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<![CDATA[Implementing Reader-Response Theory: An Alternative Way of Teaching Literature Research Report on the Reading of Booker T Washington's Up from Slavery* ]]>
<![CDATA[Ririn Kurnia Trisnawati]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 3 No. 1 (2009): VOLUME 3 NO 1 JUNE 2009 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v3i1.6478
<![CDATA[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.]]>
<![CDATA[The Use of Discourse Completion Task (DCT) As Explicit Instruction On Indonesian Efl Learners' Production of Suggestion Acts ]]>
<![CDATA[Fauzul Aufa]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 5 No. 2 (2011): VOLUME 5 NO 2 DECEMBER 2011 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v5i2.5597
<![CDATA[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). ]]>
<![CDATA[How To Choose Suitable English Coursebooks To Be Used In The English Teaching-Learning Process: Doing A Micro Evaluation ]]>
<![CDATA[Kharis Sukarno Muhammad]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 2 No. 1 (2008): VOLUME 2 NO 1 JUNE 2008 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v2i1.6453
<![CDATA[English course books are one of the main elements determining the success of the English teaching-learning process to meet the pre-determined objectives. Currently, the teachers of, English in Indonesia face a complicated tasks in choosing suitable English teaching materials in die form of English course books. The purpose of the article is to discuss an appropriate way to choose English course books suitable with the students' socio-economic cultural backgrounds to facilitate students' learning. The intended way is that the teachers of English do an empirical evaluation of the course books they are using, a retrospective evaluation. The evaluation can be done through either macro or micro evaluation. The tangible and practical evaluation to do is a micro evaluation in which the teachers of English retrospectively and thoroughly evaluate certain parts of the English course books representing the whole content The criteria to valuate include goals, students' backgrounds (topics and vocabulary related to students' lives), cultural acceptability, language skills to develop quality of practical materials in the classroom (activating students' participation), roles, sequencing of the materials (procedure), formats, instructions, and visualization. If the teachers of English find out such English course books through their evaluation, they can use the course books in the following terms. It a wise way to choose English course books to be used to optimally reach the pre-determined objectives. If the teachers of English do not find such suitable English course books through their evaluation, they can add materials to or reduce the content of the course booksand finally they will have teachers' edition English teaching materials.]]>
<![CDATA[New Media and Democratic Culture: A Study Of Indonesia's Anti-Graft 'Facebook Movement' 2009 As The New 'Non-Party' Politics In Indonesia ]]>
<![CDATA[Masduki Masduki]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 4 No. 1 (2010): VOLUME 4 NO 1 JUNE 2010 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v4i1.6501
<![CDATA[Internet or Social Network Site is a new media facilitating collective action and a "public sphere" for political and social interactions. The Internet is not only a big marketplace. Blogs, wikis and other social networking sites provide a technological basis for grassroots action to coordinate and communicate. Movement of 1,000,000 Facebookers Supporting Chandra Hamzah and Bibit Samad Riyanto in Indonesia 2009, was launched after the two suspended Corruption Eradication Commission (KFK) officers were arrested on suspicion of abuse of power. This, become an interesting new phenomenon in Indonesia. It is an example of wide spread popular support for the anti corruption leaders and the anti graft movement.My paper aims to explore the development of social media in Indonesia and its contribution to implementation of transparency and anti graft movement. Particularly, the paper will identify the role of Facebook in establishing a non political party, online parliament and the future of it in Indonesia as the democratic moslem country in the world.Many active discussions has been generated along 2000s on the topic of social media and its effect on the formation and mobilization of social and political movement. For example, the emergence of the Coffee Party in US. Since 2009, Facebook in Indonesia has played an important role in politics and its importance was first noticed by KPK case. Since then there has been growth in the role of Facebook in political movements. The power of civil society in the form of Facebookers replaces democratic checks and balance which in the real world should be the function of political parties in Indonesian parliament.]]>
<![CDATA[Translation Projest: The Process in Making Good Translation Works ]]>
<![CDATA[Adam Anshori]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 1 No. 2 (2007): VOLUME 1 NO 2 DECEMBER 2007 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v1i2.6444
<![CDATA[Before we begin a translation work, we must think the process of making it as a whole. We must think all of the aspects which make a good translation. The first thing to do is establishing the project. Here, we will introduce with T4 (text, target, team, ^d tools). The next step will be Exegesis, Transferring Language and Writing the Draft, Evaluation Step, Result of Revision Draft and Consultation Step.]]>
<![CDATA[A Spark of Humor in English Classroom: Contribution and Consideration ]]>
<![CDATA[Ani Pujiastuti]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 3 No. 2 (2009): VOLUME 3 NO 2 DECEMBER 2009 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v3i2.6492
<![CDATA[This paper supports an idea that humor has a significant role in increasing the English learners' communicative competence. It is very common for teachers to present humor in English classrooms, whether it is purposely presented or spontaneously practiced in classroom activities. Yet, regardless of its significant contribution in language learning activities, it is highly likely that humor is one point that remains untouched in language learning. How many English textbooks containing humor in it? We hardly ever find any syllabi purposefully present the ability of students to tell or to understand jokes. Telling jokes in a serious classroom maybe considered as something inappropriate as it may distract the classroom activities. Therefore, spontaneous humor may sometimes be viewed as an 'off task' behavior. However, it is sometimes forgotten that understanding other people's joke may be one of the keys of understanding other cultures, and ,more importantly, building a relationship with people from other countries. ]]>
<![CDATA[Wit and Vivacity in Jane Austen's PRIDE AND PREJUDICE ]]>
<![CDATA[Titis Setyabudi]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 1 No. 1 (2007): VOLUME 1 NO 1 JUNE 2007 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v1i1.6435
<![CDATA[The main problem of this research is to prove wit and vivacity in Jane Austen’s in Pride and Prejudice. To solve the problem the researcher applies structuralism approach in this study. This approach is used in order to find the wit and vivacity through character’s traits. They are physical trait, social trait and psychological trait. ]]>
<![CDATA[The Feminist and Orientalist Perspective in Gurindher Chadha's Bride and Prejudice ]]>
<![CDATA[Irma Windy Astuti]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 3 No. 1 (2009): VOLUME 3 NO 1 JUNE 2009 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v3i1.6483
<![CDATA[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.]]>
<![CDATA[The Effectiveness of Bottom-Up And Topdown Approaches In The Reading Comprehension Skill For Junior High School Students ]]>
<![CDATA[Raden Rara Vivy Kusuma Ardhani]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 5 No. 2 (2011): VOLUME 5 NO 2 DECEMBER 2011 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v5i2.5618
<![CDATA[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.]]>
<![CDATA[USING DIGITAL AUDIO RECORDING IN LEARNING SPEAKING ]]>
<![CDATA[Tara Arsih Wijayani]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 4 No. 2 (2010): VOLUME 4 NO 2 DECEMBER 2010 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
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DOI: 10.20885/jee.v4i2.6506
<![CDATA[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.]]>
