Articles
<![CDATA[LEARNERSââ¬â¢ PROBLEMS WITH THE TEXTUALITY OF THEIR WRITTEN DISCOURSE ]]>
<![CDATA[Suprapti, Sri]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 4, No 1 (2009): October 2009 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[The article attempts to provide a real account of problems faced by learners of English in producing a piece of written discourse. So it deals with data of second language acquisition (SLA) not with theory of SLA. A micro study was conducted aiming at finding out what textuality elements are problematic to the learners.The findings, hopefully, may serve as a reflective measure in preparing and focusing on what to be thaught and emphasized in teaching writing courses. Key words: SLA, textuality, written discourse, grammatical cohesion, lexical cohesion.]]>
<![CDATA[MODEL KOGNITIF READING COMPREHENSION DALAM PENGAJARAN BAHASA INGGRIS ]]>
<![CDATA[Suprapti, Sri]]>
<![CDATA[ Lingua Vol 5, No 2 (2009): July 2009 ]]>
Publisher : <![CDATA[Lingua ]]>
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<![CDATA[Perkembangan peradaban modern tidak bisa dipisahkan dengan peran pentingkegiatan membaca yang memungkinkan pesatnya perkembangan ilmupengetahuan dan teknologi dewasa ini. Dalam masyarakat yang literatemembaca menjadi imperatif karena begitu banyak hal yang perlu untukdiketahui atau dikuasai, dikomunikasikan melalui teks tulis. Bertalian dengankenyataan ini, kurikulum bahasa Inggris untuk sekolah formal di Indonesia yangsekarang berlaku mengadopsi perspektif literasi dan keterampilan hidup (lifeskills) guna membekali siswa untuk bisa berpartisipasi dalam kehidupanmasyarakat modern. Membaca berurusan dengan pemahaman literal,inferensial, evaluasi, serta apresiasi suatu teks tulis. Jenis- jenis teks tulis yangdigunakan sebagai bahan pembelajaran diupayakan sedekat mungkinmenyerupai teks yang paling lazim ditemui dalam kegiatan membaca yangsesungguhnya dalam kehidupan sehari hari.Kata Kunci: literasi, pemahaman literal,pemahaman inferensial, evaluasi,apresiasi]]>
<![CDATA[Penelitian Tindakan Kelas Penerapan Model Gallery Walk Untuk Meningkatkan Keterampilan Menulis Siswa Pada Materi Descriptive Text Di Kelas X-Ips 2 Sman 5 Semarang ]]>
<![CDATA[Shiang, Grace Yeh]]>;
<![CDATA[Lestari, Ugi]]>;
<![CDATA[Suprapti, Sri]]>
<![CDATA[ widiyanto Vol 3, No 2 (2017): Jurnal Profesi Keguruan ]]>
Publisher : <![CDATA[LP3 Universitas Negeri Semarang ]]>
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DOI: 10.7290/jpk.v3i2.12272
<![CDATA[Penelitian ini bertujuan untuk menjelaskan ada tidaknya peningkatan keterampilan siswa dalam menulis descriptive text dengan penerapan model gallery walk. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yaitu penelitian didasarkan pada permasalahan yang dihadapi dalam pelaksanaan kegiatan belajar mengajar, dengan maksud memperbaiki pelaksaan kegiatan belajar mengajar yang sesuai dengan tujuan penelitian. Hasil penelitian menyimpulkan penggunaan model gallery walk mampu meningkatkan keterampilan menulis siswa kelas X IPS 2 SMA Negeri 5 Semarang, penggunaan model gallery walk mampu meningkatkan keterampilan kogniitf siswa ke las X IPS 2 SMA Negeri 5 Semarang., penggunaan model gallery walk mampu meningkatkan keterampilan menulis descriptive text siswa kelas X IPS 2.]]>
<![CDATA[MODEL KOGNITIF READING COMPREHENSION DALAM PENGAJARAN BAHASA INGGRIS ]]>
<![CDATA[Suprapti, Sri]]>
<![CDATA[ Lingua Vol 5, No 2 (2009): July 2009 ]]>
Publisher : <![CDATA[Lingua ]]>
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<![CDATA[Perkembangan peradaban modern tidak bisa dipisahkan dengan peran pentingkegiatan membaca yang memungkinkan pesatnya perkembangan ilmupengetahuan dan teknologi dewasa ini. Dalam masyarakat yang literatemembaca menjadi imperatif karena begitu banyak hal yang perlu untukdiketahui atau dikuasai, dikomunikasikan melalui teks tulis. Bertalian dengankenyataan ini, kurikulum bahasa Inggris untuk sekolah formal di Indonesia yangsekarang berlaku mengadopsi perspektif literasi dan keterampilan hidup (lifeskills) guna membekali siswa untuk bisa berpartisipasi dalam kehidupanmasyarakat modern. Membaca berurusan dengan pemahaman literal,inferensial, evaluasi, serta apresiasi suatu teks tulis. Jenis- jenis teks tulis yangdigunakan sebagai bahan pembelajaran diupayakan sedekat mungkinmenyerupai teks yang paling lazim ditemui dalam kegiatan membaca yangsesungguhnya dalam kehidupan sehari hari.Kata Kunci: literasi, pemahaman literal,pemahaman inferensial, evaluasi,apresiasi]]>
<![CDATA[COHESION IN STUDENTS’ SPEECHES ]]>
<![CDATA[Maryati, Sri]]>;
<![CDATA[Suprapti, Sri]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[ELT Forum: Journal of English Language Teaching ]]>
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<![CDATA[Cohesion is the first criterion of textuality which is very important because it is thelinks that hold text together and give it meaning. This study aims to identify whetherthe speeches produced by English major sophomores are cohesive or not and todescribe the kinds of cohesive devices found in the speeches. The object of this studyis the speeches produced by the third semester students of English Department,which then were transcribed into written. The data collected were analyzed based ondiscourse analysis using cohesive devices based on Halliday and Hasan‟s theory(1976). The findings show that there are 1040 ties found in the ten speeches whichreveals that the five types of cohesive devices occur in the speeches although thedistribution of each type is significantly different. Based on the findings, it can beconcluded that the ten speeches are cohesively produced. In addition, all of fivetypes and sub-types of cohesion are found in the monologues except verbal ellipsis.]]>
<![CDATA[LEARNERS’ PROBLEMS WITH THE TEXTUALITY OF THEIR WRITTEN DISCOURSE ]]>
<![CDATA[Suprapti, Sri]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 4, No 1 (2009): October 2009 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v4i1.906
<![CDATA[The article attempts to provide a real account of problems faced by learners of English in producing a piece of written discourse. So it deals with data of second language acquisition (SLA) not with theory of SLA. A micro study was conducted aiming at finding out what textuality elements are problematic to the learners.The findings, hopefully, may serve as a reflective measure in preparing and focusing on what to be thaught and emphasized in teaching writing courses. Key words: SLA, textuality, written discourse, grammatical cohesion, lexical cohesion.]]>
<![CDATA[PENINGKATAN PENGUASAAN KOSA KATA MENGGUNAKAN MEDIA ‘AKU BISA BERSUARA’ PADA PESERTA DIDIK DENGAN HAMBATAN PENDENGARAN DI SLB MANUNGGAL SLAWI ]]>
<![CDATA[Suprapti, Sri]]>
<![CDATA[ Jurnal Guru Dikmen dan Diksus Vol. 2 No. 1 (2019): Januari-Juni 2019 ]]>
Publisher : <![CDATA[Direktorat Guru dan Tenaga Kependidikan Pendidikan Menengah dan Pendidikan Khusus ]]>
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DOI: 10.47239/jgdd.v2i1.44
<![CDATA[Penelitian ini mengkaji seberapa efektif media ‘Aku Bisa Bersuara (ABS)’ dapat meningkatkan penguasaan kosa kata peserta didik dengan hambatan pendengaran (Tunarungu) kelas I SLB Manunggal Slawi. Penelitian dilaksanakan pada semester I tahun pelajaran 2018/2019 dengan tujuan mengetahui deskripsi proses pembelajaran menggunakan media ABS dalam meningkatkan kosa kata dan mengetahui efektivitas media tersebut dalam menyampaikan materi ke peserta didik. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data melalui observasi dan tes penguasaan suku kata. Data dianalisis menggunakan analisis deskriptif komparatif. Penelitian dilakukan dalam 2 siklus, siklus pertama mengambil tema diriku sub tema tubuhku dan siklus ke 2 mengambil sub tema aku merawat tubuhku. Pada siklus pertama diperoleh hasil peningkatan kosa kata 53,33%, sedangkan pada siklus 2 hasil peningkatan kosa kata 81,67%.]]>
<![CDATA[Penelitian Tindakan Kelas Penerapan Model Gallery Walk Untuk Meningkatkan Keterampilan Menulis Siswa Pada Materi Descriptive Text Di Kelas X-Ips 2 Sman 5 Semarang ]]>
<![CDATA[Shiang, Grace Yeh]]>;
<![CDATA[Lestari, Ugi]]>;
<![CDATA[Suprapti, Sri]]>
<![CDATA[ widiyanto Vol 3, No 2 (2017): Jurnal Profesi Keguruan ]]>
Publisher : <![CDATA[LP3 Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpk.v3i2.12272
<![CDATA[Penelitian ini bertujuan untuk menjelaskan ada tidaknya peningkatan keterampilan siswa dalam menulis descriptive text dengan penerapan model gallery walk. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yaitu penelitian didasarkan pada permasalahan yang dihadapi dalam pelaksanaan kegiatan belajar mengajar, dengan maksud memperbaiki pelaksaan kegiatan belajar mengajar yang sesuai dengan tujuan penelitian. Hasil penelitian menyimpulkan penggunaan model gallery walk mampu meningkatkan keterampilan menulis siswa kelas X IPS 2 SMA Negeri 5 Semarang, penggunaan model gallery walk mampu meningkatkan keterampilan kogniitf siswa ke las X IPS 2 SMA Negeri 5 Semarang., penggunaan model gallery walk mampu meningkatkan keterampilan menulis descriptive text siswa kelas X IPS 2.]]>
<![CDATA[COHESION IN STUDENTS’ SPEECHES ]]>
<![CDATA[Maryati, Sri]]>;
<![CDATA[Suprapti, Sri]]>
<![CDATA[ ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching ]]>
Publisher : <![CDATA[English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang ]]>
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DOI: 10.15294/elt.v7i2.28855
<![CDATA[Cohesion is the first criterion of textuality which is very important because it is thelinks that hold text together and give it meaning. This study aims to identify whetherthe speeches produced by English major sophomores are cohesive or not and todescribe the kinds of cohesive devices found in the speeches. The object of this studyis the speeches produced by the third semester students of English Department,which then were transcribed into written. The data collected were analyzed based ondiscourse analysis using cohesive devices based on Halliday and Hasan‟s theory(1976). The findings show that there are 1040 ties found in the ten speeches whichreveals that the five types of cohesive devices occur in the speeches although thedistribution of each type is significantly different. Based on the findings, it can beconcluded that the ten speeches are cohesively produced. In addition, all of fivetypes and sub-types of cohesion are found in the monologues except verbal ellipsis.]]>
<![CDATA[PERSEPSI KEADILAN DALAM PEMULIHAN LAYANAN PADA KEPUASAN YANG DIMODERASI GENDER, SERTA DAMPAK TERHADAP NIAT MENGINAP KEMBALI DAN WOM ]]>
<![CDATA[Raka Yasta Vinartha]]>;
<![CDATA[Ni Wayan Sri Suprapti]]>;
<![CDATA[Putu Gede Sukaatmadja]]>
<![CDATA[ Buletin Studi Ekonomi VOL.20.NO.2.AGUSTUS 2015 (PP 83-176) ]]>
Publisher : <![CDATA[Buletin Studi Ekonomi ]]>
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<![CDATA[The Effect of Fairness Perception to Satisfaction After Complaints and The Impact on The Intent To Stay Back and WOM. This research aims to clarify the relationship between the three perceptions of fairness experienced by customers with post-recovery service satisfaction and the satisfaction of the behavioural effects of post-recovery service and the intention of revisiting and the willingness to deliver a positive recommendation (WOM). This study also discusses the role of gender in moderating the relationship between perceptions of fairness with post-service satisfaction. Data were obtained from 142 hotels’ customers (foreign tourists) who stay at five-star hotels and have experienced on disappointed services. Data were collected using questioner and subsequently analyzed using descriptive statistics and inferential statistics such as Analysis of Partial Least Square (PLS). The results showed that: (1) distributive fairness has no impacts on customer satisfaction after complaints; (2) procedural fairness and interactional fairness impact positively satisfaction after complaints (3) Satisfaction after handling complaints effect positively the intention on staying back and WOM. (4) Gender does not strengthen and/or not weaken the perception of fairness to the satisfaction of post complaints. Keywords: perception of fairness, satisfaction after complaints, intent to stay back, WOM, gender]]>
