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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 7 Documents
 1 
Search results for , issue "Vol. 5 No. 2: December 2011" : 7 Documents clear
A Portrayal of Victorian Men And Women As Seen In O'neill's “The Grand Match” Nandy Intan Kurnia
JEE: Journal of English and Education Vol. 5 No. 2: December 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol5.iss2.art3

Abstract

ABSTRACT  This paper analyzes the portrayal of Victorian women and men in the poem of Moira O'Neill, entitled “The Grand Match”. The poem gives the description of men and women relationship related to the discussion of love and marriage. As one of Victorian female poets, O'Neill tries to satirize the relationship of women and men by portraying the love story of a stereotypical male fortune seeker, who marries a rich woman and denies his own feeling toward a young-charming woman. This study is an attempt to show that O'Neill's female characters are not typically women commonly found in a literary text during the era in which it was written. In many ways they position themselves as a complete break from the traditional stereotyping of women, and they even can be seen as the representation of “New Woman”. In addition, through this study, the readers would be able to broaden their perspectives that although the Victorian Age was known as the era of prose, there are a lot of poems worth reading.
The Possibility Of English As A Second Language In Indonesia Raditya Adipramono
JEE: Journal of English and Education Vol. 5 No. 2: December 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol5.iss2.art4

Abstract

It is known that there is a general concern for those who must leave their original language and original culture to adjust to the surroundings and mastering a new language. For Indonesian, English is known as first foreign language and not as second language. There are some problems as Indonesian to regard English as second language. This paper is trying to discuss the problems and also the possibility of English as second language in Indonesia.
Instructional Design For Students With Visual Impairments In English Learning Rizki Farani; Widya Aryanti
JEE: Journal of English and Education Vol. 5 No. 2: December 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol5.iss2.art5

Abstract

Mastering English has become one important skill for students in higher education, especially in university level. As the impact, every university provides English program for students in the faculty or language center. However, not every student can master English fast, for example: students with visual impairments. Students with visual impairment are a group of students who have visual problem; either it is low vision or blind. Students with visual impairment need different approach in learning English. This condition motivates lectures to adapt specific instructional design to support classroom activities.  There are 4 important components in designing instructional design for students with visual impairment, such as students' characteristics, learning objective, method and assessment. The design should be adapted to fully support their inclusion in the classroom. By designing instructional design for students with visual impairments, it is expected that they will be able to comprehend the material and to increase their motivation in learning English.  This paper aimed to understand appropriate instructional design for students with visual impairment. This paper also provides study cases in Inclusion English Class at university level where students with visual impairment and sighted students study at the same classroom. By discussing this issue, it is expected that every lecture recognize basic characteristics of students with visual impairment and choose the appropriate instructional design to accommodate all character of students.
The Use of Discourse Completion Task (DCT) As Explicit Instruction On Indonesian Efl Learners' Production of Suggestion Acts Fauzul Aufa
JEE: Journal of English and Education Vol. 5 No. 2: December 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol5.iss2.art2

Abstract

There are some activities that can be developed to bring up EFL learners' pragmatic awareness, such as contextualized language practice in given situations, constructed peer dialogues, and metapragmatic discussions. This task-based approach used in these activities can be either explicit or implicit instruction. One of them is a metapragmatic discussion prompted by Discourse Completion Task (DCT). In this paper, DCT, as an explicit pragmatic instruction, was practically investigated its effectiveness to facilitate EFL learners in developing their pragmatic competence. The results demonstrated from the analysis of RP2 prompted by the DCT support the fact that the explicit instruction results in some variations of linguistic forms that contribute to the development of subjects' pragmatic competence Key words : Discourse Completion Task (DCT), pragmatic competence, explicit pragmatic instruction, English as a Foreign Language (EFL).  
The Effectiveness of Bottom-Up And Topdown Approaches In The Reading Comprehension Skill For Junior High School Students Raden Rara Vivy Kusuma Ardhani
JEE: Journal of English and Education Vol. 5 No. 2: December 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol5.iss2.art6

Abstract

Reading skill is taught in all level of education in Indonesia and it includes Junior High School. The standard of competence and basic competences of students' reading skills in the second semester of eighth grade SMP are to understand the meanings in simple short essays recount and narrative form. However, there are four main problems faced by the students in reading comprehension, such as finding general idea of a text, identifying the meaning of the word, finding main ideas and information. This situation is caused by several factors such as low motivation, limited vocabulary and monotonous teaching. This paper will discuss about the effectiveness of two reading approaches, they are bottom-up and top-down approach. The discussion will describe the concept of the approaches and the application of the approaches in the classroom by using experimental research.
Fleming's Defense Mechanisms In Stephen Crane's The Red Badge Of Courage Adam Anshori
JEE: Journal of English and Education Vol. 5 No. 2: December 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol5.iss2.art1

Abstract

This paper is an attempt to discuss the personality of Henry Fleming, a fiction character in the novel the “Red Badge of Courage. The problem statement in this paper is “What defense mechanisms which occur in Fleming's character”? This study used American Studies theory by Robert Meredith which agrees that the American Studies approach needs more than one academic discipline. The reconciliation of academic discipline enables the writer uses psychological approach. According to Wilbur S. Scott the application of psychological knowledge can generate three kinds of study and analysis: a more precise language with which to discuss the creative process, a study of lives of authors, and the use of psychology to analyze fictional characters. The theories of psychology were taken from Sigmund Freud's Psychoanalysis: A General Introduction to Psychoanalysis (2002), Sigmund Freud's The Ego and The Id (1962), and Anna Freud's The Ego and Defense Mechanism (1948). The result of the study shows that there are a total of 25 acts of defense mechanisms conducted by Fleming in this novel. Henry acts all of the ten defense mechanisms from Anna Freud's theory. The primary act of denial is refusing to accept the condition Henry is facing and even lying to his own comrades. The acts of regression are not to talk to his own comrades either to help or just ignoring his comrades. Most of the acts of fantasy are about the ideal war in Henry's perspective which in reality was far from it. In the acts of displacement, most are by blaming his comrades and his generals instead of the enemy. The act of sublimation is conducted by hiding his fear and projecting his confidence. In the act of projection, Henry is projecting his insecurities to his enemy and his generals. Henry's act of rationalization is by justifying his flee from the battle. Henry's act of intellectualization is by 2 letting his thought overcome his act. The act of repression is by forgetting the fact that he is dependant to someone. And in the last, the act of reaction formation is by attacking the enemy in order to hide his fears.
Does Critical Thinking Mean Cultural Thinking? Using Language To Learn And Develop Character Tri Wahyuni Floriasti
JEE: Journal of English and Education Vol. 5 No. 2: December 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.vol5.iss2.art7

Abstract

One of the most widely discussed concepts in education and educational reform these days is critical thinking. This thing we call critical thinking or analysis has strong cultural components. An area of cultural difference that may influence critical thinking is the use of language to effect thinking and learning. It is more than just a set of writing and thinking techniques- it is a voice, a stance, a relationship with texts and family members, friends, teachers, the media, even the history of one's country (Fox, 1994, p.125). Critical thinking begins when people make the connections between their individual lives and social conditions. In classrooms that feature critical thinking, students are encouraged to participate actively, raising issues of concern in their daily lives, such as work, school, and housing as topics for class discussion. As teachers and scholars grow to understand the unique characteristics of the culture, it is important to see, observe, analyze and response appropriately through language in the class and social life so that young generation can learn how to appreciate members of another culture and go hand in hand with them. It may become an effort to shape the civil society. This condition does not stop at that step. It leads them to act and response critically in daily life. Then, this beneficial actions form good characters

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