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Ahmad Dahlan Journal of English Studies

ADJES
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Published by Universitas Ahmad Dahlan

ISSN : 24772879 EISSN : 23565012 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

Ahmad Dahlan Journal of English Studies (ADJES), with registered number ISSN 2477-2879 (online), 2356-5012 (print), is a journal which is published by Universitas Ahmad Dahlan. This journal is published twice a year in March and September. We accept mainly research-based articles related to English Language Teaching, Literature, and Linguistics.

Arjuna Subject : -

Articles 22 Documents

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Search results for , issue "Vol 2, No 1 (2015): March" : 22 Documents clear

Punctuation Errors by The Fourth Semester Students of The English Department Sudilah, Sudilah
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractÂ This paper was written based on the end-semester composition examination paper of the fourth Â semester students of the English Department, Faculty of Education And Teacher Training, Ahmad Dahlan University inÂ Yogyakarta. The study aimed at : (1) analyzing the studentsâ errors in using punctuation marks in their composition examination paper and (2) identifying the most as well as the least frequently used punctuation marks in their composition examination paper, and (3) finding out whether there is relation between studentsâ ability in using punctuation mark and their final examination grades. Â Â Â Â Â Â Â Â The objects of the study were 29 composition examination paper written by the fourth semester students of the academic year 2008/2009. The criteria used to identify and analyze the students âerrors were adapted from the Writerâs Bureau Handbook, the Essentials of English, and the American English Today. The results of the study indicated that : 1) there were 59 cases of errors found covering four kinds of punctuation marks â full stop (.), commas (,), apostrophe (â), and quotation mark (âÂ â). They respectively occurred 14, 36, 5, and 4 times, 2) Of the 29 students, none used 10 to 11 kinds of punctuation marks. Only 1 student (3,44%) used 9 kinds of punctuation , 2 students (6,90) used 7 kinds,19 students (65,51%)Â used 5 to 6 kinds and 3 students (10,34%) used 4 kinds, 4 students (13,80%) Â used 2 to 3 kinds of punctuationmarks. It could be interpreted that in the average the students were able to use 5 to 6 kinds of punctuation marks in their composition. 3) There was also a close relation between the studentsâ ability of using punctuation and their composition grades.

Jealous Murderers as Reflected in Shakespeareâ€™s Othello: A Psychoanalytic Study Nuri Fainuddin
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractThis analysis describes the main charactersâ€™ jealous murder and their id, ego and super ego. It tries to describe the moral teachings of the drama. Desdemona was killed by her own husband, Othello, because of jealousy. He received Iagoâ€™s report that Desdemona had an affair with Cassio.Â Iago made issues that Desdemona had an affair with Cassio because he felt jealous that Cassio was promoted to be a lieutenant. Iago asked Roderigo to kill Cassio but failed. Roderigo was killed by Iago, to omit the traces.Sigmund Freudâ€™s theory of id, ego, and super ego will be used in analyzing the problems. The subject of this analysis is drama Othello, and the object of this analysis is a psychoanalyticÂ study with its id, ego and super ego.The research findings are : jealous murders that had been done by Othello and Iago. Othelloâ€™s isÂ murderingÂ his own beautiful wife, Desdemona, without further checking. To omit the trace, Iago killed Roderigo, the person that he asked to kill Casio; It is Iago â€˜s id. Othelloâ€™s ego is when he received news from Iagoâ€™s wife, Emilia. She told the truth to Othello that Iago was the person who asked her to steal Desdemonaâ€™s handkerchief. Othello felt that he had made mistakes and the he punished Iago by stabbing him.Â Othelloâ€™s super ego is his feeling regret after receiving news fromÂ Iagoâ€™s wife, Emilia. The moral teachings of the drama are (1) people should screen news they received, and (2) people should avoid of being jealous.

Applying Communicative Language Teaching in Teaching English for Foreign language Learners. Manalul Laili
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractTeaching second or foreign language is not easy. Many researchers believe that the teachers should know several methods and teaching strategies in teaching language; such as, communicative language teaching, the grammar-translation method, the direct method, the audio-lingual method, the silent way, the suggestopedia, communicative language learning, total physical response, natural approach, and many more. In early 1980s, many educators assumed that communicative approach is a better way to teach second language to the students and this approach incorporated into the classroom (Brown, 2001). This essay will explore what communicative language teaching is and describe the factors led to its emergence in English language teaching.

Forms of English Learning and Teaching Interactions In an International Oriented Senior High School Noor Chairani
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractIn English learning and teaching process, interaction between participants plays important roles to take and give inputs that emphasizes on the activeness of learners in acquiring the target language. Learners will be more autonomous, self-actualized and self-fulfilled when in learning and teaching process involves them. Interaction can be implemented by teacherâ€™s treatment to learners and learnersâ€™ to themselves. Hence, learner will cope with their reality of the world and win their competition to exist confidently in the world using English used by people in the world as one of international languages.This research was on English learning and teaching interaction in an international oriented senior high school conducted to generate the forms of English learning and teaching interaction at the school. The data collection in this research used interviews and classroom observations at the school. The interviews and classroom observations were recorded and then transcribed into written data. The data were analyzed and coded into concepts, subcategories and category which were related to each other. The research was qualitative study and using the grounded theory approach. The participants in this research were divided into five categories: a deputy principal of curriculum, two English teachers, a content course teacher, a tutor and twelve learners at SMA Internasional Budi Mulia Dua Yogyakarta especially at GAC classes that use ACT curriculum. It covered many data texts included from observations and interviews to get understanding deeply between the theories and the practical things in the school. From the data analysis, there are three forms of interaction which occurred in the English learning and teaching interaction between learner and teacher, between learner and learner and between learner and people outside of school.

Paragraph Writing as A Sensibility-Based Productive Skill Bambang Suseno
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractParagraph writing in the context of Academic Writing in a number of academies and universities in Indonesia is considered a skill whose mastery needs reasoning or logical thinking besides knowledge of grammatical rules, lexis, and also ability to translate from bahasa Indonesia into English effectively and efficiently.Logical thinking should be exercised ever since the student writers begin their initial up to the final phase of writing a paragraph. They may not necessarily pour down their ideas in sentences the way they like. This is because first of all they have to determine the main idea, also known as topic sentence, that needs formulating from the general subject or topic that is still too broad to be developed. To formulate the topic sentence, they have to exercise their logical thinking. Then, the main idea has to be supported by supporting sentences which are related to one another. The process of writing supporting sentences and their interrelationship should also be based on logical thinking. Finally, the paragraph is closed by means of a sentence which concludes the discussion of the whole paragraph.A paragraph that flows smoothly or, in other words, is readable is, without any doubt, the one that is effective and sensible.

Improving Teacher Professionalism trough Lesson Study Muh Saeful Effendi
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractBeing professional teacher is a process of acting and reflecting continuously developed by the teachers collaboratively. Lesson Study facilitates teacher to experience learning through collaborative work among them. This enables teachers to establish professional development and create a community for learning. This paper aims at elaborating the experience of senior high school at Yogyakarta in implementing Lesson study as a break-through to enhance the teachersâ€™ professional development incorporating with three mechanisms of Lesson Study. This school has conducted Lesson Study for about 5 years. The study resulted that 80 percent of teachers achieve their competence in planning, doing and reflecting the lesson through observing other teachers performance and being observed interchangeably.

Good and Bad English: How to Deal with Language Variation and Change in Language Learning Ikmi Nur Oktavianti
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractLanguage practitioners often seem language phenomena as degeneration or decay. This is something misleading and need to be taken seriously into consideration. Purists and prescriptivists should see the phenomena not only from the normative point of view but also from the science of language itself, which is still forgotten. This article thus attempts to propose insights from linguistics related to the term good and bad language, with the focus on good and bad English. Is there any good and bad language? The answer to the question can only be given at best by elaborating the linguistics concept. This discussion is of benefit for language learning of which it is closely related.

Which English and Whose Cultures Should Be Taught To Empower Our Students? Ridwan Arif Nugroho
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractTomlinson(2010) states that learners of English all over the world are being tested on a variety of English they do not and never will speak. He further emphasizes that the students are being tested on British and American English and not on Singaporean English or Brazilian English or the International English that they speak.Indeed, language and culture are two sides of a coin. The teaching of language cannot be divorced from the teaching of culture. With the emergence of the notion â€œWorld Englishesâ€, it is high time to reconsider which English and whose culture should be taught and introduced to our students. It is the duty of English teachers to determine which English and whose culture to be taught. It is a waste of time, energy, and money to teach a variety of English that has nothing to do with the future life of our students.The paper tries to discuss about the cultural aspects that should be introduced to ourEnglish classes. It is hoped that English teachers realize about the kind of English needed by the students.

Revisiting the 2006 School Level Curriculum and the Genre-based Approach in the Context of EFL Curriculum Development in Indonesia Ahmad Budairi
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractThe genre-based approach has been known to characterize pedagogical practices during the implementation of the 2006 school-level curriculum.Â Despite its prevalent use and overwhelming support by school stakeholders,Â the efficacy of this approach was nonetheless questionable. This paper aims to revisit the 2006 School level curriculum, its plausibility and compatibality with individual contexts and its bearing on EFL practices. It also disusses the Genre-based approach in terms ofÂ itsÂ underlying paradigms, andÂ possible variables and contextual factors which might have impinged on its implementation. Some research findings on the adoption of the approach in Southeast Asia context are also presented to provide insights into how the Genre-based approach could be efficiently adopted. This essay concludes with some ideas for the amendment toÂ the 2006 school- level curriculum and how the genre-based approach might still be relevant in the context of teaching writing skills at tertiary education.

A Processability Theory Study: Past -ed Acquisition in University Learners in Indonesia Ima Widyastuti
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

AbstractÂ This study is to see the Past â€“ed morphological acquisition which is placed on the Stage 2 of the Processability Theory (PT). The participants of this study were 26 university students in speaking classroom at Sarjanawiyata Tamansiswa University, Indonesia. The data, which was gathered from semi-structure individual interviews with several topics, were analysed using an Emergence Criterion (Pienemann, 1998).Â The present study found that all participants did not acquire the Past -edon Stage 2 of English Developmental Stages. Several possible reasons were discussed in the study to find out why they were not able to produce Past â€“ed forms. However, the further research is also required due to the very limited research on this case.Â

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