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All Journal International Journal of Evaluation and Research in Education (IJERE) Adabiyyat: Jurnal Bahasa dan Sastra Proceeding of International Conference on Science, Education, and Technology
Yan Mujiyanto
Universitas Negeri Semarang
Arts Humanities Education

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TEKNIK APROKSIMASI DALAM PERESTRUKTURAN KLAUSA EKSISTENSIAL: KASUS PENGINDONESIAAN NOVEL SERIAL HARRY POTTER KARYA J.K. ROWLING Yan Mujiyanto
Adabiyyāt: Jurnal Bahasa dan Sastra Vol 10, No 2 (2011)
Publisher : Sunan Kalijaga State Islamic University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.856 KB) | DOI: 10.14421/ajbs.2011.10205

Abstract

This study aims to explain the implementation of approximation technique in clause restructuring to produce a target language text, which is functionally equivalent with its source language counterpart. It is deliberately designed to analyze existential clauses contained in an English novel along with its Indonesian translation. Four basic steps, which has been taken to process the data, are (1) data reduction, (2) data display, (3) data analysis, and (4) inference. It is revealed that a number of restructuring phases are employed to achieve functional equivalence. These phases are taken due to the fact that the basic elements of existential clauses in English do not have any one-to-one formal correspondence with their counterpart in Indonesian. Through approximation technique, existential clauses are then restructured according to their communicative or interactive functions. Clauses, which refers to existence, are restructured to form clauses on "being", while those, which refers to events, are restructured according to their types or categories.
Is collaborative peer assessment model effective for genre-based writing in university? Mazulfah Mazulfah; Abdurrachman Faridi; Dwi Rukmini; Yan Mujiyanto
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25640

Abstract

The existing peer assessment model for genre-based writing must be developed to gain the maximum quality of the assessment. It needs to be integrated with collaborative learning and problem-based learning and make the peer assessment as part of learning. Thus, this research has aim to determine the effectiveness of the peer assessment model in the group genre-based writing class. The method used was quantitative method with comparative design. The model was developed at seventh semester of English Education Department, Universitas Islam Negeri Salatiga, Indonesia. There are 23 pre-service English teachers (PSETs) joining on the implementation developed peer assessment model collaborative genre-based writing peer assessment model. The result revealed that there is no difference between the score from the peer assessment and the score given by the lecturer. It can be concluded that the collaborative genre-based writing peer assessment conducted by students has similarities with the assessment conducted by the teacher. It supports that the students’ and teacher’s assessment has the same quality.
In-service EFL Teachers’ Critical Reflective Practice: An Appraisal Analysis Lulut Widyaningrum; Yan Mujiyanto; Issy Yuliasri; Puji Astuti
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

This article aims at finding out how the EFL in-service teachers reflect their teaching practice and what can be learned by EFL in-service teachers about reflecting their reflective practice to their teacher professional development. Two in-service teachers at an Indonesian university participated in this study. The data in this study are collected from Narrative questionnaire on critical reflection of classroom practice, and in-depth interview. The qualitative data are the in-service teachers’ critical reflection dealing with their teaching practice. The finding of the research show that the incident was analyzed using Appraisal theory by Martin & White (2005) becomes a reference for finding out what aspects of lecturer competence they want to target. Continuous reflection should be conducted to make better teaching learning process, so that he can get the impact of reflection activities maximally. Thus, it becomes endeavor for teacher professional development.
Co-Authors Dwi Rukmini Faridi, Abdurrachman Issy Yuliasri Lulut Widyaningrum Mazulfah Mazulfah Puji Astuti