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Ahmad Dahlan Journal of English Studies
ISSN : 24772879     EISSN : 23565012     DOI : -
Core Subject : Education,
Ahmad Dahlan Journal of English Studies (ADJES), with registered number ISSN 2477-2879 (online), 2356-5012 (print), is a journal which is published by Universitas Ahmad Dahlan. This journal is published twice a year in March and September. We accept mainly research-based articles related to English Language Teaching, Literature, and Linguistics.
Arjuna Subject : -
Articles 69 Documents
Paragraph Writing as A Sensibility-Based Productive Skill Suseno, Bambang
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (345.715 KB) | DOI: 10.26555/adjes.v2i1.1724

Abstract

AbstractParagraph writing in the context of Academic Writing in a number of academies and universities in Indonesia is considered a skill whose mastery needs reasoning or logical thinking besides knowledge of grammatical rules, lexis, and also ability to translate from bahasa Indonesia into English effectively and efficiently.Logical thinking should be exercised ever since the student writers begin their initial up to the final phase of writing a paragraph. They may not necessarily pour down their ideas in sentences the way they like. This is because first of all they have to determine the main idea, also known as topic sentence, that needs formulating from the general subject or topic that is still too broad to be developed. To formulate the topic sentence, they have to exercise their logical thinking. Then, the main idea has to be supported by supporting sentences which are related to one another. The process of writing supporting sentences and their interrelationship should also be based on logical thinking. Finally, the paragraph is closed by means of a sentence which concludes the discussion of the whole paragraph.A paragraph that flows smoothly or, in other words, is readable is, without any doubt, the one that is effective and sensible.
Multiliteracies in Writing Class Rokhyati, Umi
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (597.209 KB) | DOI: 10.26555/adjes.v1i1-2.1679

Abstract

AbstractMultiliteracies in language teaching can make the process of teaching language easier, more interesting and better. This can include the use of technology in the classroom. To apply multiliteracies in the classroom both students and teachers must be multiliterate.In writing class, multiliteracies can be applied by using computer and internet in the teaching and learning process. It can be applied in three steps: preparation, implementation, and evaluation. In preparation step the teacher can find sources of teaching material from textbooks and browsing in the internet. Then, he/she can use power points when presenting the teaching material, giving exercises and task. In the last step, evaluation, the teacher gives an assignment and the students should submit their work via email to the teacher. The teacher then gives some feedback using computer (comment bar) and send it back to the students. The students must revise the work based on the teacher’s feedback and send again to the teacher. This way of teaching is more interesting for the students, more efficient and therefore can give better result in learning.
The Romantic Adventure of Pathfinder: Love Bound to Nature & A Quest of Identity As seen in Cooper’s The Pathfinder or The Inland Sea Pramono, Edi
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (404.331 KB) | DOI: 10.26555/adjes.v1i1-2.1686

Abstract

Abstract Not only does love concern with different sexes of human beings but it also is about God, nature, brotherhood, friendship, and humanity itself. Love does not demand but gives and more it sacrifices for the sake of itself. Pathfinder thus offers a great value of love.Love, despite its universality and immense power embracing human life, might be bound by certain situation and condition as it occurred to Pathfinder. Through an objective approach, this paper tries to put forward how the main character, Pathfinder realized that his love was bound to nature, his nature. The problem emerging from the story concerns the kind of love within the personality of Pathfinder so that he can sincerely encounter, though painfully, his unsuccessful love based on his awareness of his nature.Through a hard effort of easing his own bleeding heart of dealing with the failure in gaining his love, Pathfinder comes to his solution that he has to change his love, from a love of a man towards a woman into a love of a father to his daughter. He has to realize that his nature is different from that of Mabel’s. His age, way of life, customs, neighborhood, and his identity show that he does not match Mabel and so hers to him. His nature calls him back and gives him enlightenment of who he really is. He is neither an Indian nor a white, but he is both an Indian and a white man. That is his accomplishment of his quest on his identity.
Good and Bad English: How to Deal with Language Variation and Change in Language Learning Oktavianti, Ikmi Nur
Ahmad Dahlan Journal of English Studies Vol 2, No 1 (2015): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (527.189 KB) | DOI: 10.26555/adjes.v2i1.1725

Abstract

AbstractLanguage practitioners often seem language phenomena as degeneration or decay. This is something misleading and need to be taken seriously into consideration. Purists and prescriptivists should see the phenomena not only from the normative point of view but also from the science of language itself, which is still forgotten. This article thus attempts to propose insights from linguistics related to the term good and bad language, with the focus on good and bad English. Is there any good and bad language? The answer to the question can only be given at best by elaborating the linguistics concept. This discussion is of benefit for language learning of which it is closely related.
Contrastive Analysis, Transfer Analysis, Error Analysis, And Interlanguage: Four Concepts One Goal Fauziati, Endang
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (222.977 KB) | DOI: 10.26555/adjes.v1i1-2.1680

Abstract

AbstractContrastive Analysis, Transfer Analysis, Error Analysis, and Interlanguage are methods used for second language learning investigation. They constitute evolutionary phases in the attempt to understand and explain the nature of the target language learners’ performance. Each theory has its own view, especially in the attitude toward learners’ errors and the explanatory hypotheses regarding the sources of errors. They also appear to have one goal, that is, an attempt to facilitate the process of target language learning or teaching by studying learners’ errors. They are complement to one another; they constitute four phases with one goal.Contrastive analisis aims to provide teachers and/or textbook writers with information that can be utilized in the preparation of instructional materials, the planning of courses, and the development of classroom techniques. Contranstive studies are carried out in order to describe the differences between learners’ native language amd the target language. They believe that it is on these differences that the learning difficulties lie, consequently errors exist. Transfer analysis is a new lebel given to contrastive analysis. Other sister terms are language transfer and crosslinguistic influence. This is an analytical tool which constitutes a sub discipline within error analysis. Its basic assumption is that certain errors in learner performance are the result of native language transfer. Error Analisis disproves the predictions of theory lying behind the comparison of native language and target language. It is an experimental technique for validating the theory of transfer. Its goal is to find out something about the psycholinguistic process of language learning. It enables us to draw a certain conclusions about the strategies used by the learner in his learning process. Interlanguage is a popular term to refer to learners’ versions of the target language. It usually contains elements of both the learners’ native language and target language. Interlanguage is resulted from the learner’s attempts to produce the target language construction. In other words, it is the product of the second language learning process.
The Relationship Between Noun Phrase And Verb Phrase Sarage, Japen
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (279.805 KB) | DOI: 10.26555/adjes.v1i1-2.1687

Abstract

AbstractAmong words classes or parts of speech a noun and a verb or precisely a noun phrase and a verb phrase play a very important role in syntax. In English, they mark the presence of sentence. The relationship between them is very close that one may cause the presence of another. This is often called a subject-predicate relationship and their degree is a bilateral dependency i.e. the verb phrase determines the noun phrase called valence and the noun phrase determines the verb through agreement (Bussman, 1996:1139). Other relationships among different phrases are one-sided or in the form of modifiers, subordinators, or complementizers, one is more important than others.This paper attempts to discuss a noun phrase and a verb phrase as the main part of a sentence. Some special characteristics of the noun phrase and the verb phrase are discussed. This paper also tries to see if other sentence elements such as an adjectival, adverbial, and prepositional phrases can have an emphasis in a sentence.
Revisiting the 2006 School Level Curriculum and the Genre-based Approach in the Context of EFL Curriculum Development in Indonesia Ahmad Budairi Budairi, Ahmad
Ahmad Dahlan Journal of English Studies Vol 2, No 3 (2015): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (21.757 KB)

Abstract

AbstractThe genre-based approach has been known to characterize pedagogical practices during the implementation of the 2006 school-level curriculum.  Despite its prevalent use and overwhelming support by school stakeholders,  the efficacy of this approach was nonetheless questionable. This paper aims to revisit the 2006 School level curriculum, its plausibility and compatibality with individual contexts and its bearing on EFL practices. It also disusses the Genre-based approach in terms of  its  underlying paradigms, and  possible variables and contextual factors which might have impinged on its implementation. Some research findings on the adoption of the approach in Southeast Asia context are also presented to provide insights into how the Genre-based approach could be efficiently adopted. This essay concludes with some ideas for the amendment to  the 2006 school- level curriculum and how the genre-based approach might still be relevant in the context of teaching writing skills at tertiary education.
Internet and Indonesian EFL Teaching Profession Susanti, Ani
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (441.317 KB) | DOI: 10.26555/adjes.v1i1-2.1683

Abstract

AbstractThe integration of internet in education has been a global phenomenon.  For EFL teachers, the use of internet is potential not only for classroom teaching and learning but also for professional learning. Warschauer et al (2000) claimed that internet for English teaching deals with ALIVE (Authenticity, Literacy, Interaction, Vitality and Empowerment).This qualitative research used guided questions to interview as many as 21 EFL teachers from junior high schools, senior high schools, English courses, and universities. The guided questions are designed to answer these research questions: What internet resources do Indonesian EFL teachers use for their professional learning and classroom teaching? How do they use the resources for both purposes? Why do and don’t they use the resources for both purposes? The interview notes were then coded and categorized, then discussed. While it was portrayed from the findings that Indonesian EFL teachers believe in the benefits of internet for their profession; these beliefs do not generally affect their practices in using internet to enhance their teaching profession. It is recommended to guide Indonesian EFL teachers to optimize the usage of internet resources to enrich learning and to succeed teaching.  
The Analysis of Ellipsis within The Jakarta Post Cartoons: A Case Study Priadi, Arum
Ahmad Dahlan Journal of English Studies Vol 1, No 1-2 (2014): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (321.591 KB) | DOI: 10.26555/adjes.v1i1-2.1688

Abstract

AbstractEllipsis mostly occurs in dialogues. When some elements in the dialogue are repeated, they become unnecessary information that lead to redundancy. Therefore, they need to be omitted to achieve effective writing. Nominal ellipsis is ellipsis in nominal group. The positions of modifiers are upgraded to function as Head. The modifiers replacing the position of Head in nominal ellipsis are Deictic, Numerative, and Epithet. Verbal ellipsis is ellipsis in verbal group. It can be specified into lexical and operator ellipsis. When some words are left out in verbal group, they belong to lexical ellipsis. But it is operator ellipsis when the form of be is left out. If the clause becomes the point of departure, it is divided into two parts, namely, modal element and propositional element. Clausal ellipsis is specified into modal and propositional ellipsis. When modal elements are left out, they belong to modal ellipsis. Conversely, it is propositional ellipsis if propositional elements are left out.
Student Teachers’ Perceptions of English Lecturers’ Competences Rokhyati, Umi
Ahmad Dahlan Journal of English Studies Vol 2, No 3 (2015): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Original Source | Check in Google Scholar | Full PDF (21.757 KB)

Abstract

AbstractIt is important to know the competence of lecturers because competent lecturers are needed to produce competent graduates. Students are good informant to know the lecturers’ competence because they intensively interact in the classroom. This research is to know the students’ perception of the lecturers’ competence focusing on the level of competence and the strengths and weaknesses of the competence. The result shows that students perceived positively on the pedagogical, personal, and professional competence of the lecturers.