Tarjana, Sri Samiati
Universitas Muhammadiyah Semarang

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Teachers Perceptions toward the Implementation of 2013 Curriculum Nurhayati, Farida Keni; Tarjana, Sri Samiati; Hersulastuti, Hersulastuti
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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Teachers perceptions toward the implementation of new curriculum is one of fascinating topic to be discussed. This study discovers teachers perceptions toward the implementation of 2013 curriculum, investigates factors affecting the application of 2013 curriculum, and identifies the effect of their perceptions into classroom practice. Through qualitative design, the study was conducted at one of private junior high schools in Solo, Central Java. The data were collected by interviewing, administering questionnaire, observing the classroom practices and reviewing the documents. The findings reveals that; (1) teachers have positive perceptions toward 2013 curriculum (2) there are four factors which influence teachers perceptions toward the implementation of 2013 curriculum, which include teaching experience; educational background, teaching training, teachers personal experience; (3) teachers perceptions contribute significantly in influencing teachers decision making in the classroom related to the choice of learning and activities for students. Since teachers perceptions have a powerful impact on teachers classroom practices, teachers are required to improve their competences and keep up with the advance of knowledge and technology.
Analysis of the Translation of Processes in the Expository Texts of `Ask Barbara: The 100 Most Asked Questions about Love, Sex and Relationships`: A Systemic Functional Linguistics (SFL) Approach Sodiq, Jafar; Tarjana, Sri Samiati; Nababan, M. R.; Wiratno, Tri
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This research is aimed to analyze the translation of Processes in the Expository Texts of `Ask Barbara: The 100 Most-Asked Questions about Love, Sex and Relationships`. Translation is expressing ideas in one language into another. In Systemic Functional Linguistics perspective,representation of ideas into language is part of the Ideational Meaning which focuses on the Process (verbal phrase) as the core of the clause. The SFL approach to translation studies should provide the technical terms as the linguistic evidence to account for the equivalence in the syntactical elements of the clause. The research question is: what are the Processes in the Expository Texts in Ask Barbara: `The 100 Most-Asked Questions about Love, Sex and Relationships`? The objective of this research is to find out the types of Process in the Source language (English) and those in the Target language (Indonesian). This is a descriptive qualitative study of an embedded case study type. The data source of this study is the popular book `Ask Barbara: The 100 Most-Asked Questions about Love, Sex and Relationships`. The data are the Processes in the texts. The purposive sampling technique was used to obtain the data through the content analysis and Focus Group Discussion. The technique of analyzing the data includes domain analysis, taxonomy analysis, componential analysis, and the cultural theme or values. The data analysis reveals that from 297 clauses in the target language, there are 18.8% Processes in the Thesis, 75.4% Processes in the Argument, and 11.8% Processes in the Reiteration. In each of the elements of the generic structure of the expository texts, there are 22 Relational Attributive (39.3%), 19 Material (33.9%), 11 Mental (19.6%), 2 Existential (3.5%), 1 Relational Identifying (1.8%) and 1 Verbal (1.8%) processes. The Argument part of the texts is made up of 85 Material (37.9%), 75 Relational Attributive (33.5%), 39 Mental (17.4%), 16 Verbal (7.1%), 4 Behavioral (1.8%), 3 Existential (1.3%) and 2 Relational Identifying (0.9%) processes. In the Reiteration part of the text, there are 17 Material (48.5%), 7 Mental (20.0%), 5 Relational Attributive (14.2%), 2Relational Identifying (5.7%), 2 Behavioral (5.7%), 1 Existential (2.8%) and 1 Verbal (2.8%) processes. In general, the expository texts in this book use 121 Material processes (40.7%), 102 Relational Atributive  (34.3%), 57 Mental (19.2%), 6 Existential (2%), 6 Behavioral (2%) and 5Relational Identifying (1.7%) processes. There are not many changes or shifts in the types of Process in the translation of this book. However, there are some shifts which include: 1 Material process becomes Mental process; 7 Relational:Attributive become Material processes; 3 Material processes become Relational:Attributive; 2 Material become Verbal processes; 2 Material become Existential processes; 1 Mental becomes Relational:Attributive process; 1 Relational:Attributive becomes Behavioral process and 1 Relational:Attributive becomes Mental process. Besides, there are also deletions of process in the translation because the processes are deleted or left untranslated.
Senior High School Students’ Problems in Writing: A Preliminary Study of Implementing Writing E-Journal as Self Assessment to Promote Students’ Writing Skill Novariana, Hanna; Sumardi, Sumardi; Tarjana, Sri Samiati
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The study is aimed to investigate the internal and external problems in Writing by the Senior High Students in one of the school in Indonesia. The sample of this study is the eleventh grade students having low ability in Writing. This research is a qualitative study using purposive sample. In collecting the qualitative data the researchers did observation, and distributed questionnaire. This study reveals some findings related to the students’ low ability in writing. There are internal problems which came from the students, such as: 1) the low motivations in learning English, 2) the difficulty to choose the appropriate words in writing, 2) the lack of vocabulary, 3) the difficulty to arrange words in the appropriate order, 4) the difficulty to spell the words, 5) the difficulty to write the sentences in appropriate grammar, and 6) the tendency to be passive learners in classroom activities. The external problems come from the students are: 1) the lack of practice, and 2) there is no feedback on their writing. The result indicates the most internal and external problems faced by students in writing class and the impacts of students’ understanding of their writing problems in implementing writing e-journal as self assessment to promote students’ writing skills. Furthermore, the paper concludes with some guidelines for students how to face their own problems in writing.