cover
Contact Name
Suwarni Wijaya Halim
Contact Email
suwarni@bundamulia.ac.id
Phone
+628999065497
Journal Mail Official
suwarni@bundamulia.ac.id
Editorial Address
Ruang Prodi Bahasa dan Budaya Inggris Lantai 3 Jalan Lodan Raya no. 2, Penjaringan, Jakarta Utara
Location
Kota tangerang,
Banten
INDONESIA
Journal of English Language and Culture
ISSN : 20878346     EISSN : 25978896     DOI : -
Journal of English Language and Culture (JELC) is a journal of English Language and Culture Department of Universitas Bunda Mulia. It consists of a collection of research papers and articles written by professionals and academicians in the field of English language and culture.
Articles 108 Documents
Designing an English Syllabus for Teachers of biMBA AIUEO Alawiyah, Siti Tuti
Journal of English Language and Culture Vol 7, No 1 (2017): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (532.351 KB) | DOI: 10.30813/jelc.v7i1.1021

Abstract

Nowadays, the numbers of pre-schools (Pendidikan Anak Usia Dini) which is established by Rukun Tetangga in society and also established by foundation or personal are getting increased. In a such condition, it makes parents think to deliver their kids to study in a pre-school that provides English Curriculum. Therefore, school foundation always tries hard in order to be the best school which has English lesson. At first, biMBA (bimbingan minat baca anak) only provides calistung program (baca tulis hitung). Due to the request from parents and the reality that many pre-schools have provided English subject, Mitra (who manage) biMBA decided to open English class in biMBA. Unfortunately, many teachers at biMBA AIUEO do not have English background. It can be assumed that they might produce mistakes and errors in pronunciation and spelling. That is why, English course is necessary to improve their English skills mainly at pronunciation and spelling. Before designing the course, needs analysis should be conducted in order to know what teachers need during the course later. The steps will be begun through distributing questionnaires to the teachers and an interview with their Mitra to obtain more insights about teacher?s knowledge. Afterwards, the results of the needs analysis will be interpreted to design a syllabus for them. It is believed that the syllabus based on learner?s needs will be more effective, and the learners?s goal to learn English can be achieved as well.Keywords:  Teachers biMBA AIUEO, ESP, Needs Analysis, Present Situation Analysis (PSA), Learning Situation Analysis (LSA), Target Situation Analysis, Syllabus
The Typology of the First Year Students’ Pronunciations At FKIP-Universitas HKBP Nommensen Pematangsiantar On English Voiceless Plosive Consonants Sinurat, Bloner; Herman, Herman
Journal of English Language and Culture Vol 10, No 1 (2019): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (580.754 KB) | DOI: 10.30813/jelc.v10i1.1903

Abstract

This article is regarded as a descriptive qualitative research dealing with the first year students? skill in pronouncing the English voiceless plosive consonants. The subjects of the research are all considered homogenous consisting of 35 students who factually use Toba Batak language and Indonesian as their native languages. Based on the data analysis it was found out that those who had more phonological awareness could pronounce the English voiceless consonants better than those who had less. These speech sounds could be pronounced well when they particularly occurred either at medial or final position, but they were sometimes not properly pronounced or aspirated when they occurred in initial position and followed by stressed vowel. Phonetic errors or faulty pronunciations were more frequently done when these consonants occurred in initial position or uttered in connection with other words in a sentence.Keywords:  English, pronunciation, typology, voiceless plosive consonant
Errors of Punctuation Transfer In English Compositions by English Learners Academic Year (2013) English Department in FKIP UHN Pematangsiantar Hutauruk, Bertaria Sohnata
Journal of English Language and Culture Vol 6, No 1 (2016): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.609 KB) | DOI: 10.30813/jelc.v6i1.269

Abstract

This research analyzes the errors made by the English learners of academic year (2013) at FKIP UHN Pematangsiantar in using punctuation marks in writing. Punctuation is a large part of a system of conventions in which the function is to assist the written language in indicating those elements of speech which cannot be conveniently set down on paper: chiefly pause, pitch, and stress. From the background of this research, the writer formulated a question as a problem, that is: what are the types of interference errors of punctuations found in the English compositions made by English learners of the academic year (2013) semester V at English Department in FKIP UHN Pematangsiantar? To discuss the problem, the writer uses theories of Markwardt (1990), Ritter (2002), Edward (2001), Swan (1980), Marcella Frank (1972), and Tregidgo (1949). Norrish (1983:7) says that error is a systematic deviation from the accepted system of the target language. Punctuation exists to clarify meanings in the written word (Ritter, 2002:113). The lack of punctuation is likely to cause great strain for the reader and lower marks for the students. In the methodology, the writer uses qualitative research to solve the problem, which is focused on the process. In getting data, the writer explains about punctuation marks and their usage. After that the writer makes a test to know whether the students understand the explanation or not. The writer gives a text without punctuation. Here, the writer will find out the errors made by the students and make the correct one. The writer found that the common errors made by the students are the use of capitalization and quotation marks. It is followed by the use of full stop, comma, question marks and the last is quotation mark. There are forty students? writings used as the subject of the research. Keywords: errors, punctuation, English composition
How Does a Good Teacher Teach? Rerung, Magdalena Kartikasari Tandy
Journal of English Language and Culture Vol 3, No 1 (2013): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.836 KB) | DOI: 10.30813/jelc.v3i1.297

Abstract

Communicative language teaching is a two ways of communication in classroom where applied recently throughout the effective teaching.  In order to develop the communicative environment, a teacher should maintain a good relationship to their students throughout their personality. This type of teacher interpersonal behaviors are categorized into eight types those are; Leadership, Understanding, Uncertain, Admonishing, Helpful / Friendly, Student freedom, Dissatisfied, Strict behavior (Wubbles et al, 1985, 2006; Wubbles and Levy, 1993).  In order to find out students perceptions toward their teacher interpersonal behavior during the learning process thus this following research raise two questions they are; (1) How do students see their teacher?s performance throughout their personality?; (2) How do teachers perceived themselves in the classroom (3) What is the most personality obtained by the good teachers?.  Samples are taken from 30 university students majoring English Language and Culture with 4 lecturers as the teacher models. The questionnaires adopted from Questionnaire of Teacher Interaction (QTI). The data would be analyzed statistically and elaborated qualitatively. The expected outcome is to give reflection to teachers about how their performance in the eyes of their students and how these personalities are also giving effect to the classroom environment. Keywords: Behavior, interpersonal-behavior, teaching g, playwriting, picture stimulus, elements of drama, imaginatio
Designing Scoring Rubrics for Assessing English Conversation Teachers’Performance Nurdiana, Nurdiana
Journal of English Language and Culture Vol 4, No 2 (2014): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (653.275 KB) | DOI: 10.30813/jelc.v4i2.324

Abstract

Studies on language tests and assessment have been discussed for years. Most of them deal with how to assess students? performance, or how to write a good test. However, we lack investigations onteachers? performance assessment, particularly on  English Conversation teachers?.One of the most common assessment tools used to evaluate teachers performance is Communicative Orientation of Language Teaching (COLT)?an observation scheme deployedin a classroom; nevertheless, it is not specifically devised for conversation classes. We also have other kinds of teacher evaluation rubrics, yet they cover dimensions of how teachers perform in class in general. Thus, it is imperative to design  scoring rubrics for assessing English conversation teachers? performance.This paper discusses  preliminary research on scoring rubrics designed to assess English conversation teachers? performance. It includes what dimensions should be assessed in the scale and the score for each dimension. It wouldbe like a band scale used to assess students? oral communication skills. This research deployed qualitative research as the data analysed were  the non-numerical ones. The results of the study showed that it was not an easy assignment to design scoring rubrics to assess conversation teachers? performance as teachers? response to the designed scoring rubrics varied greatly. Keywords: Scoring rubrics, English conversation classes, and teachers? performance
How University Students as Non Native English Speakers Perform Face Threatening Acts Silalahi, Ronald Maraden Parlindungan
Journal of English Language and Culture Vol 9, No 1 (2018): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (745.167 KB) | DOI: 10.30813/jelc.v9i1.1451

Abstract

Politeness is necessary in any social interaction to avoid conflict which might arise because of the utterances. Politeness elaborates that we all have ?face? of wants and needs, when the wants and needs are not fulfilled properly, then a Face-Threatening Act (FTA) is executed (Lakoff, 1973). There are all sorts of Face-Threatening Acts, and sometimes the face threats are directed to the hearer, while in some other times they are aimed to the first speaker (Brown & Levinson, 1987). The students of Non-Native English Speaker (NNES) become the source data of this study. The way they perform the FTA based on circumstances, which are Power, Social Distance, and Imposition (Brown & Levinson, 1987). While performing FTA, the students have different ways of applying it in their daily lives. The greatest possibility is that the students might use politeness strategy to minimize FTA, by using negative politeness and positive politeness, which theory comes from Brown and Levinson (1987). Qualitative approach is used in this study, while the method is test analysis. The data is using Discourse Completion Test (DCT) of Politeness regarding various situations to perform FTA and it will be delivered to all University students. The result can be seen that most of the respondent's answers are identical to the expected answers from the data collectors. This proves that most of NNES are able to perform FTA appropriately, moreover when it is associated with politeness. The purpose of this study is to describe students? comprehension, as well as to provide learning to who are not English native speakers, about FTA and ways that can be applied to perform FTA. It is expected that this study will help students to figure out about the function of FTA and understand more on how to perform FTA.Keywords:  politeness, face threatening acts, non native English speakers, university students
An Analysis of theNinth Grade English Test Questions Based on the Revised Edition of Bloom’s Taxonomy Saraswati, Ria
Journal of English Language and Culture Vol 5, No 1 (2015): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (431.209 KB) | DOI: 10.30813/jelc.v5i1.287

Abstract

This study aimed at identifying and analyzing the types and levels of questions available in the ninth grade English language test which are used in Junior High School in Depok during the academic year 2012-2013.The purpose of the analysis was to determine the distribution of the questions over the six levels of the new version of Bloom's Taxonomy of the cognitive domain. A classroom test does not focus only on students? knowledge or problems with the language, but furthermore, it is concerned with evaluation for the purpose of enabling teachers to increase their own effectiveness by making adjustment in their teaching. The sample of the study consisted of the Ninth grade English language test where the researcher analyzed 50 questions. A study analysis sheet was prepared and used in the classification of the questions according to the new version of Bloom's Taxonomy to achieve the purposes of the study. The results show that understanding the levels of questions is necessary. They lead the students to have deep understanding toward the questions presented, so that in answering the questions, they will become easier to answer. In light of the results, the researcher recommended to improve the questions in the English test to cover the six levels of the new version of Bloom's Taxonomy and to train teachers and designers of curriculum to use and write questions following the new version of Bloom's Taxonomy. Keywords: ninth grade, new version of Bloom's Taxonomy, English language test
Linguistics Relativity: Edward Sapir’s Perspective on Language, Culture, and Cognition Silalahi, Ronald Maraden Parlindungan
Journal of English Language and Culture Vol 1, No 1 (2011): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.461 KB) | DOI: 10.30813/jelc.v1i1.312

Abstract

Language is a sign system which is used by society to cooperate, interact, and identify. Culture, Society, and Cognition is built based on human perception in their world. It is reflected through linguistics element used by language users for communication purposes. The idea about inter-relation of language and those three elements (Culture, Society, and Cognition) is conducted by an anthropologist and linguist, Edward Sapir. Sapir?s perspective on culture is highly influenced by some western linguist and philosopher (like Boas, Morris, and Saussure). Sapir believes that language is cultural product.    The linguistic constructions in particular language are built from influence mechanisms. Each language related to immeasurable variety of experiences and a limited array of formal categories (both lexical and grammatical). These categories coherently related to the interpretation of experience in the world. Whorf believes that the system of categories in each language provides an unusual system to certain language.  Together with Whorf, Sapir conducted a hypothesis. The hypothesis conducted is an idea of differentiating the way of language is encoded cognition category and culture. Their existence in society influences the way of thinking. It influences human thought and action. Language determines thought and linguistics category determine cognitive category. Hypothesis which was conducted by them is named Sapir-Whorf Hypothesis. Keywords: Edward Sapir, Relativity, Culture, Society, Cognition 
Web 2.0 Based AVT Taufik, Alvin; Widawati, Vesalia
Journal of English Language and Culture Vol 8, No 2 (2018): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1719.972 KB) | DOI: 10.30813/jelc.v8i2.1093

Abstract

The advances in information and communication technology (ICT) has created an opportunity for better interaction and collaboration. In turns, these web 2.0 technologies have encouraged creativity and participation from its users. One of the areas impacted by this is in language teaching and learning. More researchers are using these web 2.0 technologies in their teaching. This research focuses on the core concept of web 2.0 in the most popular video-based social media that is Youtube. The researcher will investigate the features and elements embedded ad available in Youtube which corresponds to the core concept of web 2.0 of collaboration and interactivity. Furthermore, the researcher will devise methods to integrate such concept in language learning, more specifically, on audiovisual translation. The final results are expected to lay the foundations of further interactivity and collaboration in said subjects, and other subjects in which there are potentials to integrate other web 2.0 technologies.Keywords:  web 2.0 technologies, Youtube, interactive, collaboration
Levels of Cognition in Reading Text National Examination Year 2005-2011 Based on Bloom’s Taxonomy Hutauruk, Bertaria Sohnata
Journal of English Language and Culture Vol 5, No 2 (2015): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.127 KB) | DOI: 10.30813/jelc.v5i2.278

Abstract

This study was conducted to identify and analyze the level of cognition in reading section of national examination 2005-2011 for Vocational School. The problems of this study were formed as follows: (1) How is the percentage of the level of cognition in reading section of national examination 2005-2011 for Vocational School? (2) What level of cognition is dominantly examined for reading section of national examination 2005-2011 for Vocational School? To solve the problems, the writer used Bloom?s taxonomy (1956), Krathwohl (2002), Sternberg & Williams (2009), Henning (2001), and Gronlund (1985). This study was a qualitative research which was conducted by applying documentation analysis. The subjects of this research were the documents of national examination questions for Vocational School (SMK) from year 2005 to 2011. The object of this research was the level of difficulties of reading section questions. The writer finds out that the levels of cognition, which are examined for reading section of national examination from year 2005-2011, are comprehension for 55,8%, analysis for 25%, and knowledge for 19,2 %. Other levels such as: application, synthesis, and evaluation are null. This also means that comprehension is the most dominant level of cognition that has been examined in National Examination. In conclusion, this study shows that application is more suitable for performance test. Synthesis and evaluation are more appropriate if they are tested in form of essay because those kinds of question need to be elaborated with some examples and opinion. The researcher suggests the English teachers, especially those who teach the last year students to guide and motivate the students to prepare themselves before taking examination. Keywords: cognition, examination, reading text

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