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INDONESIA
Journal of English and Education
Published by Universitas Islam Indonesia
ISSN : 1978371X     EISSN : 28300947     DOI : doi.org/10.20885/jee
Core Subject : Education,
Education
Arjuna Subject : -
Articles 148 Documents
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An Analysis of Embedded Clauses in Sidney Sheldon's NOTHING LASTS FOREVER” And Their Translation in Indonesian Anshori, Adam
Journal of English and Education (JEE) Vol. 1 No. 1 (2007): VOLUME 1 NO 1 JUNE 2007
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v1i1.6434

Abstract

This research aims at describing how the English embedded clauses lexicogrammatically  realized in the HI version of the novel, to discover the interpretation of the English-BI embedded clause representations in the context of language variations of novel texts, and to count the percentage of each class of English embedded clauses with relative pronouns and their translation in BI.This research applies a descriptive method it means that the researcher only collects the data, analyzes them and draws conclusions from the analyzed data. The source of the data consists of the novel Nothing Lasts Forever by Sidney Sheldon and its translation in Indonesian Tiada Yang Abadi by Hendarto Setiadi. A sample of 91 relative pronouns was established using the purposive sampling technique.The findings of the study show that 89.01% of the English embedded clauses with relative pronouns are translated into BI relative pronoun yang. There are also English embedded clauses which are translated with BI words other than yang and English embedded clauses with relative pronouns which have no equivalents in Indonesian, Their percentages are 6.59% and 4.39%.The English embedded clauses with relative pronouns which are translated into BI words other than yang are classified into 3 types. English embedded clauses with relative pronouns translated into 1)conjunction, 2)prepositionand3) other equivalent word in BI. There are also3 types of English embedded clauses with relative pronouns which have no equivalent in BI. They are 1) English relative pronouns which have no equivalent in BI, 2) English embedded clauses which have no equivalent in BI and 3) The whole sentence which has an English embedded clause in it has no equivalents in BI. The translator may also change the complexity of some sentences by changing complex sentences into compound ones, and thus made them more readable.  
Using Demonstration in Teaching Writing through Procedure Text for SMA Students Sanda, Silfi
Journal of English and Education (JEE) Vol. 3 No. 1 (2009): VOLUME 3 NO 1 JUNE 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i1.6482

Abstract

This paper is mainly about using demonstration for teaching writing 'by using procedure text in relation to local culture in English language teaching. Recipe of local food is one of the procedure texts that can be applied in teaching writing. The local culture exposed in the text is the local food of Palembang, Pindang, in term of how to make it. How to make Pindang consists of a series of steps which shows how to achieve some goals, called procedure text. In curriculum of SMA, procedure taught as one kind of text materials in English teaching learning process at school. The technique employed for comprehending and appreciating this text is demonstration teaching technique and presenting technique designed especially for motivating students' focus on the text, technique activities for developing students' writing ability.
Instructional Design For Students With Visual Impairments In English Learning Farani, Rizki; Aryanti, Widya
Journal of English and Education (JEE) Vol. 5 No. 2 (2011): VOLUME 5 NO 2 DECEMBER 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i2.5617

Abstract

Mastering English has become one important skill for students in higher education, especially in university level. As the impact, every university provides English program for students in the faculty or language center. However, not every student can master English fast, for example: students with visual impairments. Students with visual impairment are a group of students who have visual problem; either it is low vision or blind. Students with visual impairment need different approach in learning English. This condition motivates lectures to adapt specific instructional design to support classroom activities.  There are 4 important components in designing instructional design for students with visual impairment, such as students' characteristics, learning objective, method and assessment. The design should be adapted to fully support their inclusion in the classroom. By designing instructional design for students with visual impairments, it is expected that they will be able to comprehend the material and to increase their motivation in learning English.  This paper aimed to understand appropriate instructional design for students with visual impairment. This paper also provides study cases in Inclusion English Class at university level where students with visual impairment and sighted students study at the same classroom. By discussing this issue, it is expected that every lecture recognize basic characteristics of students with visual impairment and choose the appropriate instructional design to accommodate all character of students.
The Impact Of Learning Skill Training On Improving Self-efficacy For The New College Students In Psychology Department Of UII Rachmawati, Mira Aliza
Journal of English and Education (JEE) Vol. 2 No. 2 (2008): VOLUME 2 NO 2 DECEMBER 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i2.6458

Abstract

The aim of this research is to improve student's self efficacy through learning skill training at Psychology Department of UII. This research assumed that new college students having lower self efficacy. As mentioned by most psychologists, the individuals are expected to be responsible in order to gain optimum achievement from teenager to adulthood. Low self efficacy associates with teaching learning processes for college students. This research had employed experimental -design consisted of one group pretest and posttest. Subjects of this study were 144 new college students from Psychology Department of UII. Aspects of learning skill training measured were independent learner, effective learning, and present skill. This statistical analysis of t-test was used to examine differences between groups. The result shows that learning skill training can improve self efficacy for new college student (i=-2.438; p=0.016).
TEAM BUILDINGTHROUGH CLASS BLOG Lestari, Febriyanti Dwiratna
Journal of English and Education (JEE) Vol. 4 No. 2 (2010): VOLUME 4 NO 2 DECEMBER 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v4i2.6505

Abstract

Student's work for a writing class is no longer one submitted for limited readership the teacher and the writer himself as it can be publicly shared online. Posted on a webpage such as blog, it allows more people to access, read, or leave comments. Though it may sound intimidating for some shy students who are likely to keep their writing private, it is less about trespassing the confidential status of a student's work than building the student's self confidence and encouraging them to produce a better composition. It is especially through class blog which is managed by a number of students of the same class. This model proves to be beneficial for the students because not only is their writing read by more audience than their fellow classmates but they can also identify themselves as a team. This paper attempts to describe the previous researches concerning the application of blog in general and what it means by class blog, the model of class blog which has been implemented in this project, and how team work among the classmates is built through class blogs.
Creating A Standardized Test For The Vocational High School English Final Examination: An Alternative Ashadi, Ashadi
Journal of English and Education (JEE) Vol. 2 No. 1 (2008): VOLUME 2 NO 1 JUNE 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i1.6448

Abstract

The final examination has a significant impact on all stakeholders in corresponding education. It has become a general measurement of success among them and the results reflect the students' and teachers' performance. The ministry of education has selected TOEIC as the vocational high school English final examination in response to the implementation of the Competency-Based Curriculum since 2004. The last two trials of the examinations created a lot of controversies both in the number of failures and their implications to scoring system.This article conveys reasonable objections to the adoption of international wide scale testing to the English education in Indonesia. Several issues will be addressed to the concern which leads to these failures including the decision to apply TOEIC to measure students' language competencies, the ethical issues in language testing, validity and reliability. These all lead to further idea of the construction of a good standardized English test as high school English final examination.
Portraying The Turn Signal Markers Use Among Non-Native And Native Speakers Of English (A Pragmatic Perspective) Samanhudi, Udi
Journal of English and Education (JEE) Vol. 4 No. 1 (2010): VOLUME 4 NO 1 JUNE 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v4i1.6496

Abstract

It has been known that among many activities, conversation is one activity which is very potential to buildup social relationships and exchange ideas among many people in their community. This fact indicates that conversation plays a crucial role in everybody's life. For a good conversation to take place, the awareness of the speakers to sign that they are finishing and that the listeners begin a response seems to be one of the key points to succeed the conversation activity. This means that the participants, both speakers and hearers, should apply turn signals as indication of willingness to take, hold, or pass the floor during the course of the conversation. This writing is a report of a minor study on turn signals in English conversations done by Indonesians as non-native speakers and Americans as native speakers of English who are found to use English in their conversations. The English conversations analyzed in this study are those conversations taking place in natural contexts like in a lobby of a hotel, a workshop room and a restaurant. Those conversations are recorded, transcribed and analyzed. In order to get the whole picture of both the turn signal markers used and then purposes, a participatory observation was also conducted. Thus, to be more focused, this research is limited to the analysis of markers used by both Indonesians and Americans in turn-taking. The results reveal that both Indonesians and Americans use almost the same markers (words) in turn taking like yeah, well, you know, I think, well yeah, etc. Those markers are applied interchangeably in the turn-taking done by the two groups in the course of the conversations done. In terms of purpose, the use of those markers in turn-taking is mainly to indicate that one of the participants in the conversations (both NNS and NS) wants to take the floor and have the talking turn. The difference found between the two groups was pause (silent) in signaling something in a conversation being done especially when one of them is talking. Indonesian tends to make a longer pause to show, probably, that they are attentive to their colleague having the turn of speaking. This might be done because keep silent when other people are talking is considered polite. Meanwhile, the two Americans involved in this study keep using certain words of signaling such as well. yeah, hmm, during the course of the conversations including when one of them is talking. This seems to be done in order to avoid the sense of being rude or impolite ignoring the one having the turn of talking. Finally, this could be done also to indicate that they are paying attention to what their colleague/s say and keep the conversation runs smoothly. From this, it is clear that, cultural norms what they believe about being polite, also play a role in turn taking activities in a conversation.
Some Crucial Problems faces by Manokwari English Teachers Riyanto, Edy Dwi
Journal of English and Education (JEE) Vol. 1 No. 2 (2007): VOLUME 1 NO 2 DECEMBER 2007
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v1i2.6439

Abstract

The case of Manokwari English teachers shows great challenge. There are at least two main problems: number and quality. The gap between the availability and the need of English teachers at Manokwari is huge. This rarity gives tremendous impact to quality. Some schools just picked any available teachers to teach English regardless the existence of their English background. This paper is aimed at (1) describing the condition of Papua English teacher especially from Manokwari regency, (2) offering some solutions for the condition. 
The Uniqueness of English Noun Phrase In Relation to Word Order Universals Kristianto, T. M.A.
Journal of English and Education (JEE) Vol. 3 No. 2 (2009): VOLUME 3 NO 2 DECEMBER 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i2.6487

Abstract

The languages used all over the world have their own grammars consisting of certain components, like items, word order, and prosodic patterns. Based on the findings of the typological research conducted by some linguists, like Chomsky (1965), Greenberg (1966), and Hawkins (1983), it is known that the human languages have certain tendencies. After comparing a number of 30languages, Greenberg made three classifications of language in terms of universal word order, they are; (1) the languages of VSO type, (2) languages of SVO type, and (3) languages of SOV type. He found that the three types of classification correlate with the languages in other places in the grammar consistently. In addition, he also made 15 formulations of universal word orders in which three of the mare; (1) Languages with dominant SVO order always have prepositions; (2) on the contrary, the ones with SOY type usually have postpositions; and (3) in the languages with dominant SVO order, the genitive and adjectives follow the noun. This formulation is supported by Hawkins after comparing 336 languages from different families. Based on the above formulation; it is found that English has uniqueness in terms of the phrase order. In this language, the order of NP is AN and GN despite having a relatively fixed order, SVO. This study aims to discuss the forms of English NP and to find out the reason why English has uniqueness in its phrase order based on the formulation made by Greenberg and Hawkins.
Cooperative Learning: An Inclusive Method To Let More Students Produce The Target Language Rahayu, Puji
Journal of English and Education (JEE) Vol. 1 No. 1 (2007): VOLUME 1 NO 1 JUNE 2007
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v1i1.6430

Abstract

This paper discusses the benefits of cooperative learning method in language teaching. The writer starts with the fact that English is a very important language in this era. In the next session, the nature of cooperative learning is presented, completed with the characteristic which are positive interdependence, individual accountability, promotive interaction, interpersonal and small group skills and group processing.The application of cooperative learning the language classroom gives some benefits. Two of them are that it is inclusive in that it accepts many different student, from the high achievers to the ‘handicapped’ ones, from the rich to the poor, from different ethnic group. They are all accountable. Besides, cooperative learning method also gives more students more opportunities to produces the target language at the same time. Yet, teachers should consider the inappropriateness of the input from the students and gives corrections in the best way. 

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