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All Journal ETERNAL: English Teaching Journal Edulitics (Education, Literature, and Linguistics) Journal Edulitics (Education, Literature, and Linguistics) Journal
Heru Saputra
IAIN Salatiga
Education Languange, Linguistic, Communication & Media

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LEARNING DESIGN OF ENGLISH FOR BROADCAST THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH Heru Saputra
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.833 KB)

Abstract

English broadcast should be conducted in a communicative language to maintain the existence and quality of campus radio. Based on the facts found, the broadcasters of IAIN Salatiga campus radio do not come from the Department of English Education, which then make them difficult in doing English broadcast and it needs solution. Empowerment is done on qualitative research; with the subjects are twenty (20) broadcasters on IAIN Salatiga campus radio. The data collection is done in three ways, namely: observation, questionnaire and Focus Group Discussion (FGD). From the data obtained, there are facts that 100% of the broadcasters have never experienced English language training for Broadcast, 80% get difficulties in doing communicative English broadcasts, and 100% are very often to find certain things to broadcast. The design of English learning for Broadcast is as follows: viewing factual conditions, learning by approach of Communicative Language Teaching (CLT), and output (implementation of communicative English in broadcasting) Keywords: Design, English Broadcast, ESP, CLT, Empowerment
LEARNING DESIGN OF ENGLISH FOR BROADCAST THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH Heru Saputra
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.833 KB) | DOI: 10.52166/edulitics.v3i1.899

Abstract

English broadcast should be conducted in a communicative language to maintain the existence and quality of campus radio. Based on the facts found, the broadcasters of IAIN Salatiga campus radio do not come from the Department of English Education, which then make them difficult in doing English broadcast and it needs solution. Empowerment is done on qualitative research; with the subjects are twenty (20) broadcasters on IAIN Salatiga campus radio. The data collection is done in three ways, namely: observation, questionnaire and Focus Group Discussion (FGD). From the data obtained, there are facts that 100% of the broadcasters have never experienced English language training for Broadcast, 80% get difficulties in doing communicative English broadcasts, and 100% are very often to find certain things to broadcast. The design of English learning for Broadcast is as follows: viewing factual conditions, learning by approach of Communicative Language Teaching (CLT), and output (implementation of communicative English in broadcasting) Keywords: Design, English Broadcast, ESP, CLT, Empowerment
SURFACE STRATEGY TAXONOMY: ERROR ANALYSIS IN ACADEMIC WRITING Heru Saputra
ETERNAL (English Teaching Journal) Vol 13, No 2 (2022): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v13i2.12462

Abstract

This research aimed at describing the types of errors and their sources produced by 25 students of the Academic Writing Class of the Talent Scouting Program at IAIN Salatiga. This research used a qualitative method using students' writing assignments as the data source. The Theory of Surface Strategy Taxonomy was used in the data analysis. In finding the source of error, the researcher used comparative analysis. This study found four types of errors, with a total of 29 errors, including the omission 17 times, misinformation 5 times, addition 5 times, and misordering 2 times. Meanwhile, four error types were found for the source of errors: developmental or intralingual errors 14 times, unique errors 6 times, interlingual errors 2 times, and ambiguous errors 7 times. 
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