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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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THE UNITY OF MEANINGS IN THE VOCATIONAL HIGH SCHOOL ENGLISH TEXTBOOK Rukmini, Dwi; Sutopo, Djoko; Rahmawati, Amalia
English Education Journal Vol 4 No 2 (2014)
Publisher : English Education Journal

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This study aims to describe the cohesion, coherence, thematic progression and the unity of meanings of the texts in the tenth grade of vocational high school textbook. There are twenty five texts in English textbook published by LP2IP as the data source. This study is a descriptive qualitative discourse analysis. The finding show that the high percentage of cohesive devices is reference and repetition, which means that the texts are cohesive enough. The use of reference and coherence contribute the unity of meanings grammatically and lexically. The high percentage of reiteration theme in the texts means that the texts use simple sentence. The use of simple sentence is because the readers are students of tenth grade vocational high school. There are five out of twenty five texts that have problem in thematic progression. 80% texts are unified, and 20 % are problematic text. The problems occur because of the overuse of reiteration theme and the unconnected idea of the clauses. As a material in teaching and learning, texts should be unified to make the students easy to understand.
IMPROVING STUDENTS’ MOTIVATION IN WRITING DESCRIPTIVE TEXTS BY USING THE MIND MAPPING TECHNIQUE Rofi’i, Agus; Rukmini, Dwi; Hartono, Rudi
English Education Journal Vol 4 No 2 (2014)
Publisher : English Education Journal

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This study investigated the Mind Mapping Technique in relation to students’ motivation in writing descriptive texts. The problem statements are formulated as follows: (1) what are the problems faced by the students in the process of writing descriptive texts? (2) How is the improvement of the students’ motivation in writing descriptive texts through the Mind Mapping Technique? (3) To what extent does the teaching learning process by using the Mind Mapping Technique contribute to the improvement of students’ skill in writing descriptive texts? The objectives of this study are: (1) To find out the problems faced by the students in the process of writing descriptive texts, (2) To investigate the improvement of the students’ motivation in writing descriptive texts through the Mind Mapping Technique in each cycle, (3) To describe the improvement of students’ skill in writing descriptive texts after participating in the teaching learning process by using the Mind Mapping Technique. The design of this research was Classroom Action Research. This research ran the four steps: Planning the action, implementing, observing, and reflecting the action. The results of the study concluded that, the implementation of the Mind Mapping Technique in the teaching of writing descriptive text could develop the ability and improve the motivation.
THE PERFORMANCE OF EXPRESSIVE SPEECH ACTS AS FOUND ON WAYNE ROONEY’S FACEBOOK Tauchid, Ahmad; Rukmini, Dwi
English Education Journal Vol 6 No 1 (2016)
Publisher : English Education Journal

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People tended to show off their feelings in public. It meant that certain expressive acts were used. This study was to classify what types of expressive speech act were performed by Wayne Rooney on his Facebook, to describe how the expressive speech acts were performed by Wayne Rooney on his Facebook, and to describe how the effects of expressive speech acts performed by Wayne Rooney on the hearers. This study was using descriptive qualitative approach. The findings were that there were four types of expressive speech act on Wayne Rooney’s Facebook. They were congratulating, complimenting, thanking, and boasting. Expressive speech act of boasting was the most dominant one, namely 46%. Furthermore, each type was performed by Wayne Rooney either with direct expressive speech acts, or with the addition of preparatory acts, supportive acts, as well as the combination of both of them to modify the head acts as the main messages. Expressive speech acts of congratulating tended to cause the hearers to respond the same as what the speaker intended, namely congratulating. Meanwhile, expressive speech acts of complimenting, thanking, and boasting were most likely to cause the hearers to produce a large number of compliments as the responses. 
DEVELOPING WRITTEN ENGLISHWEB-BASED MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS Farid Abdillah, Andika; Rukmini, Dwi
English Education Journal Vol 3 No 2 (2013)
Publisher : English Education Journal

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The research tried to answer some problems: (1) the lack of online written materials for seventh grade students outside the school or during day-off; (2) what kinds of online materials the seventh graders needed; (3) how was online materials developed; (4) how effective was the online materials, and (5) what were the advantages and disadvantages of the online materials. The researcher adopted some steps in educational research and development proposed by Borg and Gall in Junior High School 21 Semarang. The researcher chose one class of sevent graders that had 24 students in it. In conducting the study, the researcher observed the existing materials and interviewed the teacher for the need analysis. After that, the researcher developed the online materials, then conducted the expert validation to some experts and tests and gave questionnaires to the students. The researcher, then, calculated the product’s effectiveness by using t-test. It was found out that the product was  considered effective based on the t-test result and very good based on the questionnaire analysis. There were also some online materials available, yet they were not so attractive and complete. Finally, the researcher also found out some advantages and disadvantages from the product.
REDESIGNING GENERAL ENGLISH I SYLLABUS FOR INTENSIVE LANGUAGE PROGRAM Prayogo, Agus; Rukmini, Dwi; Linggar Bharati, Dwi Anggani
English Education Journal Vol 3 No 2 (2013)
Publisher : English Education Journal

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The objectives of this study are: 1) to describe the current General English I syllabus coverage, 2) to find out the IAIN Walisongo student’s needs in General English I. 3) to explain the redesigning processes of the syllabus of General English I, and 4) to explain how suitable is the redesigned syllabus of General English I to IAIN Walisongo students. The study conducted was research and development (R&D) which consists of seven stages to redesign the syllabus. The instruments used to gather the data use questionnaire, interview, observation, and test. The subjects of the study were 68 students. The findings show that the current syllabus of General English I is an integrated course that is mainly about reading and grammar. The students’ needs deal with the materials and activity that can support them to practice and communicate as well as TOEFL materials. The redesigning syllabus employs systematic procedures including current syllabus, students’ needs, and institution policy that were needed to be considered in determining syllabus components. The syllabus suitability was justified based on five aspects namely lecturer’s ability to develop the syllabus, adult learning characteristics covered in teaching learning activities, characters classification, syllabus practicality, and competence achieved.
TYPES OF CLASSROOM INTERACTIONS IN THE IMPLEMENTATION OF MINI DRAMA SCRIPT PROJECT Jiwandono, Daud; Rukmini, Dwi
English Education Journal Vol 5 No 2 (2015)
Publisher : English Education Journal

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The study was aimed at investigating types of classroom interaction that occurred during the implementation of mini drama script project.The data were gathered through observations and audio and video recording during three cycles. The collected data were further analyzed through four steps of analyzing talks: (1) providing a general characterization in which I listened to the conversation to get a general sense of the kind of interactions, (2) identifying grossly apparent features in which I looked more closely to language features found during the conversation, (3) focusing in on structural elements in which I examined how the interactions were structured and described the most noticeable features, and (4) developing a description in which I described the findings based on the data. The results indicated the implementation of a mini drama script project allowed various types of interaction to occur during the project including the teacher speaking to the whole class, the teacher speaking to a group of members, the student speaking to teacher, the student speaking to student, and the student speaking to group members.In conclusion, the implementation of mini drama script project allows various types of classroom interaction.
HEDGES USED IN THE UNITED STATES PRESIDENTIAL SPEECHES Kusumaningroem, Ismi; Rukmini, Dwi; Yuliasri, Issy
English Education Journal Vol 5 No 1 (2015)
Publisher : English Education Journal

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This study attempts to describe the used hedges in the United States Presidential Speeches. This study is intends to identify the types of hedges and the reason for choosing hedges in the Three United States Presidential Speeches by Salager-Meyer’s theory (1997). They are President Bill Clinton, George W Bush, and Barrack Obama. This study used qualitative descriptive approach the data collected by The Three Unites States Presidential Speech in inauguration speech result find out they are mostly used the types of hedges is approximates degree. They used approximate degree is to anticipate or minimize the mistake in starting confirmation in the proposition. Finally, the reasons choosing hedges in the three United States Presidential speechesgenerally used to show the confusion and vagueness. The point is the speaker may hope the strength of statement that should be claims and would not be justify by experimental data present, choosing instead to remain vague in their statement. In addition, in the three United States Presidential Speeches used few or less reasons choosing hedges to show the positive or negative positive politeness.
TEACHERS’ BASIC QUESTIONINGS USED BY ENGLISH TEACHERS IN TEACHING ENGLISH Maiza, Masfa; Rukmini, Dwi; Sofwan, Ahmad
English Education Journal Vol 5 No 1 (2015)
Publisher : English Education Journal

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This study examined the use of teachers’ basic questionings of Sydney Micro Skill (1983) in Teaching English as a Foreign Language (TEFL). There were nine components of teachers’ basic questionings, namely structuring, focusing, phrasing, redirecting, distributing, reacting, pausing, prompting, and changing the level of cognitive demand. The objectives of this study were to describe the types of basic questionings, explain the teachers’ ways in keeping the students active to respond their questions and explain why the teachers use those teachers’ basic questionings. It was a qualitative research which was also supported by quantitative data. It used audio visual, observation/field note and interview to collect data. The result showed that most of English teachers applied those nine components to build a good classroom interaction and the dominant was distributing. The teachers had four ways in keeping the students active to respond their questions; they used questions randomly, interesting medium while delivering the questions, active in motivating the students, and promoted a group discussion. Moreover, the teachers also had reasons why they used those teachers’ basic questionings, such as to find out the students’ attitudes, determine the students’ understanding, and to motivate and appreciate the students.
IMPROVING BASIC MOVEMENTS AND HEALTH OF MENTALLY DISABLED STUDENTS THROUGH ADAPTIVE PHYSICAL ACTIVITIES Sumaryanti, Sumaryanti; Rahayu, Tandiyo; Amirullah, Hari; Rahayu, Setya; Rukmini, Dwi
The Journal of Educational Development Vol 1 No 1 (2013): June 2013
Publisher : Universitas Negeri Semarang

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The research aims at developing a learning model of adaptive physical activities(APA) for improving basic movements and health of mentally disabled students ina disabled elementary school at Bantul regency; therefore it is a research and development.There are 5 steps used by the researcher : a preliminary study, planning,expert validation, empirical validation and effectiveness testing. The small scale implementationtesting was done to 13 disabled students whereas the large scale, 42students of 3 graders of disabled elementary school. The effectiveness testing usesan experimental research within one pre and post test group. The group consists of27students of Plered Disabled Elementary School. The research observation instrumentuses Likert scale and ratting-scale. The proposed learning models are: KidKomodo football, waves in the sea, knowing shapes, frog circus and air bubble.These models prove effective for mentally students of disabled elementary school.Both the small scale implementation testing and the large scale one result in theimprovement of basic physical movements of the students. The secondary result isthat teachers of physical education and health find the models easy to do and thestudents get fun being taught using them.
DEVELOPING READING AND WRITING SKILL OF THE X APH 2 STUDENTS AT THE ODD SEMESTER IN THE ACADEMIC YEAR OF 2014/2015 FOR THE LEARNING MATERIAL OF EXPRESSING INTENTION BY USING PICTURE STORY AND PICTURE FOR WRITING STORY USING RAFT METHOD Qoidah Noor, Ahlis; Saleh, Mursid; Rukmini, Dwi
The Journal of Educational Development Vol 2 No 2 (2014): November 2014
Publisher : The Journal of Educational Development

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This research’s goal is to identify the students’ ability in analyzing the expression of Intention in Reading text and to  analyze the students’ capability in writing the expressions  through letters and develop their abilities in Reading through pictures and RAFT method. The data showed that there were only 21 % of students  able to identify the expression of Intention and the rest was 17 % able to write correctly in their simple sentences. The expression of intention using will, be going to,, intend to, need, want to had the various use and it made them got confused. This research integrated the Reading and Writing skill. The Reading competence analyzed through 5 M. The researcher then compared the result of both activities in Reading and Writing and analyzed the effectiveness of the response again. The result showed that there was a significant increasing of competence and performance in Reading and Writing . The data analyzed showed that there were 75 % students got development in competence and 25 % students found difficulties in finishing the task.
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