Articles
148 Documents
<![CDATA[Developing Curriculum And Tasks For Teaching Reading ]]>
<![CDATA[Wulandari, Ella]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v6i2.4426
<![CDATA[This paper is aimed at proposing a curriculum and task design for teaching reading to students of an English teacher training. The curriculum discusses the needs and context analysis, goals, objectives, beliefs, content organization, task design, learning assessment and evaluation of the course. While being skill-oriented on one hand, the curriculum works towards a more process or discourse-oriented design. This is done to cater for the needs to build students' reading skills, understanding of text's construction and positive attitudes towards reading as not merely a means of acquiring a full command in the target language but also a tool to access knowledge and advancement.Key words: reading, curriculum and task design]]>
<![CDATA[Translation Errors In The Process Of Translation ]]>
<![CDATA[Rahmatillah, Kartini]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 7 No. 1 (2013): VOLUME 7 NO 1 JUNE 2013 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v7i1.4466
<![CDATA[Translation nowadays is noted as a kind of skill of transferring messages from one language into another language. One cannot translate something without ignoring errors that may happen during the process of translation. These errors are not ignorable since translation deals with how to bring the same message from one language and to make these messages into the same meaning in other language. Form may differ but the message itself cannot be changed. Since this paper is not a result of a research, it is only intended to enlighten translation errors that may occur during the translation process. Some errors are familiar but others may not to some translator due to different cultural background. Regarding to these errors, there are also solution on how to overcome these errors. Though this paper is not a scientific research but still there are information that may be used for translator, especially those who always face these similar errors. In the end, it can be concluded that how expert a translator is, he or she cannot ignore and may face the errors, and it becomes a tricky problem for translators.Keywords: transalation process, errors]]>
<![CDATA[Student's Socioaffective Strategy In Reading ]]>
<![CDATA[Vijaya, Rosyidah Jayanti]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v6i1.4446
<![CDATA[Informatics grows fast along with articles related to it and the students of STMIK AMIKOM need to have the ability to read comprehensively to deal with her study and work place. This case study is aimed to explore and find the pattern of student's socioaffective strategies in reading and how they are applied. As the socioaffective strategy found, it will be easier for the teachers to provide English reading materials that suit their strategy preferences, more enjoyable for the students, and raise students' awareness of socioaffective strategy. Hopefully, it will lead students to become autonomous in reading, foster their good adjustment in study and work place, bring a broader awareness of socioaffective strategy in reading, and invites further research related to this strategy. A preliminary observation was taken to choose one Information System student of semester 3, who had just experienced reading class, as this project participant. Data were collected through interviews with 16 indicators of socioaffective strategy. Steps of data analysis and data coding system were also prepared to make the research and data analysis easier. Result shows that the participant applied 13 of 16 socioaffective strategies. A good self-confidence and maturity make her be able to encourage herself to be sure of what she does. Student's taking emotional temperature strategy through taking risk wisely and cooperating with peers -as part of cooperating with others' strategy- seemed to be student's best preferences among others.Keywords: strategy, socioaffective strategy, and reading]]>
<![CDATA[Teaching English To Non-English Students' Department At Islamic University Of Indonesia Through Formula 33: Students' Reflections ]]>
<![CDATA[Sadiq, Nizamuddin]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v6i2.4437
<![CDATA[Results of students' need analysis show that grammar (tenses) is the students' lowest ability that they wanted to learn at that time. In order to cope with that contextual situation, Formula 33 is proposed to be the main concern on the learning English for students of non-English deparment at Islamic University in the academic year 2012/2013. Students must write reflections - express their emotion and knowledge gain in the form of essay to e-learning provided - every time the class end. The students' reflections were considered as data. The data were classified based on some categories/themes descriptively. Those data are then read very carefully to find out the keywords that became the instruments to classify them into themes, while irrelevant data were sorted. The results show that learning English through Formula 33 addressed in three aspects - learning domain, teaching delivery, and students' best practice. In learning domain, students have positive and negative cognitive feedback. Formula 33 was considered improving their skills especially in writing English sentences with correct grammatical structure as well as they have excellent attitude toward Formula. In teaching delivery that consists of two keywords method and materials. Students said that both method and materials are super.Key words: Formula 33, positive and negative cognitive feedback, teaching delivery]]>
<![CDATA[Literary Competence For The Teaching Of Literature In Second Language Educational Context ]]>
<![CDATA[Hapsari, Astri]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 5 No. 1 (2011): VOLUME 5 NO 1 JUNE 2011 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v5i1.4417
<![CDATA[This essay analyzes the use of literary works in second language educational context. It highlights the importance of literary competence and the implications at stake for the teaching of literature such as: the importance of setting the purpose in teaching literature, the need of considering literature teaching as product versus literature teaching as process and the necessitate of relating literature, language and culture. A brief analysis of the author's experience in using the literary texts in teaching English as a foreign language is also presented. From the discussions of the related literature, further research is recommended to settle the arguments of poetic versus hermeneutic approach in teaching literature as object of study. Moreover, appropriate balance for language, literature and culture for teaching literature as a topic or resources is suggested.]]>
<![CDATA[The Place Of Listening In The L2 Curriculum: A Review ]]>
<![CDATA[Floriasti, Tri Wahyuni]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 7 No. 2 (2013): VOLUME 7 NO 2 DECEMBER 2013 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v7i2.4471
<![CDATA[In second language research, listening opportunities are often characterized as the linguistics environment – the stage for SLA. This environment, that is, the speakers of the target language and their speech to the L2 learners, provide linguistics input in the form of listening and interaction opportunities embedded in social and pedagogic situations. It has been noted that for a person to learn second language three major conditions are required: (1) a learner who realizes the need to learn the second language and is motivated to do so, (2) Speaker of the target language who know it well enough to provide leaner with access to the spoken language and that support (such as simplification, repletion, and feedback) they need for learning it; and (3) a social setting which bring the leaner in frequent enough and sustain enough contact with target language speakers to make language learning possible. Listening is required in two of these conditions, and is therefore an essential means of language development, a point that is often overlooked in language pedagogy and research. The learner, in order to acquire the language, must come to understand the input and pay attention to the forms in the input. The more students get input from listening, the richer the knowledge they acquire then the more fluent they become. It is educator who need to design and place listening in the right position so that it can bring the leaner in frequent enough and sustains enough contact with target language speakers to make language learning possible.Keywords: Listening, L2 curriculum]]>
<![CDATA[How Chick-Lit Affects Women Through Romance Formula: A Study Case On Lauren Weisberger's Devil Wears Prada And Jane Green's ]]>
<![CDATA[Agustina, Mia Fitria]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 5 No. 1 (2011): VOLUME 5 NO 1 JUNE 2011 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v5i1.4461
<![CDATA[Women have very unique characteristics. They are far different from men. Therefore, women needs are also different from men needs including the need to read. Men tend to read adventure works. The adventure works fulfill man's need to taste the adventure as the hero-individual or group in adventures works is able to overcome obstacles and dangers to accomplish some important and moral mission. In another hand, women prefer to read romance ones. It is because romance formula provides what women desired. Moreover romance works are the feminine equivalent of the adventure stories. Furthermore, chick-lits, the women best friend, is one of the romance works. As it is used romance formula, chick-lits has ability to provide women's desire. It transforms the need, and interprets it through the narrative of chick-lits. That is why, because to find out how the interpretation of the works is an fascinating challenge, this paper tries to see the connection between chick-lits romance formula and how it affects the readers, the women.]]>
<![CDATA[The Study Of English Literature ]]>
<![CDATA[Maharsi, Ista]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v6i1.4442
<![CDATA[Learning English language and English literature seems to bring about considerable questions of the benefits and the importance of so doing. Why should students who learn English language require learning English literature at the same time? The ultimate matter remains the samewhat is the very core of learning the subject? What do their relationships embrace? What, why, and how are we supposed to know that?Keywords: English language, English literature]]>
<![CDATA[Performing Musicalization Of Poetry And Uploading The Video On Youtube For Poetry Class Project ]]>
<![CDATA[Lestari, Febriyanti Dwiratna]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v6i2.4429
<![CDATA[Musicalization of poetry is an intriguing class project for English Literature students. It enables them to dig into their creativity and talent in writing and performing poetry and at the same time speeding up their comprehension of English poetry, particularly from the aspect of musical device of a poem. Though not treated as the main activity of the course, such task is valuable, acommodating those interested more in producing literary work than merely criticizing it. Also, to make this project more fun, the students can be challenged to videotape their performance and share it on YouTube. The students are thus encouraged to pack it in a good video presentation because their videos, once uploaded and set public, become available for any viewers. This project may work best if assigned for a group work because the students could delegate jobs such as who is to write and recite the poem, to design the concept of their musicalization of poetry, to tape and edit the video, and finally to upload the video on YouTube and promote it on social media like Facebook and Twitter. Indeed, musicalization of poetry project could be taken as an extra assignment in poetry class by which the students practice employing the poetic devices at first hand. This paper will explain the why, what and how this class project should be conducted.Key words: musicalization of poetry, YouTube video upload, poetry class project]]>
<![CDATA[Establishing American Literature Through James Fenimore Cooper's The Deerslayer ]]>
<![CDATA[Agustina, Mia Fitria]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 7 No. 1 (2013): VOLUME 7 NO 1 JUNE 2013 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v7i1.4467
<![CDATA[Women have very unique characteristics. They are far different from men. Therefore, women needs are also different from men needs including the need to read. Men tend to read adventure works. The adventure works fulfill man's need to taste the adventure as the hero-individual or group in adventures works is able to overcome obstacles and dangers to accomplish some important and moral mission. In another hand, women prefer to read romance ones. It is because romance formula provides what women desired. Moreover romance works are the feminine equivalent of the adventure stories. Furthermore, chick-lits, the women best friend, is one of the romance works. As it is used romance formula, chick-lits has ability to provide women's desire. It transforms the need, and interprets it through the narrative of chick-lits. That is why, because to find out how the interpretation of the works is an fascinating challenge, this paper tries to see the connection between chick-lits romance formula and how it affects the readers, the women.Key words: chick-lits, women, romance formula, and the needs]]>
