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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. 6 No. 1: June 2012" : 8 Documents clear
Poetic Approach In The Study Of A Drama Script: Analyzing The Disappointments Faced By Willy Loman In Arthur Miller's Death Of A Salesman In Teaching English As A Foreign Language Context Astri Hapsari
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

This article describes and explains how literary competence for the teaching of literature in English as a foreign language (EFL) context can be achieved by taking Culler's (1997) poetics in the study of literature as a theoretical framework. The implementation of this approach is discussed by using one of the famous drama scripts in American literature: Death of Salesman written by Arthur Miller. Following Culler's poetics approach, the analysis focuses on one of the themes found in the drama script: the disappointments faced by Willy Loman (the main character) which make up most of the plot with a dramatic ending: Willy's decision to suicide. This article aims to encourage EFL teachers who use literature as the object of study to take Culler's side by using poetics as the starting point in a literature study in order to improve the learners' literary competence.Key words: literary competence, poetic approach, teaching literature in EFL context, the study of a drama script, Death of a Salesman
Empowering Literature For Educating Character Building (A Study Case On Readers Of O. Henry's After Twenty Years) Ririn Kurnia Trisnawati
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

When Martin Luther King, Jr. mentioned that “We must remember that intelligence is not enough. Intelligence plus character that is the goal of true education”, he must have completely understood that education is never enough without educating the students' characters. Nowadays, characterbuilding-based curriculum has been promoted throughout the country to educate students' character building. It also soon becomes the government's concern and urgency to teach character building to students of any level as it is mentioned in the Decree of National Education Ministry number 045/U/2002. However, there are some problematic matters in designing its teaching materials whether it is between didactic and non-didactic or implied and vice versa method of teaching. To propose a prospective solution of teaching character building to students; therefore, this paper aims to probe and to share a case study from the readers of O. Henry's After Twenty Years who happen to be the students of Book Report class at English Language and Literature Department of Jenderal Soedirman University in Purwokerto Central Java. The short story is given to the students as the teaching material to seek the most efficient way of teaching them character building as it is reflected within the short story. Given the short story, read it, responded and finally answered the questionnaire, those students are able to identify the character building embedded in that particular literary work and to learn them from the story. Besides, derived from the students' questionnaire, it can be concluded that students can educate themselves the character building through the story by mentioning those learned characters, and they also can show their selfreflection after learning it. In conclusion, there is possibility of using literature as prospective teaching material in educating students' character building by analyzing the qualities embedded in the literature e.g. novels, short stories and poems, and doing this is also a way of empowering literature for a greater life benefit.Keyword: Character building, Teaching material, and Literature empowerment
The Implementation Of Strategy-Based Instruction To Improve Students' Writing Skills Dwiyani Pratiwi
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

Learning strategy becomes an essential factor in the success of language learning. It is the first step for language learners to enhance their own learning because the learning strategies are tools for active, self-directed involvement, and essential to develop communicative competence (Oxford, 1990). Therefore, students need to be introduced to the various types of learning strategies through integrated strategy-based instruction. This research is aimed at improving students' writing skills, which is focused on the improvement of students' English grammatical competence through Strategy-Based Instruction (SBI). In this classroom action research, the students were engaged in a weekly integrated writing strategy-based instruction or training. They employed some learning strategies to improve their writing skills, i,e. writing difficult or new words and grammatical patterns on some small pieces of cards or mobile phones, using electronic dictionary, discussing their feeling with the lecturer, and practicing peer review, with a guided editing checklist. The findings show that there was an increase in the students' awareness to use strategies (i.e. using mechanical techniques, highlighting, making efforts to find out how a word works in context by checking it in the dictionary, discussing the indiscipline attitude to the lecturer, and practicing peer review with a guided editing checklist). The finding also shows that the students' grammatical competence as one of competences needed in writing improved.Key words: Strategy-Based Instruction, writing skills
Content-Based Instruction Approach In Instructional Multimedia For English Learning Rizki Farani
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentation of selfstudy program in a computer. Instructional media combines several aspects such as text, pictures, graphic, sound and video. There are many English materials that are presented in a computer display by combining all aspects of multimedia. This method can help learner to understand the material better by visualizing the concept. In integrating CBI approach in instructional multimedia by using computer, there are two important aspects in creating effective multimedia, such as displaying reading text and integrating all English skills. In displaying reading text, CBI approach play important role in presenting reading passages about certain topic based on students' interest and multimedia aspects also play significant role in visualizing all concepts and vocabularies from the reading passage. This paper will discuss the integration of CBI approach in instructional multimedia for English learning deeply by presenting the basic concept and providing some examples of instructional multimedia display.Keywords: Content-Based Instruction Approach, Instructional Multimedia, English Learning
The Assessment Tool Of L2 Learners' Pragmatic Competence: Written Discourse Completion Test (WDCT) Fauzul Aufa
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

Research studies have shown that pragmatic competence is teachable. The importance of teaching pragmatics has also been recognized, but still foreign language teachers are reluctant to teach pragmatics in their classrooms. This might be partly due to the lack of some valid methods for assessing pragmatic competence. This essay contends that while the Written Discourse Completion Test (WDCT) has some pitfalls, the WDCT effectively assesses learner's pragmatic competence.Key words: pragmatic competence, teaching pragmatics, pragmatic competence assessments, Written Discourse Completion Test (WDCT)
Student's Socioaffective Strategy In Reading Rosyidah Jayanti Vijaya
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

Informatics grows fast along with articles related to it and the students of STMIK AMIKOM need to have the ability to read comprehensively to deal with her study and work place. This case study is aimed to explore and find the pattern of student's socioaffective strategies in reading and how they are applied. As the socioaffective strategy found, it will be easier for the teachers to provide English reading materials that suit their strategy preferences, more enjoyable for the students, and raise students' awareness of socioaffective strategy. Hopefully, it will lead students to become autonomous in reading, foster their good adjustment in study and work place, bring a broader awareness of socioaffective strategy in reading, and invites further research related to this strategy. A preliminary observation was taken to choose one Information System student of semester 3, who had just experienced reading class, as this project participant. Data were collected through interviews with 16 indicators of socioaffective strategy. Steps of data analysis and data coding system were also prepared to make the research and data analysis easier. Result shows that the participant applied 13 of 16 socioaffective strategies. A good self-confidence and maturity make her be able to encourage herself to be sure of what she does. Student's taking emotional temperature strategy through taking risk wisely and cooperating with peers -as part of cooperating with others' strategy- seemed to be student's best preferences among others.Keywords: strategy, socioaffective strategy, and reading
The Study Of English Literature Ista Maharsi
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

Learning English language and English literature seems to bring about considerable questions of the benefits and the importance of so doing. Why should students who learn English language require learning English literature at the same time? The ultimate matter remains the samewhat is the very core of learning the subject? What do their relationships embrace? What, why, and how are we supposed to know that?Keywords: English language, English literature
Raising Knowledge Of Illocutionary Acts And Implicatures Used In A Thesis Examination Context For Students Of English Language Education Study Program Author: Margana
JEE: Journal of English and Education Vol. 6 No. 1: June 2012
Publisher : English Education Department, Universitas Islam Indonesia

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Abstract

This paper deals with raising knowledge of the illocutionary acts and implied meanings for students of English education study program. It aims to describe the types of illocutionary acts, illocutionary forces, and conversational implicatures used in the thesis examination. Such types of knowledge should be well understood as the knowledge confers a clear description of the use of speech acts in the thesis examination. More specifically, students of English education study programs should be aware of the types of illocutionary acts, namely representatives, directives, commissive, expressive, and declarative which are further classified according to the illocutionary forces of each illocutionary act. Added to this, the knowledge of conversational implicatures: generalised conversational implicatures and particularised conversational implicature are also of great importance to minimise mis-conception and mis-interpretation of speech acts which possible occur in the thesis examination practices.Key words: illocutionary acts illocutionary forces implicatures

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