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INDONESIA
Journal of English and Education
Published by Universitas Islam Indonesia
ISSN : 1978371X     EISSN : 28300947     DOI : doi.org/10.20885/jee
Core Subject : Education,
Education
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 3 No 1 Juni 2009" : 8 Documents clear
The Lexion Of The African American English In Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin In The Sun Nizamuddin Sadiq
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art3

Abstract

To comprehend that a language belongs to a dialect, one may examine its lexicon. As it is considered non-standard dialect, the American African English lexicon is assumed to have its own characteristic different from the standard American English. Therefore, to gain a better comprehension of the American African English dialect in the view point of lexicon features, the paper will elaborate Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin In The Sun. This paper is descriptive linguistics rather than a stylistic study as it does not focus on literary style. The data taken was classified into linguistic elements and was tested to the theories of informal English in general; African American English in particular and Standard American English rules of pronunciation. The research findings were summarized and discussed to conclude the research. The result of the research demonstrates that African American English, a variant of informal English, is different from the rules of Standard American English. In terms of lexicon, African American English employs local and rude words. The presence of slang and colloquialisms, taboo words and swearing make it distinctively informal.  
The Question of Grammatical Equivalence in Translation Siti Sudartini
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art8

Abstract

This study is concerned with three aspects of grammatical equivalence occurring in translation, namely, person, tense and voice. In particular, this study tries to answer some questions related to the notion of grammatical equivalence in English-Bahasa Indonesia translation related to the categories of person (pronoun), tenses, and voice. This study is a descriptive qualitative one which tries to describe and delineate the phenomenon of translation naturally without the intervention of an experiment or an artificially contrived treatment. This kind of study requires a holistic perspective of there search area in order to gather as much information as possible and to avoid any manipulation or interference in the study context. The results of the study have shown the followings. Firstly, most of the English pronouns with person reference are translated by the personal pronouns in Bahasa Indonesia, some are not translated by the personal pronouns in Bahasa Indonesia since their meaning are considered known from their context, and some other are not translated by personal pronouns but rather by repeating then our reference. Secondly, the category of tense in Englis his presented morphologically by changing the verb forms whereas in Bahasa Indonesia it is presented lexically by adding words indicating the time relation of the event presented by the verb. Thirdly, both English and Bahasa Indonesia have the category of voice but they do not always use this category with the same frequency. The active forms in English are not always translated into active forms in Bahasa Indonesia, and vice versa.
Poetic Image as Central Element in Early Imagist Poetry Inayatul Fariha
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art4

Abstract

At the beginning of 20th century, the imagists, consisting of a group of Anglo-American poets with Ezra Pound as the leading figure emerged. This group of poets posed an attack on every aspect of romanticism. This group encouraged the use of experimental form in poetry and promoting the 'verse libre' poetic technique they recognized the use of traditional form in Thomas Hardy's poem that break away from the 'sentimental optimism and nostalgia of Romantics and symbolist, giving the poems 'a modernistic clarity of vision' (Williams, 1946, p. 17). As the name suggest, the image become the central element in the imagist poetry. The main point of imagism itself centers on the 'image' itself, clearly stated by the poets' to recreate an otherwise inexpressible and unique experience of the insight" (William, 1946,p.18and Hughes, 1960,p.43) This essay discusses the role of poetic images in the works of early imagist poets. The discussion covers the analysis on the poems written by Ezra Pound, H.D., Richard Aldington and William Carlos Williams with the focus how the images function in the selected poems.At the beginning of 20th century, the imagists, consisting of a group of Anglo-American poets with Ezra Pound as the leading figure emerged. This group of poets posed an attack on every aspect of romanticism. This group encouraged the use of experimental form in poetry and promoting the 'verse libre' poetic technique they recognized the use of traditional form in Thomas Hardy's poem that break away from the 'sentimental optimism and nostalgia of Romantics and symbolist, giving the poems 'a modernistic clarity of vision' (Williams, 1946, p. 17). As the name suggest, the image become the central element in the imagist poetry. The main point of imagism itself centers on the 'image' itself, clearly stated by the poets' to recreate an otherwise inexpressible and unique experience of the insight" (William, 1946,p.18and Hughes, 1960,p.43) This essay discusses the role of poetic images in the works of early imagist poets. The discussion covers the analysis on the poems written by Ezra Pound, H.D., Richard Aldington and William Carlos Williams with the focus how the images function in the selected poems.
Using Demonstration in Teaching Writing through Procedure Text for SMA Students Silfi Sanda
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art5

Abstract

This paper is mainly about using demonstration for teaching writing 'by using procedure text in relation to local culture in English language teaching. Recipe of local food is one of the procedure texts that can be applied in teaching writing. The local culture exposed in the text is the local food of Palembang, Pindang, in term of how to make it. How to make Pindang consists of a series of steps which shows how to achieve some goals, called procedure text. In curriculum of SMA, procedure taught as one kind of text materials in English teaching learning process at school. The technique employed for comprehending and appreciating this text is demonstration teaching technique and presenting technique designed especially for motivating students' focus on the text, technique activities for developing students' writing ability.
Implementing Reader-Response Theory: An Alternative Way of Teaching Literature Research Report on the Reading of Booker T Washington's Up from Slavery* Ririn Kurnia Trisnawati
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art1

Abstract

Reader-response theory shifts the critical focus from a text to a reader. It diverts the emphasis away from the text as the sole determiner of meaning to the significance of the reader as an essential participant in the reading process and the creation of meaning. Thus, both explanations place a reader as an active participant along with the text in the production of interpretation of that literary work from the point of view of the reader-response theory.As a result, if teaching literature is to accommodate the students' role in making interpretation, it is supposed to place them as the active readers to interpret and shape the meaning of that particular literary works; it is not preaching or directing them into a specific meaning decided previously. Students as the active readers must be given opportunity and space to develop their opinion and argumentation to shape and define what a particular text means to them. Therefore, by understanding and applying reader-response theory in teaching and learning literature in the classroom, at the same time, teachers could have a different teaching and learning method e.g. learners-centered learning.This paper is going to depict how the understanding of a literary work's meaning and interpretation is composed by the readers—the students; how the students could function themselves as active readers who successfully manage to interpret the literary work based on their responses and how finally this particular group of readers could finally agree on the particular interpretation. Besides, it is to place students both as the readers and learners of a discussed literary work as the center of teaching and learning literature as they are the active agent to shape the literary work's meaning. By doing so, teachers are also the ones who encourage students to express their opinions, and eventually students' critical thinking could be embraced. Hence, teaching and learning literature could become an interactive and collaborative process.
The Feminist and Orientalist Perspective in Gurindher Chadha's Bride and Prejudice Irma Windy Astuti
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art6

Abstract

This article discusses a movie by Gurindher Chandha's Bride and Prejudice which is an adaptation of Jane Austen's Pride and Prejudice. The movie, despite being a mainstream one, contains critiques about patriarchy in Indian society and is against Western's orientalist notion about India. For these reasons, this article is trying to unfold how feminism and orientalism are presented in the movie.
The Use of High Order Thinking Skill in Story Telling Method in Order to Improve Children' Critical Thinking Siti Aisyah; Denny Setiawan
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art2

Abstract

Children need to be equipped with the ability to navigate the world and to think independently, not just recite facts. One of the thinking ability dimensions is creating thinking associated with the ability to explore ideas, conclude possibilities, and find correct answers more than one answer. In this era of globalization and advances in technology, where changes rapidly occur in community, creative thinking ability is a need for every human being who want to succeed in a variety of competitions. Therefore, the ability to think creatively should be given since the age of early childhood.One way to develop critical and creative thinking is to give children experiences in thinking critically and creatively and it is known as high order thinking skills (HOTS). As basic of developing HOTS we can learning domains created by Benjamin Bloom. Accordingly there are three domains, these are cognitive, effective, and psychomotorIn Kindergarten level, to train high order thinking to children is through joyful activities and not through hard thinking exercices and it is satisfying kindergarten motto that is learn by playing and play while learning. One of joyful activities for children in which we can develop high order thinking skills is story telling. A structured and systematic story telling activity is story telling method, This method has been broadly used in many kindergarten because naturally there is no child who doesn't like a story. The purpose of this method generally is to develop language aspect of children development. However, other aspects can also be developed in line with the development of language, one of them is cognitive aspectUsually, story telling method is attributed by ask and answer activities that can take place before, while, and after story telling. In this activities teacher ^k the children what they have heard to check their understanding. .Sometimes, the teacher ask them about the story before the story is delivered to them. This strategy is to train them to predict a story by thinking about the title of the story. However, observations to some kindergarten classes - showed that most of the teachers questions were about remembering something rather than asking them to think critically. This paper will describe how teacher can make children think creatively and critically by using High Order Thinking Skills (HOTS) questions in a story telling activity.  
Achoolgirls in Indonesia: Ethnicity, Religion, and Education Wipsar Siwi Dona Ikasari
JEE: Journal of English and Education Vol 3 No 1 Juni 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol3.iss1.art7

Abstract

This paper examines major historical and political events during New Order Era (Suharto's regime) and the Reformation Era. These two eras have shaped and continue to shape ethnic and religious identities of Indonesian in contemporary Indonesia. Using four conceptual frameworks of gender, ethnicity, religion and schooling, individual and collective experiences of Indonesian schoolgirls are scrutinized. Indonesian schoolgirls negotiate ethnic and religious practices and traditions as well as global flows of culture, creating new identities. Local cultures are capable of negotiating with the global flows which creates hybridity (Nilan & Feixa, 2006). Nilan's (2006) study in Indonesia shows that Muslim youth in Indonesia can negotiate their Muslimness with the global flows. With several high schools in Indonesia currently pioneering a program of being one of an 'international standard senior high school' to improve education quality and competitiveness in senior high school level, both nationally and internationally, schoolgirls in Indonesia continue to negotiate their identities producing 'hybrid' identities.

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