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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 4 No 2 Desember 2010" : 8 Documents clear
A FUNDAMENTAL IDEA OF UNDERSTANDING A SENTENCE GRAMATICALLY Nizamuddin Sadiq
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art1

Abstract

To study of syntax, the concept of structure is fundamental. However structure itself is a very general concept and most of the language learners are assumed that their understanding about sentence is obvious. For many people, a sentence is considered group of words. This idea is not appropriate when a deep study of fundamental idea of a sentence is done.Linguistically speaking, sentences are not formed by words alone but by structural units known as constituents. The constituent has a certain specifiable function in the structure of the thing as a whole. However, the. fundamental idea of a sentence grammatically is that a sentence consists of phrase. Therefore, sentence (S) consists of noun phrase (NP) and verb phrase (VP). The idea of phrase here is to accommodate even a single constituent A at a sentence has. The basic principle of sentence, therefore, is S=NP+VP. It is obvious that NP and VP directly form a sentence. Furthermore, in terms of relation that the phrase may have in a sentence, there are four kinds of phrase relation in a sentence. They are modification, complementation, predication, and coordination.
LI YANG CRAZY ENGLISH METHOD; BETWEEN CHINESE AND JAVANESE CULTURE Maya Dania
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art6

Abstract

Nowadays English is spoken everywhere. English has become the world's Lingua Franca. Many jobs demand English as their first priority to select applicants. Schools push their students to learn English since it becomes the most favorite qualification for getting job. Many English courses are built in order to facilitate people's needs to understand English. Nevertheless, along with the world's request on English, many people in non-spoken English country still feel unfamiliar to it. It creates some anxiety and terror to them.In China, there is a unique language-learning method to deal with English fear. It is called Crazy English. Li Yang, a man who initiated this method, believed that many Chinese were facing a very difficult time on learning English. He then coined an extra-ordinary way to make people proficient in English by especially emphasizing the speaking and pronunciation skills. Based on his method, he taught his students to read English words loudly and quickly, and also told them to imitate the sound of English words. He had already proved himself that by conducting this methods he was able to get the second-highest score on his National English Exams after failing it thirteen times; For Li Yang, the only main obstacle on learning English was the Chinese's traditional culture that made people afraid to talk. He suggested people to overcome English by shouting and speaking it loudly, so that all the embarrassment could fade away.Comparing with Chinese, Javanese people have also the same problem related to the afraid-to-talk culture. Based on writer's experience in class, many students feel shy and unconfident to speak English. It makes a very tough problem when learning English is not followed by the courage to speak.This paper is aimed to investigate the Li Yang Crazy English method and evaluate its potential aspect to be applied in many English classes in Indonesia, particularly in Java region. The analysis of this paper is taken from literature research and it is also supported by performing in-class observation. As the result of the research, this paper will give a clear understanding about Li Yang Crazy English and also its potential aspect to be applied in Indonesia by giving three main considerations, such as: 1)The general evaluation of positive and negative aspects from Li Yang English method, 2) The similar cultural background (East culture) of Chinese and Javanese, 3) The readiness of Indonesian teacher to apply this method.
FEMINIZATION OF TEACHING Yayan Rahayani
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art2

Abstract

We are turning a familiar fact into a feminization of teaching. How and why school teaching has shifted from a predominantly male to a female occupation, and why males handle the top managerial at school and leaves female keeps their position as classroom teacher. Feminization of teaching in one side provides opportunity for women to take part in public sphere, especially as the increasing demand of teacher for the compulsory program. On the other hand, it seems that feminization of teaching is merely seen as the extension of family matters, which are closely related to mothering and nurturing. Consequently, feminization projects another form of domestication for women. Sadly, this condition has been supported by the fact that women rarely get access to managerial position within the educational institution. This paper will discuss the feminization of teaching in general context.
TESTING STUDENTS' ACCOUNTABILITY IN COOPERATIVE LEARNING CLASSROOM: A CASE STUDY OF WRITING 2 CLASS Ririn Kurnia Trisnawati
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art7

Abstract

A classroom implementing cooperative learning (CL) has to carefully design and organize the lesson so that each student could interact with others, and most importantly all students are motivated to increase each, other's process of learning. It is because CL will benefit the students when they perform interaction structured by interdependence among the students. However, one major issues emerging under the cooperative learning classroom is to make sure that students gain the lesson objectives of the • designed class, and in fact, the students really learn each other as well. The teacher needs to know best that students work cooperatively among the group, and each student contributes during the learning process. Students' accountability needs to be assessed in order to achieve the benefits of CL. Therefore, one primary way to ensure accountability is through testing.This research report is to investigate both the individual and group accountability in the cooperative learning classroom and whether or not CL setting benefits the students. The research is conducted in Writing 2class in which students work in-group by doing the team project writing on paragraphs. Students' individual and group accountability is assessed by the quizzes, and it is cross-checked through the class discussion.The study shows that students' individual accountability is supported by their competence. The performance of group accountability is closely related to their competence. Their answers and responses show positive effects of working and learning each other; therefore, they do benefit from this CL setting in Writing 2 class.
TEAM BUILDINGTHROUGH CLASS BLOG Febriyanti Dwiratna Lestari
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art3

Abstract

Student's work for a writing class is no longer one submitted for limited readership the teacher and the writer himself as it can be publicly shared online. Posted on a webpage such as blog, it allows more people to access, read, or leave comments. Though it may sound intimidating for some shy students who are likely to keep their writing private, it is less about trespassing the confidential status of a student's work than building the student's self confidence and encouraging them to produce a better composition. It is especially through class blog which is managed by a number of students of the same class. This model proves to be beneficial for the students because not only is their writing read by more audience than their fellow classmates but they can also identify themselves as a team. This paper attempts to describe the previous researches concerning the application of blog in general and what it means by class blog, the model of class blog which has been implemented in this project, and how team work among the classmates is built through class blogs.
A MARXIST INTERPRETATION OF SHIRLEY JACKSON'S ‘THE LOTTERY’ Albertus Suwardi
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art8

Abstract

A literary work is a product of a social condition reflection when the work is being written. There are questions how literature relates to society: its social situation, its economic, social, and political system, and so forth. Thus, this will deal with Marxism literary theory concerning with an attempt to describe and define the influence of literature in society and vice versa. This paper will aim at figuring out a Marxist Interpretation on Ideology, Society, and Rebellion in Shirley Jackson's short story. The paper will start with the discussion of Marxism literary theory, then the Marxist Interpretation on Shirley Jackson's short story 'The Lottery'.
USING DIGITAL AUDIO RECORDING IN LEARNING SPEAKING Tara Arsih Wijayani
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art4

Abstract

Digital Audio Recording is a media formed in CDs to enhance students' listening skill. Digital audio recording was conducted in relation to the fact that there are a lot of students who have learned English for several years but they are still reluctant to speak. The process of using digital audio recording started with listening session to show some examples of a situational conversation and the expressions that can be used in it. The expressions were in common situations that students usually face in daily speaking English. The next steps were composing their own speaking as well exposed in the listening materials and recording their voice in a digital form using sound recording in a computer. Using digital audio recording created atmosphere of fun to the students to start speaking in English after they have got the exposure from the listening materials. The students are allowed to operate their recording and listen again to what they have produced in speaking.Digital audio recording is an electrical or mechanical inscription and re creation of sound waves, such as spoken voice. Digital audio recording was used in this research as digital audio records in listening materials and the students' projects. Digital audio records can be kept eternally as long as they are not corrupted by virus. Other goodness of digital audio recording is it can track precisely any parts wanted by the listeners. So the teachers could easily which part was needed to repeat for some times. It made listening activities easier to conduct and clearer in quality of sounds compared to analogue one.The events depicted the process of learning speaking in language laboratory and in the classroom and how students are learning speaking using digital audio recording. By looking into their learning and performance in speaking using digital audio recording, it can be seen how far this phenomenon affects students' language production. It would show their enjoyment in learning English and they could see their weakness in performing speaking. Students' reflection on using digital audio recording to learn speaking was to hear the students' voice on it. Teacher's voice was also used as supporting points on how this phenomenon contributes to students' performance in speaking. Moreover, digital audio recording helps them to know their speaking skill level and hopefully would improve their speaking ability.The findings of the research contribute to the understanding of the phenomenon, that using digital audio recording becomes the needs and is beneficial to support students in learning a-language to improve their productive skill i.e. speaking ability and performance, personally for their future careers. For the teachers, it can be beneficial to pedagogical suggestions. The findings imply suggested learning activities regarding to students' autonomy and empowerment. Eventually, the findings of this research would humbly contribute in increasing life quality in broad understanding.
ANALYZING THE DEVELOPMENT OF PHONOLOGYCALASPCETS IN SPEAKING CLASS TO STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE (EFL) IN JENDERAL SOEDIRMAN UNIVERSITY Syaifur Rochman
JEE: Journal of English and Education Vol 4 No 2 Desember 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol4.iss2.art5

Abstract

The differences in phonological systems between Indonesian and English systems are the central problems that university students often encountered in speaking practice. Students usually transfer the system of their own mother tongue to the target language. This article is intended to explore the problems of EFL students in Jenderal Soedirman University in speaking the target language correctly. The discussion focused on the typical mistakes that the university students made in phonological aspects. Analysis was given to problems in the aspect which occurred during their speaking class. It was hoped that this could become an idea of the EFL teacher to devise the materials for teaching students in tertiary level.

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