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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 202 Documents
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LOST IN TRANSLATION AND THE CRUCIAL PROCESS OF CONVENTION W Witriani; Ulyati Retno Sari; Fuad Arif Fudiyartanto
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.6598

Abstract

ABSTRACT Certificates, academic transcripts, and name of institutions are such very important academic documents for any institutions, including educational institutions, which translation into foreign languages (for example into English) should be done carefully, thoroughly, and precisely. This research on the translation of such academic documents in UIN Sunan Kalijaga Yogyakarta found that, although in general the translations are correct, there are many parts of the documents that have not been properly translated. Inaccuracies occurs due to frequent inconsistencies in choosing the diction (or vocabulary), phrase structures, and inappropriate choices of the translation procedures. Therefore, the alignment, uniformity, and convention of the translations are necessary to maintain the quality of the results.   ABSTRAK Sertifikat, transkrip akademik, dan nama institusi adalah dokumen akademis yang sangat penting bagi institusi manapun, termasuk institusi pendidikan, yang ketika diterjemahkan ke bahasa asing (misalnya bahasa Inggris) harus dilakukan dengan hati-hati, teliti, dan tepat. Penelitian ini tentang penerjemahan dokumen akademis tersebut di UIN Sunan Kalijaga Yogyakarta menemukan bahwa, walaupun secara umum terjemahannya benar, ada banyak bagian dokumen yang belum diterjemahkan secara takurat. Ketidakakuratan tersebut terjadi karena sering terjadi ketidakkonsistenan dalam memilih diksi (atau kosa kata), struktur frase, dan pilihan prosedur terjemahan yang tidak sesuai. Oleh karena itu, keselarasan, keseragaman, dan konvensi terjemahan diperlukan untuk menjaga kualitas hasil. How to Cite: Witriani. Sari, U. R. Fudiyartanto, F. A. (2017). Lost In Translation and the Crucial Process of Convention. IJEE (Indonesian Journal of English Education), 4(1), 93-110 doi:10.15408/ijee.v4i1.6598.DOI: http://dx.doi.org/10.15408/ijee.v4i1.6598  
IMPROVING STUDENTS’ WRITING SKILLS OF RECOUNT TEXT BY APPLYING TRANSITION-ACTION-DETAILS (TAD) STRATEGY arief muhsin
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.2430

Abstract

ABSTRACT This research aimed to explain how the use of the Transition-Action-Details (TAD, hereafter) Strategy improved students’ skills in writing Recount Text dealing with the content of writing. It also aimed to explain how the TAD Strategy improved students’ skills in writing Recount Text dealing with the organization of writing. Employing CAR as the reseaech design, the research findings indicate that TAD Strategy improves students’ writing skills of Recount Text. It was proven by the writing Recount Text of the students’ mean score in cycle 2 test result (78.95). This improved from the cycle 1 mean score (68.95). It improved significantly from diagnostic test (D – test) mean score (61.04). The writing Recount Text of the students’ achievement in cycle 2 indicated that it had met the score target (70.00), and considered to be successful criteria in improving the writing Recount Text through TAD Strategy. Based on the findings above, the author concluded that using TAD Strategy could improve the writing Recount Text of the students.   ABSTRAK Penelitian ini bertujuan untuk menjelaskan bagaimana penggunaan Strategi Transisi-Aksi-Detail (TAD, selanjutnya) Strategi meningkatkan keterampilan siswa dalam menulis Recount Text yang berhubungan dengan isi tulisan. Ini juga bertujuan untuk menjelaskan bagaimana Strategi TAD meningkatkan keterampilan siswa dalam menulis Recount Text yang berhubungan dengan organisasi penulisan. Temuan penelitian menunjukkan bahwa TAD Strategy meningkatkan keterampilan menulis siswa dari Recount Text. Hal ini terbukti dengan penulisan Recount Text dari nilai rata-rata siswa dalam hasil tes siklus 2 (78,95). Ini meningkat dari skor rata-rata siklus 1 (68,95). Ini meningkat secara signifikan dari tes diagnostik (D-test) skor rata-rata (61,04). Tulisan Recount Text tentang pencapaian siswa dalam siklus 2 menunjukkan bahwa mereka telah memenuhi target skor (70,00), dan dianggap sebagai kriteria yang berhasil dalam meningkatkan penulisan Recount Text melalui TAD Strategy. Berdasarkan temuan di atas, penulis menyimpulkan bahwa menggunakan TAD Strategy dapat meningkatkan penulisan Recount Text dari para siswa.   How to Cite: Muhsin, M. A. (2017). Improving Students’ Writing Skills of Recount Text by Applying Transition-Action-Details (TAD) Strategy. IJEE (Indonesian Journal of English Education), 4(2), 156-167. doi:10.15408/ijee.v4i2.2430 
WHY STUDY ERROR? Irawansyah Irawansyah
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.5972

Abstract

ABSTRACT There are many students still doing errors or mistakes in learning English as a foreign language (EFL) in Indonesia. Therefore, it is very important to study error. The error itself has long been an interest among foreign language researchers. The main task of error is how to describe a learning which occurs by examining students' output. It consists of correct and incorrect utterances. In this case, there are two approaches to learning students' errors, namely error analysis (EA) and contrastive analysis (CA). This paper only explains how error analysis is important in the teaching-learning process. It has many advantages when it is learned. EA has been classified into four types: linguistics category taxonomy, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy. This study found error as an important tool for teachers and students to observe students’ learning process and learning strategies. ABSTRAK Ada masih banyak siswa yang melakukan error atau mistake dalam pembelajaran bahasa Inggris sebagai bahasa asing (EFL) di Indonesia. Oleh karena itu, hal ini sangat penting  untuk mempelajari error. Error itu sendiri sudah lama menjadi perhatian peneliti-peneliti bahasa asing. Fungsi utama dari error itu sendiri adalah bagaimana mendeskripsikan pembelajaran yang terjadi dengan memeriksa hasil siswa. Hal ini terdiri dari ujaran yang benar dan salah. Dalam hal ini, ada dua pendekatan dalam mempelajari kesalahan siswa, yaitu analisis error (EA) dan analisis kontrastif (CA). Makalah ini hanya untuk menjelaskan bagaimana error analisis yang mempunyai banyak pengaruh dalam proses pembelajaran. Error analysis telah dikelompokkan menjadi empat jenis, yaitu kategori linguistik, kategori permukaan, kategori komparatif, dan kategori komunikatif. Temuan penelitian ini menyampaikan bahwa error sebagai sebuah alat yang penting bagi guru dan siswa untuk mengamati proses belajar dan strategi pembelajaran siswa.   How to Cite: Irawansyah (2017). Why Study Error?. IJEE (Indonesian Journal of English Education), 4(2), 120-129. doi:10.15408/ijee.v4i2.5972  
THE USE OF CONTENT-BASED SUMMARIZING TECHNIQUE IN IMPROVING STUDENTS’ READING SKILLS OF MADRASAH Zana Chobita Aratusa
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.6153

Abstract

ABSTRACT Previous studies argued that summarizing techniques can improve students skill to comprehend a reading text, but those studies did not address what type of summarizing teachniques and how to apply them, in particular in Islamic schools context in which their studdents often study rich textual documents. Through the use of the experimental method, this study implemented Content-Based Summarizing Technique (CBST) in teaching English reading skill at two State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Palu, Central Sulawesi. After 12 weeks teaching, this study found that students who were taught by using CBST have significantly improved their reading skill to comprehend a reading text. Meanwhile, the non-CBST treatment students’ reading skill remain stable. This study concludes  that the use of CBST in English reading teaching can be used as a new alternative technique in English teaching. The limitation of this study is that the treatment might not be long enough and the sample small. Future research need to involve more sample and apply longer treatment period.  ABSTRAK Sejumlah penelitian sebelumnya menemukan bahwa teknik merangkum dapat meningkatkan keterampilan siswa untuk memahami teks bacaan, namun penelitian tersebut tidak membahas jenis pengajaran yang meringkas dan bagaimana menerapkannya, khususnya dalam konteks sekolah Islam seperti madrasah yang  para siswanya sering mempelajari berbagai teks bacaan. Dengan menggunakan metode eksperimen, penelitian ini menerapkan Content-Based Summarizing Technique (CBST) dalam pembelajaran keterampilan membaca dalam bahasa Inggris pada dua Madrasah Aliyah Negeri di Palu, Sulawesi Tengah. Setelah 12 minggu mengajar, penelitian ini menemukan bahwa siswa yang diajar dengan CBST mampu meningkatkan kemampuan membaca mereka secara signifikan dalam memahami teks bacaan dalam bahasa Inggris. Sementara itu, kemampuan membaca siswa yang tidak diajarkan dengan -CBST tetap tidak meningkat. Penelitian ini menyimpulkan bahwa penggunaan CBST dalam pengajaran membaca bahasa Inggris dapat digunakan sebagai teknik alternatif baru dalam pengajaran bahasa Inggris. Keterbatasan penelitian ini adalah lamanya penerapan CBST mungkin tidak cukup dan sampelnya kecil. Penelitian selanjutnya perlu melibatkan lebih banyak sampel dan  periode penerapan CBST perlu lebih lama.    How to Cite: Aratusa, Z. C. (2017). The Use  of Content-Based Summarizing Technique in Improving Students’ Reading Skills of Madrasah. IJEE (Indonesian Journal of English Education), 4(2), 208-220. doi:10.15408/ijee.v4i2.6153 
PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE Yustinus Calvin Gai Mali
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3447

Abstract

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.
AN EVALUATION OF LANGUAGE LEARNING STRATEGIES USED BY ENGLISH STUDENTS Bunga Ayu Wulandari
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.1 | 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v5i1.8460

Abstract

This research investigates the language learning strategies used by English students of Faculty of Teacher Training and Education (FKIP, hereafter) of Universitas Jambi. This research employed the Strategy Inventory for Language Learning (SILL) questionaires designed by Oxford (1990) to obtain data from 85 students of the fifth semester class 2015 studying at the English Department. The statistical analysis of the data revealed that students opted for metacognitive (Part D), social (Part F), cognitive (Part B), compensation (Part C), memory (Part A), and affective (Part E)  strategies respectively as the most strategies they have used most in their language learning process. This finding shows that teachers can actually assess their students’ view about their learning strategies. This finding implies that teachers should be aware that students have different preferences to learn so that teachers need to be prepared to conduct variety of teaching strategies in their classrooms as well as emphasing the importance of learners’ metacognitive strategies without leaving out the other learning strategies. ABSTRAKRiset ini menginvestigasi strategi pembelajaran Bahasa Inggris yang digunakan oleh mahasiswa-mahasiswa Prodi Bahasa Inggris pada Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas jambi. Riset sekarang ini menggunakan kuestioner the Strategy Inventory for Language Learning (SILL) yang didesain oleh Oxford (1990) untuk memperoleh data dari 85 mahasiswa-mahasiswa semester 5 kelas 2015 yang belajar pada Prodi Bahasa Inggris.  Data statitis menunjukkan mahasiswa-mahasiwa memilih strategi metacognitive (Part D), social (Part F), cognitive (Part B), compensation (Part C), memory (Part A), dan affective (Part E) berturut-turut sebagai strategi yang paling sering digunakan dalam proses pembelajaran Bahasa Inggris mereka. Temuan ini menunjukkan bahwa guru dapat menilai pandangan siswa-siswa tentang strategi pembelajaran bahasa. Temuan ini juga mengimplikasikan bahwa guru semestinya menyadari bahwa siswa memiliki pilihan-pilihan yang berbeda dalam belajar sehingga guru perlu mempersiapkan berbagai macam variasi strategi mengajar dalam kelas sekaligus menekankan pentingnya strategi metacognitive pada siswa tanpa mengabaikan strategi pembelajaran bahasa lainnya.  How to Cite: Wulandari, B. A. (2018). An Evaluation of Language Learning Strategies Used by English Students. IJEE (Indonesian Journal of English Education), 5(1), 16-25. doi:10.15408/ijee.v5i1.8460
INTERACTIVE METADISCOURSE AND INTERACTIONAL METADISCOURSE CATEGORIES OF STUDENTS’ INTERNATIONAL PROGRAM SCHOOL BASED ON GENDER suhono suhono; Haikal Haikal
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.1 | 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v5i1.5505

Abstract

ABSTRACTThe aim of this study was to develop further analyzing of metadiscourse categories in second language learners of International Program School of Muhammadiyah University Surakarta. Specifically, the researchers explored metadiscourse categories (interactive and Interactional) of students’ writing result at International Program of Muhammadiyah University Surakarta, the differences of metadiscourse categories with regard to gender (males and female) and factor affected metadiscourse in male and female. The researcher employed  Hyland’s metadiscourse model in analyzing students’ written form which consis of 10 male and 7 female students. The results revealed that  interactive metadiscourse consist of frame markers, transition markers, endophoric marker, evidendionals, and code glosses. Meanwhile, the interactional metadiscourse concist of boosters, edges, attitude markers, self-mentions and engagement markers. The researchers also revealed that the category of transition marker was the highest on female students since most female students learn at outside class such as at pondok pesantren.ABSTRAKTujuan penelitian ini adalah untuk mengembangkan analisis lebih lanjut terhadap kategori metadiscourse pada pembelajar bahasa kedua pada Program Internasional Sekolah Universitas Muhammadiyah Surakarta. Secara khusus, para peneliti mengeksplorasi kategori metadiscourse (interactive dan interactional) pada hasil tulisan mahasiswa, perbedaan kategori metadiscourse pada ”gender”  (laki-laki dan perempuan) dan faktor yang mempengaruhi metadiscourse pada laki laki dan perempuan. Para peneliti menggunakan model Hyland dalam menganalisis metadiscourse pada tulisan mahasiswa yang terdiri dari 10 laki-laki dan 7 perempuan. Penelitian ini menunjukkan bahwa interactive metadiscourse terdiri dari frame markers, transition markers, endhoporic markers, evidendionals, dan code glosses. Sementara itu interactional metadiscourse terdiri dari booseters, edges, attitude markers, self mentions dan engangement markers. Studi ini juga mengungkapkan bahwa penanda transition marker adalah yang tertinggi pada siswa perempuan karena kebanyakan para  siswa perempuan belajar di luar kelas seperti di pondok pesantren.  How to Cite: Suhono, Haikal.(2018). Interactive Metadiscourse and Interactional Metadiscourse Categories ff Students’ International Program School Based on Gender. IJEE (Indonesian Journal of English Education), 5(1), 81-91. doi:10.15408/ijee.v5i1.5505
POLITENESS: CULTURAL DIMENSIONS OF LINGUISTIC CHOICE Fitriah Fitriah; Didin Nuruddin Hidayat
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.1 | 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i2.2041

Abstract

ABSTRACTLanguage has a social function to make connection between human beings. Without language, people seem to be impossible to interact with others in their daily communication. In order to sustain the communication well, speakers should be able to choose strategies to have polite conversation. Often politeness strategies are affected by cultural convention, which is based on community’s social values. However, every society operates a normative notion of their own politeness, which is not the same for all interlocutors, situations and cultures. In Javanese norm, for instance, the linguistic choice is often influenced by the addressee’s age, status, position, relationship, social constraints and gender.  This essay will first summarize and comment on some of the salient aspects in Coulmas’ article entitled ‘Politeness: cultural dimension of linguistic choice’, part of his book chapters in ‘Sociolinguistics: The study of speakers’ choices’ (2013). As an English teacher, we should be aware of this difference so that we could introduce the politeness strategies in the target culture to the students.ABSTRAKBahasa memiliki fungsi sosial dalam menjaga hubungan dengan sesama individu. Tanpa bahasa, seseorang tidak akan mampu berinteraksi dengan orang lain dalam komunikasi sehari-hari. Untuk mempertahankan komunikasi dengan baik, pembicara harus dapat memilih strategi yang tepat dalam melakukan percakapan yang sopan. Seringkali norma-norma kesopanan yang ada dipengaruhi oleh konvensi budaya, yang didasarkan dari nilai-nilai social kemasyarakatan. Namun, setiap kelompok masyarakat memiliki nilai kesopanan tersendiri yang didasarkan dari norma kesopanan yang mereka percayai, dan norma kesopanan tersebut tidak sama bagi semua lawan bicara, situasi dan budaya. Dalam norma Jawa, misalnya, pemilihan linguistik atau kata sering dipengaruhi oleh usia, status, posisi, hubungan, pertimbangan sosial dan gender si penerima. Artikel ini akan mengidentifikasi dan mengomentari beberapa aspek yang penting dari tulisannya Coulmas yang berjudul 'Kesopanan: dimensi budaya pilihan linguistik', bagian dari bab dari bukunya Coulmas yang berjudul: 'Sosiolinguistik: Studi tentang pilihan pembicara' (2013). Sebagai guru bahasa Inggris, kita harus menyadari perbedaan penggunaaan kata atau pilihan linguistic sehingga kita bisa memperkenalkan strategi kesopanan dalam budaya tertentu kepada siswa.  How to Cite: Fitrah., Hidayat. D. N. (2018). Politeness: Cultural Dimensions of Linguistic Choice. IJEE (Indonesian Journal of English Education), 5(1), 26-34. doi:10.15408/ijee.v5i1.2041
TEACHERS' PERSPECTIVE ON THE IMPLEMENTATION OF COMMUNICATIVE APPROACH IN INDONESIAN CLASSROOMS Yenny Rahmawati
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.1 | 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v5i1.9881

Abstract

ABSTRACTCommunicative Approach (CA) is probably the most popular approach in the recent English language teaching (ELT) in Indonesia. The curriculum underpinning ELT in the country has changed several times, although in the last 35 years its basis has been revolving around the communicative approach. Despite the fact that the communicative curriculum has been implemented for a long time, some research studies (Dardjowidjojo, 2000; Musthafa, 2001) indicated that it has not brought significant improvements in the terms of learners’ outcome. The reason for this might be a number of the teachers appear to have developed some misconceptions of CLT. This study is, therefore, aimed at exploring EFL Indonesian teachers’ perspectives toward communicative approach in their classrooms. Six participants were involved in this study in which two participants were chosen from each level of education (primary, secondary and university levels). The study employed a qualitative design by using questionnaire and in-depth interviews as methods of data collection. The results indicated that the university teachers in this study tend to have a broader view of CLT, while a number of the school teachers appear to have developed some misconceptions of it, i.e. the “not” teaching grammar and the teaching “only” speaking. ABSTRAKPendekatan Komunikatif (CA) mungkin merupakan pendekatan yang paling populer dalam pengajaran bahasa Inggris (ELT) di Indonesia. Kurikulum yang mendasari ELT di Negara ini telah berubah beberapa kali, meskipun dalam 35 tahun terakhir pendekatan yang digunakan adalah pendekatan komunikatif. Terlepas dari kenyataan bahwa kurikulum komunikatif telah dilaksanakan dalam waktu yang lama, beberapa penelitian (Dardjowidjojo, 2000; Musthafa, 2001) menunjukkan bahwa pendekatan tersebut tidak membawa perbaikan yang signifikan bagi peserta didik. Alasan utama hal tersebut mungkin datang dari kesalahpahaman sejumlah guru terkait dengan CLT. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi perspektif guru bahasa Inggrois terhadap pendekatan komunikatif di kelas mereka. Enam peserta terlibat dalam penelitian ini di mana dua peserta dipilih dari setiap jenjang pendidikan (tingkat dasar, menengah dan universitas). Penelitian ini menggunakan desain kualitatif dengan menggunakan kuesioner dan wawancara mendalam sebagai metode pengumpulan data. Hasil penelitian ini menunjukkan bahwa guru universitas dalam penelitian ini cenderung memiliki pandangan yang lebih luas tentang CLT, sementara sejumlah guru sekolah tampaknya telah mengembangkan beberapa kesalahpahaman diantaranya: "tidak" mengajar tata bahasa dan pengajaran "hanya" berbicara.  How to Cite: Rahmawati, Y.(2018). Teachers' Perspective on The Implementation of Communicative Approach in Indonesian Classrooms  . IJEE (Indonesian Journal of English Education), 5(1), 92-100. doi:10.15408/ijee.v5i1.9881
MULTIMODAL ANALYSIS OF TV COMMERCIALS IN TEACHING ADVERTISEMENT: STIMULATING STUDENTS’ CRITICAL THINKING Ima Kusumastuti
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.1 | 2018
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v5i1.8072

Abstract

Advertisement has a big influence in our life as it shows everywhere each day through magazines, newspapers, radio, and even television. The advertisers use writing, visual images, speech, or music to promote their product. The creative and persuasive use of the multimodality supports them to promote the product. One of the attractive targets to promote their product is teenagers which are identified as people ages 12 to 17. This makes the study of multimodality in advertisement for students, mainly TV commercials, becomes important to be conducted at school. Stimulating students’ critical thinking to become aware of persuasive strategies through multimodality in TV commercial is needed. This study is focusing on the analysis of multimodality namely language, visual image, and music illustration used in TV commercials and its use to stimulate the junior high school students’ critical thinking at English as Foreign Language (EFL) classroom. The implication of this research is to analyze TV commercials using Multimodal Analysis and its use in stimulating students’ critical thinking, to become aware of Advertisement’s persuasive intention to promote their product.

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