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All Journal International Journal of Evaluation and Research in Education (IJERE) Linguistika Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan TEFLIN Journal: A publication on the teaching and learning of English INFERENSI Celt: A Journal of Culture, English Language Teaching & Literature ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development English Language and Literature International Conference (ELLiC) Proceedings EDUKATIF : JURNAL ILMU PENDIDIKAN JALL (Journal of Applied Linguistics and Literacy) EDUTEC : Journal of Education And Technology Journal of Vocational Education Studies J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Dwi Rukmini
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Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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MODEL WRITTEN TEXTS IN THE RECOMMENDED SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS Dwi Rukmini
TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 2 (2009)
Publisher : TEFLIN

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Abstract

Abstract: This article is based on the study on the model written texts provided in the Senior High School English textbooks. It is aimed at finding out whether those models are written by considering the English two contexts, cultural and situational, which encircle them. The data are all written texts provided in the six recommended English textbooks published by six different publishers. The results reveal that only eleven out of 115 model written texts tend to be incompatible with the two contexts encircling them, this implies that 104 of them (93.43%) are likely to be compatible and can be used as model texts.
FAKTOR AKADEMIK DAN NON AKADEMIK PERSEPSI MAHASISWA SERTA DOSEN TERHADAP PENYELESAIAN PENULISAN THESIS PARA MAHASISWA S2 PENDIDIKAN BAHASA INGGRIS PASCASARJANA UNNES Rukmini, Dwi; Bharati, Dwi Anggani Linggar
Jurnal Penelitian Pendidikan Vol 32, No 1 (2015)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v32i1.5708

Abstract

The problems of this research are what is the average time spent for the S2 English Education Program students for finishing their thesis, what academic and non academic handicaps faced by the students to finish the thesis, what academic and non academic handicaps faced by the lecturers to supervise the students in finishing their thesis, How is to solve the problems in finishing the thesis. The design of the research is descriptive qualitative with the population English Education Program (EEP) students after finishing their thesis examinations and the lecturers as the advisors. The samples taken are thirty students and eight lecturers chosen randomly. The data were collected through two questionnaires namely for students dealing with the students’ identity, questions dealing with academic factors, questions dealing with non academic factors, questions addressed to the lecturers. The conclusions taken are as follows: the students’ academic competence reflected in thirty students is good; the scores for the subjects directly related to the thesis are good, though some are repeated with the commulative achievement index of 3,55. The scores for the thesis examinations are starting from AB to A or 80 above. However, there are still some problems in writing the thesis especially in grammar, diction, spelling, punctuation, cohesion, coherence, content, reference, format, numbering. The errors occurred in all chapters including in writing the abstract, acknowledgement, table of content, cover, and bibliography. Most students have the guidance book to write the thesis; the process to get the advisor decree takes one week; the meeting with the advisors is scheduled; the oral communication mode can be direct meeting through telephone and through sms. it always gets the response for an appointment from the advisors for consultation.The time period from one meeting to the other with the supervisor is one week.The advisor is helpful and in average they master the material proposed by the students. Mostly there is no contradictory opinion between the first and the second advisors.The references available in the English department library are helpful for the students to write the thesis but not in the central library of Unnes; The examiners of thesis don’t demand much revision; the data collection and the document preparation needed is well done; at the beginning the students do not master the material but after reading a lot and being guided by the advisors they know better.3) most of the students have great motivation in finishing the thesis for financial reason; most of the students are tough and patient in writing the thesis for the fact that they can finish the revision quickly; some students have very limited skill of research that makes them to be guided much; most of the students have politeness in asking the consultation though some do not. There are still some students who are reluctant to read the original books; they prefer to quote others’ quotations and still make mistake in the format including in the numbering system.
ACADEMIC LANGUAGE FUNCTIONS IN TEACHING CONTENT SUBJECTS Mufidah, Salimatin; Rukmini, Dwi; Faridi, Abdurrahman
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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This study focuses on the use of academic language functions and the problems of their use in the process of teaching content subjects by using English as a means of instruction. Direct observation and recording were done to gather the data. Based on the overall data analysis and interpretation, the teachers have used academic language functions in English, but not all teachers use full-English in the teaching learning process. They applied academic language functions for the purpose of acquiring knowledge and skills. Furthermore, some teachers do not have adequate mastery of English because they just took a short English course. So, most content teachers sometimes find difficulties related to vocabulary/diction, grammar, pronunciation,  intonation and they often switched codes from English to Indonesian and vice versa. They have problems to express their idea in English due to their lack of vocabularies used and pronunciation. Therefore, it is suggested that content teachers himprove their competence especially in the classroom interaction using English.
THE EFFECTIVENESS OF PROJECT BASED LEARNING AND PROBLEM BASED LEARNING FOR TEACHING BIOGRAPHY TEXT WRITING TO HIGHLY AND LOWLY MOTIVATED STUDENTS Wachyu, Meike Imeda; Rukmini, Dwi
Language Circle: Journal of Language and Literature Vol 10, No 1 (2015): October 2015
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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The aims of this study were (1) to find out the effectiveness of using project based learning compared to problem based learning to teach writing biography texts to highly motivated students, (2) to find out the effectiveness of using project based learning compare to problem based learning to teach writing biography texts to lowly motivated students, (3) to find out the effectivenessin teaching writing biography texts through control group to highly motivated students,(4) to find out the effectivenessin teaching writing biography texts through control group to lowly motivated students.(5)to explain the significant difference between students high motivation in writing competence and students low motivation in writing competence taught using project based learning compared to problem based learning (6) to explain the interaction between learning models, students‘ motivation, and writing biography texts.
STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP Ardianti, Triubaida Maya; Bharati, Dwi Anggani L.; Rukmini, Dwi
Lembaran Ilmu Kependidikan Vol 44, No 2 (2015): Lembaran Ilmu Kependidikan: September 2015
Publisher : Universitas Negeri Semarang

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Penelitian ini bertujuan mendeskripsikan dinamika partisipasi siswa dalam belajar karangan argumentasi melalui lokakarya menulis. Subjek penelitian adalah 32 siswa kelas XI SMA. Angket dan observasi digunakan untuk mengumpulkan data, dan pekerjaan siswa juga dikumpulkan untuk memperkuat analisa data. Hasil penelitian menunjukkan bahwa partisipasi siswa dalam membangun wacana argumentasi lisan dan tulis meningkat sepanjang siklus pembelajaran. Siswa berbicara lebih banyak ketika saling berargumen atas sebuah isu, dan menjadi lebih aktif ketika menulis secara kolaboratif dengan siswa yang lain sehingga kemampuan siswa dalam mengartikulasikan pemikiran mereka ke dalam karangan argumentasi meningkat ke arah yang lebih baik. Hal ini ditunjukkan oleh peningkatan pada rata – rata nilai karangan argumentasi dan kualitas argumentasi mereka.The present study aimed at describing the dynamics of the students’ participation in learning argumentative writing through writing workshop. The subjects consisted of 32 eleventh graders of Senior High School. Questionnaires and observation were used to gather the data, and the students’ works were collected to support the data analysis. The results of the study showed that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. The students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peersm so they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
The Teacher’s Lived Experience in Teaching Content Subject at an Immersion School Handayani, Exnasia Retno Palupi; Rukmini, Dwi
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): Lembaran Ilmu Kependidikan: April 2016
Publisher : Universitas Negeri Semarang

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This study aimed to describe and explain the mathematics teacher’s lived experience in delivering materials using English as the medium of instruction. This study covered five aspects of lived experience, which are understanding, belief, feeling, intention and action. This study used the qualitative approach and the case study as the design of the study. The subject of the study was a mathematics teacher who taught seven grade students at an immersion school. To collect the data, the writer used observation and interview as the instrument as well as some related documents as the secondary data. The teacher’s understanding was interpreted through her mastery of the subject of the study and the language acquisition. The teacher believed that she could teach the students well and do her best, however inconfidence, nervousness, and feeling under-pressure of teaching emerged several times. From the teacher’s understanding, belief, feeling, and intention, it could influence the teacher’s action in the classroom. Based on the findings, it can be concluded that the teacher’s preparation is important for teaching. It brings big influence to the students, especially the students’ comprehension of the materials. Therefore, the teacher should be well prepared before she teaches in the real class.
THE LINGUISTIC PROBLEMS OF STUDENTS’ COMPETENCE IN WRITING BUSINESS LETTERS Pratiwi, Yuni Eka; Rukmini, Dwi; Faridi, Abdurrahman
Language Circle: Journal of Language and Literature Vol 11, No 2 (2017): April 2017
Publisher : Language Circle: Journal of Language and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i2.9584

Abstract

A good writing not only restates the message or idea using sentences or expressions that are grammatically correct, but also has to organize idea or message in a form which is easy to understand. The aims of this research were 1) to explain the organizations of business letters produced by the twelfth grade students of the office management program of Ky Ageng Giri Mranggen, Demak Vocational High School; 2)  to explain the contents of business letters produced by the students; 3) to explain the grammars of business letters produced by the students; 4) to explain the vocabularies of business letters produced by the students; 5) to explain the mechanics of business letters produced by the students; 6) to explain the writing competence of business letters produced by the students. A qualitative case study was used in this research.The findings derived from students’ work. They showed that in the organization of business letters, they can organize the part of letter completely, from the letter head, date, inside address, salutation, give state the purpose, explain the information, conclude and thank to the reader, complementary close, and additional information if necessary. For the content, they got difficulty in what the idea they should write. In grammar, they didn’t know the verb form of simple past, confused to use the personal pronoun in English, the structure of sentence, differentiatethe auxiliaries, the articles and using degree of comparison. For vocabulary, they got difficulties in using and choosing vocabulary.In the mechanic, they made mistakes in using spelling, punctuation, and capitalization. The findings of the students’ competencies in writing business letters, there were 75.00% students whowere competent in writing business letters, almost of them mastered the organization, mechanic, and the content of letters. 25.00% students who had no-competent, they still got difficulty in using grammar and choose the vocabulary.  Almost half students in the class passed the exam. It can be concluded that the twelfth grade students of the office management program of Ky Ageng Giri Mranggen, Demak Vocational High School are competent in writing business letters.
THE EFFECTIVENESS OF PICTURE SERIES AND GRAPHIC ORGANIZER ON STUDENTS WITH HIGH AND LOW MOTIVATION IN COMPREHENDING NARRATIVE TEXTS Indriati, Anie; Rukmini, Dwi
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Language Circle: Journal of Language and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7845

Abstract

This study investigates whether picture series can be used effectively on high and low motivated students in comprehending narrative texts, how students who were trained by picture series differ significantly from those who were trained by GO, and whether there is an interaction among strategy, motivation, and reading achievement. The subjects of the study were the tenth grader of SMA Negeri 1 Salem in the Academic Year 2014/2015. Two of fourclasses were selected as the sample of the research.The experiment was set up according to a pre-test and post-test for both groups. The writer used an experimental research with factorial design 2 x 2 by technique of multifactor analysis of variance (ANOVA).The findings of this study indicate picture series is more effective than the GO. It can be seen from the results of the scores of the post test in experimental groupwere significantly different comparing to the post test scores in the control one.In addition, They regarded it very helpful for them of developing their reading skill. A good commitment and careful implementation that fulfill the requirements suggested in picture series influence on the success of the teaching reading comprehension of narrative texts. 
THE USE OF PICTURE GAMES TO IMPROVE STUDENTS’ MOTIVATION IN LEARNING VOCABULARY Syaeful Rizki U, M.; Rukmini, Dwi; Sutopo, Djoko
English Education Journal Vol 3 No 2 (2013)
Publisher : English Education Journal

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This research aims at investigating the use of picture games which used by English teacher in learning vocabulary in the classroom of State Elementary School 01 Rancawuluh. This research focused on the problems faced by students in learning vocabulary, picture games applied, students’ motivation, students’ achievement in learning vocabulary. The results show that the students felt difficulty in receiving lesson material which taught by teacher because lack of vocabulary mastery, and students’ motivation were still low. In applying Picture Games, the researcher did three cycles aims to reduce the problems faced by students in learning vocabulary, to improve motivation, and to improve students’ achievement in vocabulary mastery. In the first cycle students’ motivation were still low those were 54%, second cycle 68.3%, and the third cycle 93% it means that every cycle increase significantly. This research also show that students’ achievement in learning vocabulary through Picture Games in the first cycle the average was 54.2, second cycle 60 and the third cycle 77.3. The result of the study indicates that the use of Picture Games, the students felt happy so that the motivation and students’ achievement were improved.
THE EFL LEARNERS’ PERCEPTIONS AND REALIZATIONS OF FORMULAIC SEQUENCES IN CASUAL CONVERSATION Khusnita, Dafi; Rukmini, Dwi
English Education Journal Vol 6 No 2 (2016)
Publisher : English Education Journal

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This research is descriptive qualitative study aiming at finding out EFL learners’ perceptions and realizations of formulaic sequences in casual conversations and seeing how the perceptions relate to the realizations. 13 students of English Department of Unnes Graduate Program were chosen as the participants of the study. Two sources of data were used in this study: interview and audio recordings of the casual conversations. The result of the interview revealed that the learners generally have positive perceptions of formulaic sequences. However, they do not ever get any materials about formulaic sequence in their EFL learning so that they do not really familiar with its concept.From the analysis of the learners’ casual conversations using the combination of Biber et al. (1999) and Celce-Murcia (2007) categorization system of formulaic sequences, all six types of formulaic sequences are found: inserts, collocation, routines, multi-word units, binomial expressions, and idioms. Furthermore, it is found that learners’ problem in realizing formulaic sequences includes the tendency to simply use the expressions they heard from any sources without considering the appropriateness of the expressions, the difficulty in using correct formulaic sequences to be used in the given situation, theidiomaticity of formulaic sequences, the tendency to translate Indonesian expressions into English literally word by word, and problems related to grammar. The learners’ perceptions of formulaic sequences are related to its realizations in terms of the problems they faced in using formulaic sequences in casual conversation. 
Co-Authors Abdurrachman Faridi Abdurrahman Faridi Agnes Arum Budiana, Agnes Arum Agung Dwi Nurcahyo Agung Dwi Nurcahyo Agus Dwiyanto Agus Prayogo Agus Rofi’i Ahlis Qoidah Noor, Ahlis Ahmad Bukhori Muslim, Ahmad Bukhori Ahmad Sofwan Ahmad Sofwan Ahmad Sofwan Ahmad Tauchid, Ahmad Alifia Junita Cendraa Sari Amalia Rahmawati Andika Farid Abdillah, Andika Anggarsari, Rian Hardika Anie Indriati, Anie Anisah, Nur Anisah, Nur Ardianti, Triubaida Maya Arif Susanto Ariyanti Rodiah, Hindria Ariyanti Rodiah, Hindria Astani, Widi Astria, Asri Astria, Asri Atik Rokhayani Atik Rokhayani Atik Rokhayani Atik Rokhayani Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Auladi, Ahmad Yusron Auladi, Ahmad Yusron Ayu Dewi Fatimah Bedagama, Diana Novietasari Beni Saptiyanto Bharati, Dwi Anggani L. Bintana, Khomsa Bintana, Khomsa Dafi Khusnita, Dafi Daud Jiwandono, Daud Dewi Kilas Sinar Nurani, Arsianti Dewi Kilas Sinar Nurani, Arsianti Dewi, Annisa Kumara Djoko Sutopo Dwi Anggani L. Bharati, Dwi Anggani L. Dwi Anggani LB, Dwi Dwi Anggani Linggar Dwi Anggani Linggar Bharati Ekadini, Lulu' Eko Suwignyo Emilia Ninik Aydawati Emilia Ninik Aydawati Ervina Juli Aryani Exnasia Retno Palupi Handayani Fadhila Yonata Fadhila Yonata Fajriati, Retno Dwi Faradilla, Ayu Silvana Faradilla, Ayu Silvana Farah Sukmawati Wahidah Farah Sukmawati Wahidah Faridi, Abdurrachman Ferdika Wijaya Kusuma Ferry Hadriyan Fitri Budi Suryani Fitriani, Walida Wahid Frimadhona Syafri Gisty Listiani, Gisty Glendia Fisca Gracia Nurika Purwanti Hari Amirullah, Hari Harlina Sudaryani Hartono, Rudi Hendi Hidayat Hendi Pratama Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Heru Priyatna Hidayat, Rifki Nurlaili Hidayat, Rifki Nurlaili I.R. Agustien, Helena I.R. Agustien, Helena Inti Englishtina Ismi Kusumaningroem, Ismi Issy Yuliasri Iswara, Jati Widya Iswara, Jati Widya Jan Mujiyanto Januarius Mujiyanto Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius Mujyanto Januariyus Mujianto Jumbuh Prabowo Junior, Simon Resania Kartika Cahyani, Fransisca Putri Katharina Rustipa Katharina Rustipa Kohar, Hasan Abdul Kohar, Hasan Abdul Kurniawan Yudhi Nugroho, Kurniawan Yudhi kusumaningtyas, yulia shinta kusumaningtyas, yulia shinta Kusumawati, Henny Laksono Trisnantoro Lia Indriyani Lidwina Sri Ardiasih Lina Puspita Dewi Lina Puspita Dewi Listiyaningsih, Fina Lutfi, Agus Adib Lutfi, Agus Adib M. Syaeful Rizki U, M. Maemonah, Maemonah Maharani Robiatul Islam Masfa Maiza, Masfa Mazulfah Mazulfah Mega Mulianing Maharani Meike Imeda Wachyu, Meike Imeda Mujahadah, Siti Mujahadah, Siti Mujianto, Yanuarius Murni Wahyanti, C. Murni Wahyanti, C. Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Nabila, Zulfa Nadiyatul Uswatul Hasanah Narwianta, Nanang Narwianta, Nanang Nisak, Sukrun Nita Sitta Rachma, Nita Sitta Nor Chotimah, Nor Nurrahmah Nurrahmah, Nurrahmah Pasca Kalisa Pertama, Tia Pertama, Tia Pratiwi, Dita Ayu Priangan, Aulia R. Bunga Febriani R. Bunga Febriani Radeni Sukma Indra Dewi Rahayu Puji Haryanti Rahman, Dian Fathur Ratih Laily Nurjanah Rengganis Siwi Amumpuni Rifqi Aulia Erlangga Rika Riwayatiningsih Rizka Fauziah Ruansyah, Rajif Alif Ruansyah, Rajif Alif Rudi Hartono Rudi Hartono Rudi Hartono Ruli, Ruli Rully Khoeru Solihin S. Andika Cahya Ari Wibowo Sadam Pamungkas Saleh, Mursid Salimatin Mufidah Saputri, Lenggahing Asri Dwi Eko Sari, Latifa Ika Sarip, Sri Kurnia Setya Rahayu Sri i Wuli Fitriat Sri Setyarini Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Sri Wuli Fitriati Sri Wuli Fitriati Sri Wuli Fitriati Sugiati, Ana Sugiati, Ana Sukma Nur Ardini Sumaryanti Sumaryanti Suwandi Suwandi Syaiful Haque Tandiyo Rahayu Titis Sulistyowati Titis Sulistyowati Triubaida Maya Ardianti, Triubaida Maya Triwinarsih, Endah Triwinarsih, Endah Tutik Lestari Tyas, Dyah Ayu Enggaring Tyas, Umi Aisyah Sulistyaning Udi Samanhudi Udi Samanhudi Uju Uju Wahyudi, Roni Wahyudi, Roni Warsono Warsono Warsono Warsono Welliam Hamer Wendi Kusriandi Wibowo, S. Andika Cahya Ari Wibowo, Yudha Pambudi Wicaksono, Firman Wicaksono, Firman Widhiyanto Widhiyanto Widhiyanto Widhiyanto Widhiyanto, Widhiyanto Widhiyanto, Widhiyanto Wulan, Nawang Wulan, Nawang Yan Mujiyanto Yan Mujiyanto Yoga Prihatin Yuliana Zakiyah Yulita, Eva Yuni Eka Pratiwi, Yuni Eka Yuniarti Yuniarti Yuniarti Yuniarti Zebua, Esterani zulfa Sakhiyya