Pub Date : 2017-12-04DOI: 10.18326/RGT.V10I2.170-184
D. Mustikasari
The purposes of this study are (1) to recognize the textbooks or other teaching materials used by the Madrasah English teachers, (2) to identify their obstacles in preparing the teaching materials, (3) to analyze the teaching materials which can be developed in MOOC, (4) to analyze the teaching materials for MOOC which are related to the Indonesian curriculum, (5) to analyze their willingness of proffesional teaching development by joining MOOC. This study used a descriptive qualitative approach. Moreover, the subjects of the study were 3 English teachers of MTs Negeri Salatiga and 5 English teachers of MAN Salatiga. Observation, interview and documentation were used as the techniques of data collection. The results showed that (1) they used the textbooks from Ministry of Education (MOE), selected main handbooks, supplemenatary teaching materials from certain websites, (2) communicative competence as the main issue of content of textbook from MOE gave different challanges for them to prepare the teaching materials, (3) authentic materials were highly needed to be developed in MOOC, (4) characters building based-teaching materials needed to be developed too as those are the uniqueness of the Indonesian curriculum, (5) they had less interest to join MOOC as their way to develop their proffesional teaching development. Keywords: MOOC, English teaching materials, authentic materials, characters building
本研究的目的是（1）识别马德拉萨英语教师使用的教科书或其他教材，（2）识别他们在准备教材时的障碍，（3）分析MOOC中可以开发的教材，（4）分析与印尼课程相关的MOOC教材，（5）分析他们加入慕课的专业教学发展意愿。本研究采用描述性定性方法。此外，本研究的受试者是MTs Negeri Salatiga的3名英语教师和MAN Salitiga的5名英语教师。观察、访谈和记录被用作数据收集技术。研究结果表明：（1）他们使用了教育部的教材，从某些网站上选择了主要手册、补充教材；（2）交际能力作为教育部教材内容的主要问题，给他们编写教材带来了不同的挑战，（4）基于性格塑造的教材也需要开发，因为这些是印尼课程的独特性，（5）他们对加入慕课作为发展专业教学发展的途径不太感兴趣。关键词：慕课、英语教材、真材实料、人物塑造
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Pub Date : 2017-12-04DOI: 10.18326/rgt.v10i2.140-156
Somariah Fitriani
The study focuses on learners’ motivation to learn English as L2/foreign language. For data collection, questionnaire was distributed to 82 respondents of STIBA IEC Jakarta via whatsApp and face book messenger. In addition, interviews were also conducted to find out the detail information about the role of teacher and inspirational/motivational teacher. For data analysis, the step of sorting, classifying, coding, and presenting the data and drawing conclusion was adopted. This is a research based article, which has aimed to elaborate the learners’ English learning motivation whether it is instrumentally, integratively or personally motivated and the most dominance type of motivation as well as the important role of teacher in motivating students. It is somewhat surprising that there are six categories found in the research, namely personal motivation (PS), integrative motivation (IT), instrumental motivation (IS), the combination of PS & IT, PS & IS, and IT & IS. The findings have revealed that 1) instrumental motivation is the most dominant type as the first rank, which includes to get a better living, better jobs and position; PS & IS as second rank, IT & IS as the third rank, PS & IT as the fourth rank, personal motivation as the fifth rank and integrative motivation as the last rank; 2) teacher who is resourceful, skillful, competent and has good personality plays a imperative role in motivating and inspiring students. To sum up, regardless of personal, integrative or instrumental motivation, teacher as a role model also determines learner’s success in learning L2. Keywords : motivation, L2/foreign language learning, instrumental, integrative, personal motivation INDONESIAN ABSTRACT Fokus kajian ini adalah motivasi peserta didik untuk mempelajari bahasa Inggris sebagai bahasa kedua atau bahasa asing. Untuk mengumpulkan data, daftar pertanyaan dibagikan kepada 82 responden STIBA IEC Jakarta pada semester terakhir melalui WhatsApp dan face book messenger. Selain itu, wawancara juga dilakukan untuk mengetahui informasi secara detail, terutama tentang peran guru dan guru yang inspirasional / motivasional. Untuk analisis data, tahap pemilahan, klasifikasi, pengkodean, dan penyajian data serta kesimpulan diadopsi. Ini adalah artikel berbasis penelitian, yang bertujuan untuk menguraikan motivasi belajar bahasa Inggris peserta didik baik secara instrumental, integratif atau motivasi pribadi dan jenis motivasi yang paling dominan serta peran penting guru dalam memotivasi siswa. Agak mengejutkan bahwa ada enam kategori yang ditemukan dalam penelitian ini yang berbeda dengan penemuan lainnya, yaitu motivasi personal (PS), motivasi integratif (IT), motivasi instrumental (IS), kombinasi PS & IT, PS & IS, dan IT & IS. Temuan tersebut telah mengungkapkan bahwa 1) motivasi instrumental adalah jenis yang paling mendominasi sebagai peringkat pertama, yang mencakup alasan mendapatkan kehidupan, pekerjaan dan jabatan yang lebih baik; PS & IS sebagai pe
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The present article aims at describing the students’ theses abstracts viewed from the rhetorical perspectives. It examines whether the abstracts provided in the university website include the essential rhetorical moves and whether the moves are presented in the sequence according to Hyland’s five-move classification (Introduction, Purpose, Method, Product, and Conclusion) of rhetorical moves. Eighty abstracts of the research articles written by the students were collected using purposive sampling. The frequency of occurrence of each move was statistically calculated and tallied. Two ESL (English as a second language) researchers validated the data classification. The findings revealed that 53.75% of the abstracts were found out to be written in accordance with the structure. Most abstracts give information on the purpose, methodology, and findings of the associated article. About half of the articles omit introduction of the topic and discussion of the findings. Moves “product” and “conclusion” were missing in a few abstracts. The students’ lengthy “introduction” move and over brief “product” move were found in most abstracts. Some rhetorical moves appeared to have higher incidence of occurrences than the others. The findings lend further insights into the needs of professional development among academics, particularly in academic research report writing. Keywords: rhetorical moves, student’s article abstracts INDONESIAN ABSTRACT Artikel ini bertujuan untuk mendeskripsikan abstrak skripsi mahasiswa dilihat dari sudut pandang retorik- meneliti apakah abstrak-abstrak tersebut memiliki ‘rhetorical moves’ yang esensial dan apakah ‘rhetorical moves’dipresentasikan dalam urutan sesuai dengan klasifikasi lima langkah Hyland (Pendahuluan, Tujuan, Metode, Produk, dan Kesimpulan) gerakan retoris. Delapan puluh abstrak artikel penelitian yang ditulis oleh siswa dikumpulkan dengan menggunakan purposive sampling. Frekuensi terjadinya setiap ‘move’ dihitung. Dua peneliti ESL (bahasa Inggris sebagai bahasa kedua) memvalidasi klasifikasi data. Temuan menunjukkan bahwa 53,75% abstrak ditemukan ditulis sesuai dengan strukturnya. Sebagian besar abstrak memberikan informasi tentang tujuan, metodologi, dan temuan dari artikel yang terkait. Sekitar setengah dari artikel menghilangkan pengenalan topik dan diskusi tentang temuan. Tidak terdapat Move "produk" dan "kesimpulan" dalam beberapa abstrak. Ditemukan pula move "pengantar" yang panjang dan "produk" yang singkat pada kebanyakan abstrak. Beberapa move tampaknya ditemukan lebih banyak daripada yang lain. Temuan ini memberikan wawasan lebih lanjut mengenai kebutuhan pengembangan profesional di kalangan akademisi, terutama dalam penulisan laporan penelitian akademis. Kata kunci: Rhetorical Moves, Abstrak Skripsi Mahasiswa
本文旨在从修辞学的角度描述学生的论文摘要。它考察了大学网站上提供的摘要是否包括基本的修辞动作，以及这些动作是否按照Hyland的五种修辞动作分类(引言，目的，方法，产品和结论)的顺序呈现。采用有目的抽样的方法收集了80篇学生撰写的研究文章摘要。对每一步棋的发生频率进行统计计算和统计。两名ESL(英语作为第二语言)研究人员验证了数据分类。结果表明，53.75%的摘要是按照结构书写的。大多数摘要给出了相关文章的目的、方法和发现的信息。大约有一半的文章省略了对主题的介绍和对研究结果的讨论。在一些摘要中缺少“产品”和“结论”。学生们在大多数摘要中都发现了冗长的“介绍”动作和过于简短的“产品”动作。一些修辞动作似乎比其他动作出现的频率更高。研究结果进一步揭示了学术界专业发展的需求，特别是在学术研究报告写作方面。论文摘要Artikel ini bertujuan untuk mendeskripsikan abstrak skripsi mahasiswa dilihat dari sudut pandang retorik- meneliti apakah abstrak-abstrak skripsi mahasiswa dilihat dari sudut pandang retorik- meneliti apakah abstrak- ABSTRACT tersebut memiliki“修辞动作”yang esenal dan apakah“修辞动作”代表了亚洲的dalam urutan sesuai dengan kllasifikasi lima langkah Hyland (Pendahuluan, Tujuan, Metode, Produk, dan kespulkan)的“gerakan regian”。Delapan pulpulk abstract, artikel peneltian, yang ditulis, oleh, siswa, dikumpulkan, dengan, menggunakan，目的抽样。Frekuensi terjadinya设置了“move”。Dua peneliti ESL (bahasa Inggris sebagai bahasa kedua)是一种有效的语言数据。Temuan menunjukkan bahwa 53,75%抽象的ditemukan ditulis sesuai dengan strike - turya。巴巴多斯文摘成员:信息学、方法论、信息学、信息学、信息学、信息学、信息学。这是我的梦想，我的梦想，我的梦想。把“产品”和“冲动”从抽象的角度出发。Ditemukan pula move "pengantar" yang panjang dan " product " yang singkat paada kebanyakan abstract。Beberapa move tampaknya ditemukan lebih banyak daripada yang lain。Temuan - ini成员kanwawasan lebih lanjut mengenai kebutuhan pengembangan专业di kalangan academii, terutama dalam penulisan laporan penelitian academiis。Kata kunci:修辞动作，抽象的Skripsi Mahasiswa
{"title":"Rhetorical Perspectives of Undergraduate Students’ Thesis Abstracts","authors":"Siyaswati Siyaswati, Dyah Rochmawati","doi":"10.18326/rgt.v10i2.%p","DOIUrl":"https://doi.org/10.18326/rgt.v10i2.%p","url":null,"abstract":"The present article aims at describing the students’ theses abstracts viewed from the rhetorical perspectives. It examines whether the abstracts provided in the university website include the essential rhetorical moves and whether the moves are presented in the sequence according to Hyland’s five-move classification (Introduction, Purpose, Method, Product, and Conclusion) of rhetorical moves. Eighty abstracts of the research articles written by the students were collected using purposive sampling. The frequency of occurrence of each move was statistically calculated and tallied. Two ESL (English as a second language) researchers validated the data classification. The findings revealed that 53.75% of the abstracts were found out to be written in accordance with the structure. Most abstracts give information on the purpose, methodology, and findings of the associated article. About half of the articles omit introduction of the topic and discussion of the findings. Moves “product” and “conclusion” were missing in a few abstracts. The students’ lengthy “introduction” move and over brief “product” move were found in most abstracts. Some rhetorical moves appeared to have higher incidence of occurrences than the others. The findings lend further insights into the needs of professional development among academics, particularly in academic research report writing. Keywords: rhetorical moves, student’s article abstracts INDONESIAN ABSTRACT Artikel ini bertujuan untuk mendeskripsikan abstrak skripsi mahasiswa dilihat dari sudut pandang retorik- meneliti apakah abstrak-abstrak tersebut memiliki ‘rhetorical moves’ yang esensial dan apakah ‘rhetorical moves’dipresentasikan dalam urutan sesuai dengan klasifikasi lima langkah Hyland (Pendahuluan, Tujuan, Metode, Produk, dan Kesimpulan) gerakan retoris. Delapan puluh abstrak artikel penelitian yang ditulis oleh siswa dikumpulkan dengan menggunakan purposive sampling. Frekuensi terjadinya setiap ‘move’ dihitung. Dua peneliti ESL (bahasa Inggris sebagai bahasa kedua) memvalidasi klasifikasi data. Temuan menunjukkan bahwa 53,75% abstrak ditemukan ditulis sesuai dengan strukturnya. Sebagian besar abstrak memberikan informasi tentang tujuan, metodologi, dan temuan dari artikel yang terkait. Sekitar setengah dari artikel menghilangkan pengenalan topik dan diskusi tentang temuan. Tidak terdapat Move \"produk\" dan \"kesimpulan\" dalam beberapa abstrak. Ditemukan pula move \"pengantar\" yang panjang dan \"produk\" yang singkat pada kebanyakan abstrak. Beberapa move tampaknya ditemukan lebih banyak daripada yang lain. Temuan ini memberikan wawasan lebih lanjut mengenai kebutuhan pengembangan profesional di kalangan akademisi, terutama dalam penulisan laporan penelitian akademis. Kata kunci: Rhetorical Moves, Abstrak Skripsi Mahasiswa","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43603583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-04DOI: 10.18326/RGT.V10I2.122-139
S. Haryati, Diyah Nur Hidayati
Critical thinking is vital for graduates in facing the dynamic life in order to strengthen their analysis ability and providing alternative solution towards the current problem. It is essential that units, courses, and material teach the critical thinking process have to provide an opportunity for students to excoriate certain problem and present the harmonious flow of thinking. Hoax news, the trending issue in a society as the reading material s, ha s abundance aspect to be criticized by students. Moreover, it has its own authenticity to be brought into a critical reading class as authentic materials which was not broadly discussed yet. This study aimed at paving the ways to improve the students’ critical thinking skills through reading hoax news. It is conducted to investigate the usage of hoax news in teaching critical reading for undergraduate students as well as particularize how far hoax news can enhance studenst’ critical thinking. This study employed classroom action research design. The subject of the study was the 31 students joining the critical reading class. The data were gotten from observation, document analysis and test. The essay test was the instrument used to assess the students’ critical thinking which later adopted the model of the Holistic Critical Thinking Scoring Rubric (HCTSR). The result of the study showed that using of hoax news significantly improve the students’ critical thinking followed by the development of interpretation, analysis and identification ability. The number students posed strong thinking increased from 6.45% to 72,2%. Using critical thinking can promote students’ high order thinking since it drives students to consider the fact and fake which demanding the high analysis and deep interpretation toward the presented text. Keywords : Critical thinking, hoax news, teaching materials. INDONESIAN ABSTRACT Berpikir kritis merupakan hal yang penting dalam mengahadapi hidup yang dinamis untuk memperkuat kemampuan analisis serta memberikan alternatif solusi dalam memecahkan masalah yang dihadapi saat ini. Sangatlah penting dalam setiap unit pembelajaran, perkuliahan dan materi mengajarkan proses berpikir kritis untuk menyiapkan siswa dalam menghadapi berbagai masalah dan merepresentasikan pemikiran secara runtut. Hoax News (Berita Hoax), permasalahan aktual di masyarakat, sebagai bahan bacaan menyuguhkan berbagai aspek untuk siswa kritisi. Terlebih, berita hoak mempunyai nilai autentik untuk dapat digunakan di kelas critical reading sebagai materi otentik yang belum banyak dibahas . Penelitian ini bertujuan untuk mengungkapkan cara meningkatkan berpikir kritis siswa dengan menggunakan hoax news sebagai bahan bacaan. Selain itu, penelitian ini berupaya mengungkap penggunaan berita hoak dalam mengajarkan kritikal reading bagi siswa serta mengetahui seberapa jauh berita hoal dapat meningkatkan kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain penelitian tindakan kelas. Data diperoleh dari observ
在面对动态的生活时，批判性思维对毕业生来说是至关重要的，它可以增强他们的分析能力，为当前的问题提供替代的解决方案。至关重要的是，教授批判性思维过程的单元、课程和材料必须为学生提供一个机会，让他们对某些问题进行批判，并呈现出和谐的思维流。恶作剧新闻作为当今社会的热门话题，作为一种阅读材料，有很多方面值得学生批判。此外，它有自己的真实性，可以作为真实的材料纳入批判性阅读课堂，这一点还没有得到广泛的讨论。本研究旨在通过阅读虚假新闻来提高学生的批判性思维能力。本文旨在探讨恶作剧新闻在大学生批判性阅读教学中的运用，并具体说明恶作剧新闻在多大程度上促进了学生的批判性思维。本研究采用课堂行动研究设计。这项研究的对象是31名参加批判性阅读课的学生。数据来源于观察、文献分析和检验。论文测试是用来评估学生批判性思维的工具，后来采用了整体批判性思维评分标准(HCTSR)的模型。研究结果表明，使用虚假新闻显著提高了学生的批判性思维，进而发展了学生的解读、分析和识别能力。思考能力强的学生从6.45%增加到72.2%。运用批判性思维可以促进学生的高阶思维，因为它促使学生思考事实和虚假，这就要求学生对所呈现的文本进行高度的分析和深刻的解释。关键词:批判性思维，恶作剧新闻，教材。印尼文摘Berpikir克里特岛merupakan哈尔杨囚禁dalam mengahadapi hidup杨dinamis为她memperkuat kemampuan分析舒达memberikan alternatif solusi dalam memecahkan masalah杨dihadapi种子ini。Sangatlah penting dalam secara unit pembelajaran, perkuliahan dan materi mengajarkan proproberpikir kritis untuk menyiapkan siswa dalam menghadapi berbagai masalah dan代表asikan pemikiran secara runtut。恶作剧新闻(Berita Hoax)， permasalahan aktual di masyarakat, sebagai bahan bacaan menyuguhkan berbagai讲话untuk siswa kritisi。【翻译】Terlebih, berita hok mempunyai nilai autentik untuk dapat digunakan di kelas批判性阅读材料(材料)。Penelitian ini bertujuan untuk mengungkapkan cara meningkatkan berpikir kritis siswa dengan menggunakan恶作剧新闻sebagai bahan bacaan。翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:Penelitian ini menggunakan desain Penelitian tindakan kelas。数据是由观测数据、分析数据组成的。综合批判性思维评分标准(HCTSR)采用了综合批判性思维评分标准(HCTSR)作为综合批判性思维评分标准(HCTSR)。Pengamatan juga dilakukan untuk mendukung perolehan数据dalam penelitian ini。Hasil penelitian menunjukkan bahwa penggunaan恶作剧新闻secara signfikan dapat meningkatkan tingkat berpikir kritis siswa yang diikuti dengan脑膜炎katya kemampuan解释，分析和鉴定。Jumlah siswa yang memiliki kemampuan berpikir kritis yang kuat meningkat dari 6.45% menjadi 72,2%。孟古纳坎贝瑞塔，这是我的梦想，我的梦想，我的梦想，我的梦想，我的梦想，我的梦想。Kata kunci: berfikir kritis, berita Hoax, materi mengajar
{"title":"Hoax News: Promoting the Students’ Critical Thinking in Critical Reading Class","authors":"S. Haryati, Diyah Nur Hidayati","doi":"10.18326/RGT.V10I2.122-139","DOIUrl":"https://doi.org/10.18326/RGT.V10I2.122-139","url":null,"abstract":"Critical thinking is vital for graduates in facing the dynamic life in order to strengthen their analysis ability and providing alternative solution towards the current problem. It is essential that units, courses, and material teach the critical thinking process have to provide an opportunity for students to excoriate certain problem and present the harmonious flow of thinking. Hoax news, the trending issue in a society as the reading material s, ha s abundance aspect to be criticized by students. Moreover, it has its own authenticity to be brought into a critical reading class as authentic materials which was not broadly discussed yet. This study aimed at paving the ways to improve the students’ critical thinking skills through reading hoax news. It is conducted to investigate the usage of hoax news in teaching critical reading for undergraduate students as well as particularize how far hoax news can enhance studenst’ critical thinking. This study employed classroom action research design. The subject of the study was the 31 students joining the critical reading class. The data were gotten from observation, document analysis and test. The essay test was the instrument used to assess the students’ critical thinking which later adopted the model of the Holistic Critical Thinking Scoring Rubric (HCTSR). The result of the study showed that using of hoax news significantly improve the students’ critical thinking followed by the development of interpretation, analysis and identification ability. The number students posed strong thinking increased from 6.45% to 72,2%. Using critical thinking can promote students’ high order thinking since it drives students to consider the fact and fake which demanding the high analysis and deep interpretation toward the presented text. Keywords : Critical thinking, hoax news, teaching materials. INDONESIAN ABSTRACT Berpikir kritis merupakan hal yang penting dalam mengahadapi hidup yang dinamis untuk memperkuat kemampuan analisis serta memberikan alternatif solusi dalam memecahkan masalah yang dihadapi saat ini. Sangatlah penting dalam setiap unit pembelajaran, perkuliahan dan materi mengajarkan proses berpikir kritis untuk menyiapkan siswa dalam menghadapi berbagai masalah dan merepresentasikan pemikiran secara runtut. Hoax News (Berita Hoax), permasalahan aktual di masyarakat, sebagai bahan bacaan menyuguhkan berbagai aspek untuk siswa kritisi. Terlebih, berita hoak mempunyai nilai autentik untuk dapat digunakan di kelas critical reading sebagai materi otentik yang belum banyak dibahas . Penelitian ini bertujuan untuk mengungkapkan cara meningkatkan berpikir kritis siswa dengan menggunakan hoax news sebagai bahan bacaan. Selain itu, penelitian ini berupaya mengungkap penggunaan berita hoak dalam mengajarkan kritikal reading bagi siswa serta mengetahui seberapa jauh berita hoal dapat meningkatkan kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain penelitian tindakan kelas. Data diperoleh dari observ","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41926397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-04DOI: 10.18326/RGT.V10I2.185-199
Etty Syafa’ati, Umi Pujiyanti
This research discussed about loss and gain in the context of game localization with the limitation on subtitles. The objectives are to present the loss and gain in the visual novel game adaptation subtitles entitled A Child in the Forest and to identify reasons of the loss and gain happen. A Child in the Forest is a kind of game which consists of static and background images also music soundtrack with storylines and dialogues. It was made and translated from English into Indonesian version by English Letters students of IAIN Surakarta. The method used in this research is descriptive qualitative. The method of collecting data, researcher gets English and Indonesian subtitles script from the game packages. After that, the researcher analyses the data which consist of loss and gain and also make interview with translator. The researcher uses informant to make data validation which is expert in translation and in the world of visual novel game. The result of this research, researcher found 63 data about loss and 55 data about gain. The reasons of loss and gain in visual novel game subtitle is mostly because of the translator wants to reach the goal of game localization in order the visual novel can be easy to be played and to be understood. Keywords : Game Localization, Loss and Gain, Subtitle of Visual Novel Game. INDONESIAN ABSTRACT Penelitian ini membahas tentang loss dan gain dalam konteks game lokalisasi dengan fokus hanya pada subtitle. Tujuan dari penelitian ini adalah untuk menunjukan loss dan gain yang ditemukan serta mengidentifikasi alasan kenapa loss dan gain bisa terjadi di subtitle visual novel game adaptasi berjudul A Child in the Forest. A Child in the Forest adalah sebuah permainan yang terdiri dari gambar statis dan latar belakang juga suara music dengan alur cerita dan dialog. Visual novel ini dibuat dan diterjemahkan dari bahasa Inggris ke bahasa Indonesia oleh siswa jurusan sastra inggris semester 2 IAIN Surakarta. Metode yang digunakan dalam penelitian ini adalah penelitian deskriptif kualitatif. Metode pengumpulan data, peneliti mendapatkan naskah terjemahan bahasa Inggris dan bahasa Indonesia dari data paket permainan. Setelah itu, peneliti menganalisis data yang mengandung loss dan gain dan juga melakukan wawancara dengan penerjemah. Peneliti menggunakan informan untuk melakukan validasi data yang ahli dalam dunia penerjemahan dan ahli dalam game visual novel. Hasil penelitian ini, peneliti menemukan 63 data tentang loss dan 55 data tentang gain. Alasan loss dan gain dalam subtitle game visual novel ini sebagian besar karena penerjemah ingin mencapai tujuan lokalisasi permainan agar visual novelnya mudah dimainkan dan dipahami. Kata kunci : Lokalisasi Game, Loss dan Gain, Subtitle di Visual Novel Game.
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Pub Date : 2017-12-01DOI: 10.18326/RGT.V10I2.221-233
Tabitha Kidwell
Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzen’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords : Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACT Budaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzen (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting. Kata kunci : Bu
{"title":"Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies","authors":"Tabitha Kidwell","doi":"10.18326/RGT.V10I2.221-233","DOIUrl":"https://doi.org/10.18326/RGT.V10I2.221-233","url":null,"abstract":"Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzen’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords : Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACT Budaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzen (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting. Kata kunci : Bu","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.
{"title":"PSYCHOLOGICAL PROBLEMS IN ENGLISH SPEAKING CLASSROOM (Problems Relate to Teacher and Students in the Speaking Classroom Activity)","authors":"W. Arifin","doi":"10.18326/RGT.V10I1.874","DOIUrl":"https://doi.org/10.18326/RGT.V10I1.874","url":null,"abstract":"Psychological aspect regarding to learning attitudes plays in determining learning achievement. Psychological problems also involve not only to the students but also teacher. Less-confidence, speech anxiety, and low self-esteem are almost common problem in classroom, and occur on both teachers and students. Students who have low of self-confidence are often hardly able to control themselves for public speaking in the classroom, like, Governing his/ her behavior on that his/her peers think, lose belief on self, thinking that his/her friends dis-appraising, afraid of getting mistakes, etc. However, teachers which are low self-esteem and confidence also lose their performance and ability to manage their classroom optimally. Low self-esteem may caused by teacher’s poor understanding on subject matter. Both of psychological problems impact on dis-effectiveness of classroom activities. This paper takes accounts of some psychological problems of students and teachers in English speaking classroom, and some guidelines to overcome. At the last discus, this paper also provides some keys of how to make good classroom atmosphere.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2017-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41537911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to provide understanding about students’ perceptions of the benefits of blogs in English language learning and their challenges in authoring blogs. Unlike standard websites, blogs provide free and simple platforms that can be used by students without knowledge of computer language. Blogs can be considered as a new authentic English language learning environment in which reflection and collaboration take place. In addition, this study explores the benefits of blogs in English language learning. Furthermore, it investigates the challenges in authoring blogs that potentially define the gaps between students’ perceptions and blogging practice in English language learning. This study involves three undergraduate students at the State Institute for Islamic Studies (IAIN) Salatiga. It is conducted by using two stages of semi-structured interviews through Skype. The findings from the data analysis outline that the students perceive blogs as a beneficial application for English language learning in the areas of writing, reading and communication. However, they also admit that challenges remain in authoring blogs, such as performance fluctuation, self-confidence and aspects of technology. From the findings, there is a suggestion to formulate strategies in order to counteract the challenges. Thus, the use of blogs improves the quality of English language learning in any future practice.
{"title":"Students’ Perceptions of the Use of Blogs in English Language Learning","authors":"M. Miftachudin","doi":"10.18326/RGT.V10I1.878","DOIUrl":"https://doi.org/10.18326/RGT.V10I1.878","url":null,"abstract":"This study aims to provide understanding about students’ perceptions of the benefits of blogs in English language learning and their challenges in authoring blogs. Unlike standard websites, blogs provide free and simple platforms that can be used by students without knowledge of computer language. Blogs can be considered as a new authentic English language learning environment in which reflection and collaboration take place. In addition, this study explores the benefits of blogs in English language learning. Furthermore, it investigates the challenges in authoring blogs that potentially define the gaps between students’ perceptions and blogging practice in English language learning. This study involves three undergraduate students at the State Institute for Islamic Studies (IAIN) Salatiga. It is conducted by using two stages of semi-structured interviews through Skype. The findings from the data analysis outline that the students perceive blogs as a beneficial application for English language learning in the areas of writing, reading and communication. However, they also admit that challenges remain in authoring blogs, such as performance fluctuation, self-confidence and aspects of technology. From the findings, there is a suggestion to formulate strategies in order to counteract the challenges. Thus, the use of blogs improves the quality of English language learning in any future practice.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2017-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42169027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-14DOI: 10.18326/RGT.V10I1.62-82
Giyatmi Giyatmi, Ratih Wijayava, Nunun Tri Widarwati
This research aims at finding the types of swearing expressions and linguistic forms of English swearing used in Richard Wright’s Black Boy. This is a descriptive qualitative research since it describes the phenomena of swearing used in the novel. The data of the research are all the conversations or sentences used swearing in the novel written by Richard Wright namely Black Boy as the main data source. The method of collecting data in this research is observation and teknik lanjut catat. After all the data had been collected then they are coded using the coding system such as data number/title of novel/chapter/page/data. There is no data reduction since all the data are analyzed in this research. This research used theory triangulation. Kind of swearing expressions found in this novel dealing with God and religion terms, name of animals and plants, part of body, racial terms, stupidity terms, name of occupation, sexual terms, family terms. The linguistic forms of English swearing used in this novel are word, phrase, and clause. The swearing in the form of words consists of (1) noun referring to place, person, occupation, animal, and idea (2) verb and (3) adjective. Phrase consists of (1) noun phrase with swearing functioning as headword, modifier, and both headword and modifier, (2) adjective phrase with swearing functioning as modifier. Swearing expression is also found in the form of sentence.
{"title":"Swearing Used in Richard Wright’s Black Boy","authors":"Giyatmi Giyatmi, Ratih Wijayava, Nunun Tri Widarwati","doi":"10.18326/RGT.V10I1.62-82","DOIUrl":"https://doi.org/10.18326/RGT.V10I1.62-82","url":null,"abstract":"This research aims at finding the types of swearing expressions and linguistic forms of English swearing used in Richard Wright’s Black Boy. This is a descriptive qualitative research since it describes the phenomena of swearing used in the novel. The data of the research are all the conversations or sentences used swearing in the novel written by Richard Wright namely Black Boy as the main data source. The method of collecting data in this research is observation and teknik lanjut catat. After all the data had been collected then they are coded using the coding system such as data number/title of novel/chapter/page/data. There is no data reduction since all the data are analyzed in this research. This research used theory triangulation. Kind of swearing expressions found in this novel dealing with God and religion terms, name of animals and plants, part of body, racial terms, stupidity terms, name of occupation, sexual terms, family terms. The linguistic forms of English swearing used in this novel are word, phrase, and clause. The swearing in the form of words consists of (1) noun referring to place, person, occupation, animal, and idea (2) verb and (3) adjective. Phrase consists of (1) noun phrase with swearing functioning as headword, modifier, and both headword and modifier, (2) adjective phrase with swearing functioning as modifier. Swearing expression is also found in the form of sentence.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2017-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47618670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-14DOI: 10.18326/RGT.V10I1.83-100
W. Widyastuti
This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.
{"title":"Authentic Material and Automaticity for Teaching English","authors":"W. Widyastuti","doi":"10.18326/RGT.V10I1.83-100","DOIUrl":"https://doi.org/10.18326/RGT.V10I1.83-100","url":null,"abstract":"This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.","PeriodicalId":40585,"journal":{"name":"REGISTER Journal","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2017-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48480014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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