Dialectical Literature and Education Journal
Dialectical Literature and Education Journal is a journal that publishes original papers researching or documenting issues in literature and education. It is published by English Education Department, STKIP Panca Sakti Bekasi. The journal has regularly published two times a year in March and October. We accept original research, conceptual, and best practice articles related to literature and education. The language of the journal is English. The aim of this Journal is to promote a principled approach to research on literature and language-related concerns by encouraging inquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: English Language Pedagogy; English language Literacy; English for Specific Purposes; ELT Materials Development and Evaluation; English Language Testing and Assessment; Teaching English to Young Learners; English Literature; Language Policy and Planning; and Second Language Acquisition.
Articles
46 Documents
<![CDATA[AN ANALYSIS OF FACTORS INFLUENCING LEARNERS’ IN LEARNING LANGUAGE ]]>
<![CDATA[Franscy]]>;
<![CDATA[Rezki Puteri Syahrani Nurul Fatimah]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 4 No. 1 (2019): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v4i1.4.pp.1-9
<![CDATA[The aim of this research is to describe the factors influencing learners’ in learning language. This research used qualitative approach. Type of the data in this research is qualitative data that consist by collecting library data, reading, recording and processing library collection materials without need field research. This research presents scientific reasoning arguments from the result of literature review and the researcher' thinking about the problems in learning language. The library materials are discussed critically and deeply in support of discussing the factors influencing learners’ in learning language. Research result shows that there are four important factors in education process that have an influence on the process of teaching and learning language, these factors include curriculum factor, institution factor, teacher factor, teaching factor and students factor. From understanding and analysis the theory indicated that in the process of teaching and learning language as effectively category, not only focus on teacher and students factors, but also other factors have relevance and influence with each other, to achieve the learning purpose. Therefore, understanding the role and function of four factors are very important in creating an effectiveness design of learning language for learners. An understanding the creation of effective learning language process is required in order to obtain synergy and perfect preparation of all the important factors above. So, the process learning language in our educational environment will achieve the expected goals.]]>
<![CDATA[MODEL STUDENT LEARNING AND ESQ STKIP PANCA SAKTI BEKASI FACING INDUSTRIAL REVOLUSTION 4.0 ]]>
<![CDATA[Dewi Endah Fajariana]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 4 No. 1 (2019): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v4i1.5.pp.10-17
<![CDATA[The flow of globalization has no longer stopped entering Indonesian territory accompanied by increasingly sophisticated technological developments, the world is now entering the industrial revolution era 4.0. Facing these challenges, universities are required to change, including in producing quality bachelor candidates for future generations. The target of these changes is students in universities, because future job competency needs are cognitive abilities, physical abilities, content skills, process skills, social skills, system skills, complicated problem solving skills, resource management skills and technical skills. Therefore, an innovative lecture is needed so that students do not feel bored and are able to master the science and technology received at college with stable emotional intelligence. Innovative lectures are the delivery of lecture materials using learning models so that students are not bored because the majority of STKIP students, especially economic education, work. This type of research uses a qualitative descriptive approach. Research that intends to understand the phenomenon of what is experienced by research subjects students who contract subjects of microeconomic theory, the Indonesian economy and the introduction of economics A and B.]]>
<![CDATA[THE ANALYSIS OF MORAL VALUES IN DANGEROUS MINDS MOVIE BY JOHN N. SMITH ]]>
<![CDATA[Anisa Alawiyyah]]>;
<![CDATA[Sri Hastin Oktavi]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 4 No. 1 (2019): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v4i1.6.pp.18-26
<![CDATA[This research aims is to find out: The intrinsic element in Dangerous Minds Movie by John N. Smith, The kinds of moral values in Dangerous Movie Minds by John N. Smith, The Cause of the moral value in Dangerous Minds Movie by John N. Smith, The solution of moral values in Dangerous Minds Movie by John N. Smith. The research method used is content analysis and literary psychoanalysis. The subject of the study was Dangerous Movie Minds by John N. Smith. The results of this study include the intrinsic elements in Dangerous Movie Minds by John N. Smith are theme, plot, characterization and background. The kinds of moral values found in this research are honesty, authentic value, self-confidence, moral independence, humility, responsibility, tenacity, reality and crisis, moral faith and courage. These findings suggest that this technique is effective for analyzing the moral values in Dangerous Minds Movie by John N. Smith.]]>
<![CDATA[THE EFFECTS OF POPULAR PRO-SOCIAL BEHAVIOUR CHILDREN ON PEERS AND SCHOOL ENVIRONMENT ]]>
<![CDATA[Diah Ningrum]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 4 No. 1 (2019): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v4i1.7.pp.27-36
<![CDATA[The aims of the study were to find out the effects of popular pro-social children on peers and school environment. Mixed methods were used in the present study which had two phases; quantitative method and qualitative method. Peer matrix of peer nomination was used as data collection in quantitative, meanwhile interview was used in qualitative method. The results revealed that 5 popular children obtained from peer matrix of peer nomination were liked most by peers. The Results indicated that popular children gave effects on peers and school environment. Popular children influenced their peers and school environment in pro-social behaviour, leadership, and academic achievement. Meanwhile, besides in academic achievement homeroom teachers also agreed on the effects of popular children in pro-social behaviour.]]>
<![CDATA[IMPROVING SPEAKING SKILL THROUGH VIDEOS FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Dini Hidayati]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 4 No. 1 (2019): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v4i1.8.pp.37-41
<![CDATA[The aims of this research are: (1) to find out the use of video to improve the students’ speaking ability and (2) to find out the strengths and weaknesses of the use of video to improve the students’ speaking skills. This research was a classroom action research. To collect the data, the researcher used observation, interview, and the speaking test. The study reports that (1) the use of videos can improve the students’ speaking ability. The mean score of speaking skill in pre-test was 47,62, cycle I was 62,14 and cycle II was 75,95. (2) The use of video in the teaching of speaking had some strengths and weaknesses. The strength of video were the students felt enjoy when they watched the video and the students could get the ideas to speak from the real environment of the speaker. The weakness of video were less serious when they did a discussion, it made the situation on the class were noisy and were still awkward in using video as one of technology based English learning technique.]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF TALKING STICK MODEL TO PRACTICE ENGLISH SPEAKING SKILL ]]>
<![CDATA[Syahyuri]]>;
<![CDATA[Riyanto]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 4 No. 1 (2019): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v4i1.9.pp.42-45
<![CDATA[This research aimed to find out the students’ perception on the implementation of Talking Stick model to practice speaking skill, whether it is positive or negative. Since English is considered as a foreign language in Indonesia, so it is very important to practice the students’ speaking skill to communicate effectively. The English teacher however, can use the learning model as the classroom activity to motivate and engage the students to be confident to speak in front of the class. There many learning model, one of them is Talking Stick model. This learning model gives more opportunity to the students to speak in front of the class by using Talking Stick. The researcher formulated two questions. The researcher employed a survey model. There are two research instruments in this research which are questionnaire and interview.]]>
<![CDATA[PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE ]]>
<![CDATA[Sugiyanta]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.13.pp.43-52
<![CDATA[This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.]]>
<![CDATA[PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE ]]>
<![CDATA[Sugiyanta]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.13.pp.43-52
<![CDATA[This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.]]>
<![CDATA[TRANSLATION OF SAPARDI DJOKO DAMONO’S POEM INTO ENGLISH ]]>
<![CDATA[Ary Fadjar Isdiati]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.16.pp.1-12
<![CDATA[This article describes the translation strategy used by John H. McGlynn to translate Sapardi Djoko Damono's poem Sajak Orang Gila into English with the title Ballad of a Crazy Man, and see: Has this translation’s poem equality in word level. If not, what is the cause. The method is descriptive qualitative. Data sources are the poem Sajak Orang Gila and Ballad of a Crazy Man. Words, phrases, and sentences in all the stanzas and lines were analyzed using the poetry translation theory by Andre Lavefere to determine the translation strategies used to translate the poem, and using the theory of the cause of inequality by Mona Baker. The analysis shows that the translation strategy used by John H. McGlynn are literal and interpretation translation strategy. The literal translation strategy is used to translate 11 stanzas, and the interpretation translation strategy is used to translate 2 stanzas. In general, the translation of this poem is good, because the meaning in the source poem is conveyed well in the target poem. However, in the translation of some stanzas found incompatible meanings in words. There are 3 causes of discrepancies found, namely: 1) Differences in physical or interpersonal perspectives; 2) The target language lack a special term (hyponym); and 3) Differences in expressive meaning.]]>
<![CDATA[TRANSLATION OF SAPARDI DJOKO DAMONO’S POEM INTO ENGLISH ]]>
<![CDATA[Isdiati, Ary Fadjar]]>
<![CDATA[ Dialectical Literature and Educational Journal Vol. 5 No. 1 (2020): Dialectical Literature and Education Journal ]]>
Publisher : <![CDATA[Department of English Education, Universitas Panca Sakti Bekasi ]]>
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DOI: 10.51714/dlejpancasakti.v5i1.16.pp.1-12
<![CDATA[This article describes the translation strategy used by John H. McGlynn to translate Sapardi Djoko Damono's poem Sajak Orang Gila into English with the title Ballad of a Crazy Man, and see: Has this translation’s poem equality in word level. If not, what is the cause. The method is descriptive qualitative. Data sources are the poem Sajak Orang Gila and Ballad of a Crazy Man. Words, phrases, and sentences in all the stanzas and lines were analyzed using the poetry translation theory by Andre Lavefere to determine the translation strategies used to translate the poem, and using the theory of the cause of inequality by Mona Baker. The analysis shows that the translation strategy used by John H. McGlynn are literal and interpretation translation strategy. The literal translation strategy is used to translate 11 stanzas, and the interpretation translation strategy is used to translate 2 stanzas. In general, the translation of this poem is good, because the meaning in the source poem is conveyed well in the target poem. However, in the translation of some stanzas found incompatible meanings in words. There are 3 causes of discrepancies found, namely: 1) Differences in physical or interpersonal perspectives; 2) The target language lack a special term (hyponym); and 3) Differences in expressive meaning.]]>
