Expressions of Attitudes in Students' Narrative Writing: an Appraisal Analysis

This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students' narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students' narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words USAge in writing, especially narrative writing

Multimodality in Audio-Verbo-Visual Translation

Until the end of the 20th century, a part of applied linguistics, translation still focuses primarily on verbal rendering. Language elements are explored extensively in translationstudies.Theexplorationsincludeconceptsofequivalence,shift,modulation, and untranslatability. That texts are not only in the form of verbal languages but also audio, visual, gestural, and digital ones has triggered translation studies to explain phenomenaarisingfromtherenderingofintersemiotictexts.Thisstudyaimstoexplain the application of multimodality in the translation of verbo-visual text including the degree of accuracy, naturalness, and acceptability of Indonesian texts translated from English. The object of this study is English Audio-verbo-visual texts and their translationsinIndonesian.Thetypesoftextsinquestionincludevarioustextualgenres commonly existing in dubbing, subtitling, comic and comic rendering. The data for this study were obtained through documentatary studies and were analyzed using the conceptofphenomenology.Theresultsofthisstudyindicatethateachtexttypehasits owncharacteristicssothatintersemiotictranslationcanbedifferentfromonerendering to another. The multimodality of translation may bridge the transfer of meaning in intersemiotic rendering, especially from English to Indonesian.     Keywords: intersemiotic translation; multimodality; verbo-visual rendering

Teachers' Classroom Instruction Reinforcement Strategies in English Language Class

In the context of this study, reinforcement is an act of teachers to strengthenvstudents' positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction

The Effectiveness of Listen-read-discuss (Lrd) and Graphic Organizer Combination Technique to Teach Reading Comprehension of Descriptive Text

This paper is to investigate the effectiveness of the combination technique of LRD(Listen-Read-Discuss) and graphic organizer in teaching reading comprehension. Iused quasi-experimental design in this research. The population of this study was theeighth year students of SMP Negeri 1 Dukuhwaru,Tegal in the academic year of2016/2017. Meanwhile, the sample consisted of 70 students from two classes. Thestudy was started by giving pre-test, treatments, and post-test to both groups. Theexperimental group (VIII D) was taught by LRD and graphic organizer combinationtechnique, while the control group (VIII F) was taught by using conventionalmethod. The data were obtained by giving a reading test to both groups. In addition,the questionnaire and observation were also conducted for the experimental groupto obtain more data. The result of the study indicated that the group taught by LRDand graphic organizer combination technique has better score in the test than thegroup taught by conventional method. In the pretest, the mean score of the controlgroup was 56.65 and the experimental group was 58.11. The mean of posttest ofexperimental group (82.05) was higher than control groups (70.11). Then, the t-testshowed that the tvalue (5.756) was higher than ttable (1.998). It can be concludedthat the working hypothesis is accepted. It means that there is a significant differenceof effectiveness and reading comprehension achievement in reading descriptive textof students who are taught by LRD and graphic organizer combination techniqueand those who are not taught by using that technique. Therefore, thatcombination technique is effective and convenient for students to improve theirachievement reading comprehension of descriptive text

The Effectiveness of Mind Mapping-silent Card Shuffle

This paper is based on the quasi-experimental research which aims to find out the effectiveness of mind mapping-silent card shuffle combination to improve students' achievement in narrative writing skill. The subject of this study was the eighth grade students of a state junior high school in Semarang in the academic year of 2015/2016. The sample consisted of 64 students from two classes. The data were derived from test, interview, and documentation. The data were then measured and analyzed by the statistical and interpretation. The result showed that after the students were given treatment by using mind mapping-silent card shuffle combination,the mean scores of the experimental group increased about 28.49%. The t-test showed that tvalue (3.839) was higher than ttable (1.998). It can be concluded that the working hypothesis (Ha) which states that “There is a significant difference of effectiveness and learning achievement in writing narrative story of students who are taught by using mind mapping-silent card shuffle combination technique and those who are not taught by using that technique” is accepted. Therefore, a mind mapping-silent card shuffle combination technique is effective for students to improve their achievement in narrative writing skill