. This study aims at developing interactive multimedia eâworksheet for the fourth graders of elementary school. It was tried out to the students and the results the studentsâ interest, motivation, and concentration in learning English, by using the Interactive Multimedia E-Worksheet was high. The level of difficulty of the E-Worksheet was well. The studentsâ activeness was very high. From these findings, it is suggested that English teachers need to learn how to design and develop multimedia material by using various computer programs. For Students, they should be control in utilizing computer and internet.]]>
<![CDATA[SOCIOSEMIOTIC APPROACH IN TRANSLATING INDONESIAN FOLKLORES INTO ENGLISH (Action Research in the Translation Class of English Department) ]]>
<![CDATA[Hartono, Rudi]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[This research was done based on the urgent need to improve studentsâ translation quality in their translation practice, particularly in translating Indonesian folklores into English. In relation to this research background, the Sociosemiotic Approach was applied in solving the problems. The research was conducted in the translation class that involved 20 sixth semester students of English Department of Semarang State University. The research method used was the Classroom Action Research that followed four steps in one cycle: 1) Identifying the problems 2) Gathering the data 3) Interpreting the data, and 4) Acting the evidence. The data were taken from the studentsâ translation work, field notes, interviews and questionnaires. The data obtained were analyzed by using descriptive qualitative analysis. Based on the result of research it was found that the application of Sociosemiotic Approach improved studentsâ translation quality. Qualitatively the studentsâ translation products were more natural, communicative, and accepted culturally in English terms. Quantitatively the average score of their translation products increased from 69.65 to 82.15. It means that there was a significant improvement before and after applying the Sociosemiotic Approach with the progress score up to 12.55.]]>
<![CDATA[IMPROVING THE STUDENTSâ SPEAKING PRACTICE IN DESCRIBING PEOPLE BY USING CONTEXTUALIZED CARD GAME ]]>
<![CDATA[Muslichatun, Indah]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 1 (2013): October 2013 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Students often had problems to describe someone in English. The basic problem is the lack of practice. The students needed sufficient, fun and easy practice which would make them enthusiastic to do it. Therefore, I proposed the use of contextualized card game to improve the studentsâ speaking practice in describing people. I used classroom-action research to investigate how the use of contextualized card game can improve the studentsâ speaking practice in describing people. By implementing the game, the frequency of the students to describe people increased in cycle 2, ranging from 6.3 % up to 87.5 % compared to one in cycle 1. The students felt fun, enthusiastic, and confident as they were practicing speaking in groups while playing game and the object of description was within their knowledge. Besides, they described people better than before because in playing the game they learned from their friends and the teacher had facilitated them with sufficient and step-by step exercises. Further, the average score of the test improved from 74 in pre-cycle to 79 in cycle 1 and 83 in cycle 2. Thus, the use of contextualized card game can improve the studentsâ speaking practice.]]>
<![CDATA[SOFIA THE FIRST: WHAT MAKES A TEXT MAKE SENSE ]]>
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[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.]]>
<![CDATA[THE USE OF COMIC STRIPS AS AN ENGLISH TEACHING MEDIA FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Rokhayani, Atik]]>;
<![CDATA[Perwikasih Utari, Aisyah Ririn]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Nowadays, teachers have to be creative in delivering materials to the students. Ideally, teaching media are needed to support the success of teaching and learning processes. In English classes, teachers have to create a good atmosphere using interactive teaching media. The objectives of this paper are (1) to know whether Printed Material in the form of Comic Strips can improve the English vocabulary of the students of SMP 2 Bae Kudus, (2) to describe the strength and the weaknesses of comic as a means of teaching English. This is action research was conducted at Class VIIA of SMP 2 Bae Kudus consisting of 30 learners. Before conducting the research, the writers administered a pr- test to know the studentsâ mastery of vocabulary. The result of the pre-test shows that the mean score was 68.27, while the standard score (KKM) is 75. Then, the writers in collaboration with the English teacher did Cycle I using Comic Strips. The mean score of a test proceeding Cycle I was 76.97. So, the writers continued to do Cycle II. In Cycle II, the writers also gave evaluation to the students. The mean score of the test proceeding Cycle II was 85.10. In delivering the materials, the teacher felt it easier to deliver teaching materials using comic strips.]]>
<![CDATA[æ¼¢åã®å¦ã³æ¹ ]]>
<![CDATA[Diner, Lispridona]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 1 (2013): October 2013 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[The objectives of teaching kanji characters are among other things that while reading them the learners are able to understand their meaning, to know their forms and how to read them. In speed reading, thorough understanding of such writing system is obligatory. However, the students of Japanese Language Education still face difficulties in understanding such system. What they obtain is merely memorization of the characters; they are unable to read particular characters which are put side by side with other similar characters. Besides, they are also confused when learning the large number of the characters. In order to overcome the difficulties, the writer has provided a correct way of learning how to read such writing system through the following procedures: pay attention to the form of the characters (radical/bushu), pay attention to their sounds (ompu), read the characters, understand their meanings (imi) through learning them at word level (goi reberu). 漢åã®å¦ç¿ç®æ¨ã¯ãèªãã¨ãã«æ¼¢åãç解ã§ããããã«ãªããã¨ã§ãæ¸ãã¨ãã«æ¼¢åã使ãããã¨ã«å¤§å¥ããããèªãã¨ãã«æ¼¢åãç解ã§ããããã«ã¯ãæ¼¢åã®æå³ãç¥ã£ã¦ãããã¨ãæ¼¢åã®èªã¿æ¹ãç¥ã£ã¦ãããã¨ãæ¼¢åã®å½¢ãèªèã§ãããã¨ãæ¼¢åèªå½ã®æå³ãããããæãèªãéã«ããç¨åº¦ã®é ãã§ç解ãããã¨ãå¿
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ã®å ´åãåæ段éã§ã¯æ¼¢åã®å½¢ãè¦åãããã¨ãå°é£ãªãã¨ãå¤ããããã§ãã¾ããåæ¼¢åã¬ãã«ã§æ¼¢åã®å½¢ãæ示ããæå³ãé³ã¨å¯¾å¿ä»ãããããªæ´»åãè¡ããã¨ãå¤ããã¾ããæ¼¢åãåæºãã¤ã¡ã¼ã¸ã¨ããã³ã¤ãããã¹ããªã¼ãä½ã£ãããã¦æå³ãè¨æ¶ãããªã©ã®æ¹æ³ãã¨ããããæ¼¢åã®å¦ç¿å°é£ãå
æããããããæ¼¢åã®å½¢ã«æ³¨ç®ããæ¹æ³ãæ¼¢åã®èªã¿ã«æ³¨ç®ããæ¹æ³ãæ¼¢åã®æå³ã«æ³¨ç®ããæ¹æ³ãåèªã¬ãã«æ¹æ³ãã®æ¹æ³ã使ãã®ãããã¨æãã]]>
<![CDATA[ANALYSIS OF ESA TEACHING SEQUENCES APPLIED BY THE ENGLISH TEACHERS FOR JUNIOR HIGH SCHOOL STUDENTS: A CASE STUDY ]]>
<![CDATA[Ayiz, Abdul]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 1 (2014): October 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Up to now the results of teaching and learning process related to the studentsâ engagement and readiness to study as perceived by junior high school students have not been satisfying yet. The studentsâ engagement and readiness are not considered as important elements before going through the lesson. Students are mostly considered as empty vessels who are ready to be filled with knowledge by English teachers. As a matter of fact, students need encouraging since at the beginning of the lesson in order to achieve their maximum capacity in learning. Regarding with those important elements, there is an interesting teaching sequence namely E-S-A teaching sequence proposed by Harmer (2007) which can create a very interesting and succesful teaching and learning process. This paper therefore discusses the application of E-S-A teaching sequence which includes the studentsâ engagement during the teaching learning process, and the kinds of E-S-A teaching sequences for teaching junior high school students. The engagement indicators indentified five criteria such as body language, consistent focus, verbal participation, studentâs confidence, fun and excitement. The data were taken from the two English teachers as the subjects of this study. The two English teachersâ performance towards the application of E-S-A teaching sequence were analyzed and compared. The result of this study presents the studentsâ engagement during the teaching and learning process and various kinds of E-S-A teaching sequence which were employed by English teachers to teach students as appropriate.]]>
<![CDATA[THE IMPLEMENTATION OF PROJECT-BASED LEARNING TO DIRECT STUDENTS IN WRITING A RESEARCH PROPOSAL ]]>
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[This paper aims to describe the implementation of Project-Based Learning (PBL) Method in Linguistic and Educational Research classroom. PBL is defined as âa systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasksâ, Markham, Larmer, and Ravitz (2003:4). The problem investigated is how the implementation of Project-Based Learning directs students in writing research proposal. The subjects were 30 students of the sixth semester of the English Department, Semarang State University, 2012-2013 academic year. The subject course provides students with knowledge of the aims, principles, and kinds of linguistic and educational research methods and designs and the skill and practice in constructing research proposals. Besides, the research class enriches studentsâ understanding about research as a scientific inquiry to solve problems through some stages such as identifying and formulating problem, gathering and analyzing data, and ways to publish the research results (Saleh, 2012). Therefore, equiping students with skills and experiences in writing research proposal is significantly important.]]>
<![CDATA[THE INITIATION AND TRANSFORMATIONAL PROCESS OF JACK FROST IN PETER RAMSEYâS RISE OF THE GUARDIANS ]]>
<![CDATA[Adhyanggono, G.M.]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Jack Frost may not be as popular as Santa Claus, Easter Bunny, Sandman, and Tooth Fairy in the tradition of Western fairy tales. However, having observed Peter Ramseyâs Rise of the Guardians, it is quite âenlighteningâ to perceive Jack Frost positioned not only as a mere Hollywoodâs animated hero, but as complex one. One of the complexities studied in this case resides in the initiation and transformational process he has to undergo. This article overviews the relation between such process and his position as the archetypal hero. Making use archetypal approach, this article intends to explain the issue. The result indicates that his portrayal in the movie as the archetypal hero experiencing archetypal initiation and transformation is influenced by some factors: interaction with other Guardians and children, quest for self-identity, and his relation with nature.]]>
