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Publisher: Universitas Negeri Semarang   (Total: 76 journals)   [Sort by number of followers]

Showing 1 - 76 of 76 Journals sorted alphabetically
Accounting Analysis J.     Open Access   (Followers: 10)
ACTIVE : J. of Physical Education, Sport, Health and Recreation     Open Access   (Followers: 21)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
Biosaintifika : J. of Biology & Biology Education     Open Access   (Followers: 7)
Catharsis : J. of Arts Education     Open Access  
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : J. of Japanese Learning and Teaching     Open Access   (Followers: 3)
Dinamika Pendidikan     Open Access  
Economic Education Analysis J.     Open Access   (Followers: 1)
Economics Development Analysis J.     Open Access   (Followers: 4)
Edu Elektrika J.     Open Access   (Followers: 1)
Edukasi     Open Access  
ELT Forum : J. of English Language Teaching     Open Access   (Followers: 10)
English Education J.     Open Access   (Followers: 2)
Forum Ilmu Sosial     Open Access  
Geo-Image     Open Access  
Harmonia     Open Access  
Imajinasi : Jurnal Seni     Open Access  
Indonesian J. of Chemical Science     Open Access   (Followers: 1)
Indonesian J. of Conservation     Open Access  
Indonesian J. of Curriculum and Educational Technology Studies     Open Access  
Indonesian J. of Early Childhood Education Studies     Open Access   (Followers: 3)
Indonesian J. of Guidance and Counseling     Open Access  
Indonesian J. of History Education     Open Access   (Followers: 1)
Innovative J. of Curriculum and Educational Technology     Open Access   (Followers: 2)
Intl. J. of Active Learning     Open Access  
Intuisi : Jurnal Psikologi Ilmiah     Open Access  
J. of Economic Education     Open Access  
J. of Educational Development     Open Access   (Followers: 4)
J. of Educational Social Studies     Open Access   (Followers: 9)
J. of Edugeography     Open Access   (Followers: 2)
J. of Indonesian History     Open Access   (Followers: 4)
J. of Innovative Science Education     Open Access   (Followers: 1)
J. of Nonformal Education     Open Access   (Followers: 1)
J. of Physical Education and Sports     Open Access   (Followers: 6)
J. of Physical Education Health and Sport     Open Access   (Followers: 1)
J. of Primary Education     Open Access   (Followers: 14)
J. of Sport Sciences and Fitness     Open Access   (Followers: 15)
JEJAK : Jurnal Ekonomi dan Kebijakan     Open Access   (Followers: 1)
Joyful Learning J.     Open Access   (Followers: 1)
Jurnal Abdimas     Open Access  
Jurnal Bahan Alam Terbarukan     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Dinamika Manajemen     Open Access  
Jurnal Fisika     Open Access  
Jurnal Geografi     Open Access  
Jurnal Inovasi Pendidikan Kimia     Open Access   (Followers: 5)
Jurnal Kesehatan Masyarakat     Open Access   (Followers: 5)
Jurnal Komunitas     Open Access   (Followers: 1)
Jurnal MIPA     Open Access   (Followers: 3)
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian J. of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2, SJR: 0.206, CiteScore: 1)
Jurnal Sastra Indonesia     Open Access  
Jurnal Teknik Elektro     Open Access  
Jurnal Teknik Sipil dan Perencanaan     Open Access   (Followers: 1)
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Language Circle : J. of Language and Literature     Open Access   (Followers: 2)
Lisanul' Arab : J. of Arabic Learning and Teaching     Open Access   (Followers: 1)
Management Analysis J.     Open Access  
Pandecta : Jurnal Penelitian Ilmu Hukum     Open Access   (Followers: 1)
Public Health Perspective J.     Open Access  
Sainteknol : Jurnal Sains dan Teknologi     Open Access  
Scientific J. of Informatics     Open Access   (Followers: 1)
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Solidarity : J. of Education, Society and Culture     Open Access  
Unnes J. of Biology Education     Open Access   (Followers: 1)
Unnes J. of Mathematics     Open Access   (Followers: 3)
Unnes J. of Mathematics Education     Open Access   (Followers: 5)
Unnes J. of Mathematics Education Research     Open Access   (Followers: 10)
Unnes J. of Public Health     Open Access  
Unnes Law J.     Open Access   (Followers: 1)
Unnes Physics Education J.     Open Access   (Followers: 4)
Unnes Physics J.     Open Access   (Followers: 1)
Unnes Science Education J.     Open Access  
Wacana : Jurnal Sosial dan Humaniora     Open Access  
Similar Journals
Journal Cover
Language Circle : Journal of Language and Literature
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1858-0157 - ISSN (Online) 2460-853X
Published by Universitas Negeri Semarang Homepage  [76 journals]
  • Self-Access Centre (SAC) in English Language Learning

    • Authors: Arif Suryo Priyatmojo, Rohani Rohani
      Pages: 1 - 10
      Abstract: Students of higher education in the global world need to have sufficient knowledge and skill in utilizing ICT (Information and Communication Technology) to face national and regional competition. To achieve this outcome, higher education (university) through its lower units - faculty and department can facilitate it through Self-Access Centre (SAC). English Department of Univeritas Negeri Semarang is one of the state universities in Central Java, Indonesia which has SAC used for academic purposes. This study is aimed at 1) finding benefits of SAC in a course ‗ICT in Language Learning‘, 2) reporting its benefits to promote independent learning, and 3) finding constraints faced in utilizing SAC. This study used qualitative approach employing SWOT analysis. The data is gained through three instruments: direct observation, interview, and study document. Two classes of ICT in Language Learning were taken as the objects of the study. The results showed that the students of the English Department gain benefits of SAC as they are facilitated with lots of facilities both software and hardware. Then, the students can also produce their own teaching media through utilizing available media independently. It can be seen from how the students can use free available online products such as Edmodo, Moodle, Skype, Wikispaces, Pbwork, and Tumblr with their creativities and modifications for learning objectives. Furthermore, SAC needs to have good management which involves not only from the department but also from faculty and university.
      DOI: 10.15294/lc.v12i1.11465
      Issue No: Vol. 12, No. 1
  • Pedagogical Strategies and Content Knowledge of the Teacher of English for
           Maths in the Context of Content-Based Instruction

    • Authors: Ayu Fitrianingsih, Syahrul Udin
      Pages: 11 - 18
      Abstract: Teacher is a key person in teaching and learning process. The teacher must have good strategies to teach, they also have to know the goals to reach success and how they set the students realizing those goals. Besides, content knowledge is crucial owned by a teacher to create meaningful learning for students especially in Content-Based Instruction teaching and learning context. It becomes an issue once new idea to maximize the learning process and results. This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Maths subject of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1) the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2) based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of English Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.
      DOI: 10.15294/lc.v12i1.11466
      Issue No: Vol. 12, No. 1
  • The Effect of Task-Based Language Learning and Learning Styles on the
           Students’ Reading Ability

    • Authors: Husni Mubarok, Nina Sofiana
      Pages: 19 - 30
      Abstract: This study was aimed at examining the effect of task-based language learning (TBLL) and learning styles on students‘ reading ability. The research design of this study was experimental research in the form of factorial design. The population of this study was the eighth grade students of Islamic Junior High School in Jepara Municipality under The Ministry of National Education. The sampling used was simple random sampling which reached 68 respondents. Variables in this study were 1) independent variables (the use of task-based language learning to experimental group and conventional teaching strategy to control group), 2) moderator variable (students‘ learning styles; visual and auditory), and 3) dependent variable (students‘ reading ability). To test the hypothesis, this study used multifactor analysis of variance (MANOVA). The result revealed that started in the similar reading ability, regardless of the students‘ learning styles, students treated under TBLL had better achievement than those treated under conventional teaching strategy (81.32 > 72.21). Therefore, TBLL was more effective than conventional teaching strategy (F>7.04 and p: .01). Then, students‘ learning styles differ significantly from one another in their effect on students‘ reading ability. Regardless of the teaching strategies, visual students performed better than auditory students (79.12 > 74.41). Finally, the data revealed no interaction between teaching strategies and students‘ learning styles; the value of F, 4.284, was not significant because it was smaller than the values shown in the table. It indicated that they were independent of each other; the effect of teaching strategies did not depend on the students‘ learning styles.
      DOI: 10.15294/lc.v12i1.11467
      Issue No: Vol. 12, No. 1
  • English Teachers’ Responses on the Indonesian MOOC: Technology for
           Autonomous Learning (A Qualitative Survey at Central Java Province,

    • Authors: Rudi Hartono
      Pages: 31 - 40
      Abstract: The birth and existence of Indonesian Massive Open Online Course (IMOOC) facilitate English teachers in Indonesia to improve their English teaching skills and explore various potential digital tools to help promote autonomous learning in their language classrooms. To prove this fact I did a qualitative survey on 17 English teachers as the IMOOC participants from Central Java. I gave them questionnaires through a Google Form. By using this data collection technique I got their responses on the importance and advantage of the Indonesian MOOC as Technology for Autonomous Learning in their English classroom context and situation. Based on the survey data, it was known that the participants: 1) had not followed MOOCs (60%), 2) did not know the advantages of MOOC (70%), 3) knew IMOOC (86%), 4) were interested in following IMOOC (100%), 5) became autonomous learners (90%), 6) were upgrading their ICT competence for English teaching (100%), 7) were improving their career as English teachers (100%). From this survey, I have much invaluable information to map the role and function of the Indonesian MOOC for English teaching and learning autonomously. The Indonesian MOOC is really significant for English teachers to face a global era, especially for their digital literacy competence.
      DOI: 10.15294/lc.v12i1.11468
      Issue No: Vol. 12, No. 1
  • Meaning Shifts in the Indonesian Translation of Jenny Han’s To All The
           Boys I’ve Loved Before

    • Authors: Trifosa Olfi, F.X. Dono Sunardi
      Pages: 41 - 64
      Abstract: This study discusses the meaning shifts found in the Indonesian translation of Jenny Han‘s To All the Boys I‟ve Loved Before (2014). Shifts, including meaning shifts, often occur in the process of translation of literary works like novel. There are three types of meaning shifts: from general to specific, from specific to general, and shifts caused by socio-cultural factors. This paper examines the meaning shifts in the translation of To All the Boys I‟ve Loved Before from English to Indonesian. The research questions are: 1) what are the meaning shifts found in the Indonesian translation of To All the Boys I‟ve Loved Before', and 2) what are the causes of those meaning shifts' By means of purposively sampling and comparing the English and Indonesian versions of the novel, it was found 100 sentences with meaning shifts, 13 sentences of which are of from general to specific type, 11 from specific to general, and 76 caused by sociocultural factors. The meaning shifts from general to specific occur because one word in the SL refers to more than one word in the TL, or because one word describing one particular concept in the SL culture is equivalent to several sub-concepts in the TL culture. The meaning shifts form specific to general occur because some sentences have the words that are the name of things that do not exist or are not originated from Indonesia or English words that have equivalents that are more general in Indonesian. For the last category, the writer identifies five specific factors of the shifts, which are the untranslatable idioms or figurative language, parts of the SL culture that are different from the TL culture, English slang or words that has inappropriate equivalents in Indonesian, the contexts of the sentences, and unspecific reasons.
      DOI: 10.15294/lc.v12i1.11469
      Issue No: Vol. 12, No. 1
  • Self-Repair as Students Development-Oriented Self Assessment in Oral

    • Authors: Novia Trisanti
      Pages: 65 - 74
      Abstract: There are certain concerns that a teacher needs to observe in assessing students oralperformance, such as the amount of words, the grammatical errors, the hesitation and certain expression. This paper attempts to give overview of research results using qualitative method which show the impacts of self repair typeanalysis as development- oriented self-assessment in oral performance. The subject was the tertiary level learners of English Department, Universitas Negeri Semarang, Indonesia in 2016. They performed the speaking tasks oraly in Speaking For General Purposes class. They were given the modified rubric of oral performance including the aspects of self-repairs and asked to evaluate their own performance (selfassessment). They were introduced by the term of self-repairs in simple manner and they were instructed to give self and other repairs whenever they needed in their perfomances.All the spoken data were recorded. Concerning the repair types, there are two self-repairs as reviewed by Buckwalter (2001) which occured in self-assessment, they are Self-Initiated Self Repair (SISR), and Self-Initiated Other Repair (SIOR). The finding showed that SIOR occured 60% of all the repairs in students‘ conversation. Then, it could be as development-oriented self-assessment which can be a valuable additional means to improve students speaking since it is one of the motives that drive self- evaluation, along with self- verification and self- enhancement.Also, this development- oriented self-assessment began to receive attention as the result of increasing interest in the learners- centered approach. The results are hoped to give beneficial implication on student‘s oral performance assessment.
      DOI: 10.15294/lc.v12i1.11470
      Issue No: Vol. 12, No. 1
  • Evaluating the Assessment Rubrics of an English Course

    • Authors: Rama Dwika Herdiawan
      Pages: 75 - 82
      Abstract: Evaluation needs to be conducted regularly in order to assist the institution enhance its own performance management. Thus, this study is focused on evaluating the assessment of questionnaire rubrics used by National English Course (NEC) based on the evaluation rubrics proposed by Marshall (2014) which were concerned with the four-rating scales and the six domains covering the whole aspects of lecturers‘ performances. They are planning and preparation for Learning, classroom management, delivery of Instruction, monitoring, Assessment, and follow-up, and professional responsibilities. The data gained from the lecturers‘ interview revealed that the NEC lecturers used some domains which contained aspects of lecturer‘s performance but not all aspects used in reality. Basically, they had considered the five domains of the rubric. However, few aspects were used in each domain, for example: in domain of planning and preparation; they only used aspects of knowledge, lessons, and also engagement. It needs further revision dealing with the assessment or evaluation on teacher‘s performance, materials, and so on. Meanwhile, the data gained from document observation revealed that the content of questionnaire did not cover all the aspects for the whole domains. It only covers some domains such as planning and preparation for Learning, and classroom management. This study indicated that providing the relevant aspects as well as the rating scale in the questionnaire is needed to be used in terms of teacher‘s evaluation rubric.
      DOI: 10.15294/lc.v12i1.11471
      Issue No: Vol. 12, No. 1
  • Digital Storytelling as a Teaching Medium in Reading Classroom

    • Authors: Yentri Anggeraini, Nurul Afifah
      Pages: 83 - 90
      Abstract: As we know that teaching reading of short stories is to make students more understand about the material and can analyze the contents of the story including the moral value, plot, setting, and characters in the story. The objective of this study were to find out (1) what the students` initial condition on reading short stories texts before using the developed digital storytelling are, (2) how the digital storytelling developed for teaching reading of short stories students at English education study program university of Baturaja is, (3) how effective the developed digital storytelling used for teaching reading of short stories is. The result of this study was this digital storytelling was developed on the basis of questionnaire results and interview result. it was found that the media of digital storytelling should cover the need of the students which has some criteria such as after reading the short stories hopefully they can increase their vocabulary, they like to read dramatic and romantic story, the suitable medias in learning reading of short stories are online reading sources and video, kinds of digital storytelling are video words and digital storytelling video clips, digital storytelling should be easy to operate and the comfortable digital storytelling is to have more voice and sound. The students revealed this improvement after applying digital storytelling for teaching reading of short stories. The materials development brings improvement on the students` scores and it can rise their interest in reading short stories.
      DOI: 10.15294/lc.v12i1.11472
      Issue No: Vol. 12, No. 1
  • The Representation of Gender in English Textbooks in Indonesia

    • Authors: Fadhila Yonata, Yan Mujiyanto
      Pages: 91 - 102
      Abstract: The urgency of revealing the actual situation of gender equality in education is the background of this study. Two textbooks used regularly in Senior High School level in Semarang namely ‗Bahasa Inggris‘ (henceforth BI) and ‗Aim High‘(henceforth AH) were used as the subjects of the study. Briefly, the objectives of the study are to describe the similarities of the representation of gender in BI and AH and to describe differences of the representation of gender in BI and AH. In gathering the data, content analysis for analyzing gender representation proposed by Brugeiilles and Cromer (2009) was used as the instrument to gain the data after being adapted in some parts. The results of the analysis revealed that (1) both BI and AH are similar in the domination of male over female in the exercise and images part; they are also similar in depicting male characters engaged with higher education, social, and outdoor-based activities. In another side, (2) Both BI and AH are different in which BI has no one female- or equal shared domination in all of the parts while AH has female dominated the frequency in the course material and equal shared domination in the reading passage and conversation part.
      DOI: 10.15294/lc.v12i1.11473
      Issue No: Vol. 12, No. 1
  • The Violation and Flouting of Cooperative Principles in the Ellen
           Degeneres Talk Show

    • Authors: Esterani Zebua, Dwi Rukmini, Mursid Saleh
      Pages: 103 - 113
      Abstract: This study is pragmatic studies. It aimed at investigating the violation and fluoting of quantity maxims, quality maxims, relevan maxims, manner maxims were used by male and female participants in the Ellen DegeneresTalkshow. The violations of maxims occur when the maxims are deliberately manipulated so that the speaker misleads the interlocutor. While the flouting of maxims occurs when individuals intentionally do not apply the maxims in order to persuade their listeners to derive the hidden meaning behind what is said, that is, the speakers employ implicature. In obtaining the data, the researcher uses the descriptive qualitative to the utterances of sixteen guests stars which is devided in to eight male and eight female. The data is taken from six episodes in the newest edition in 2016. The result reveals that the male participants mostly did the flouting than violating. From the overall of violation and flouting they done, quantity maxim is dominantly flouted by male participants. Based on the analysis it signed that male partcipants mostly uses exaggerated statement to convey their opinion which is too strong and appears worse than the really they are. They gave more explanations in order the audience satisfied and to comfirmed the real information toward the negative thinking of audience at the previous time while the female participants dominantly violate the maxim of relevance. The female participants tend to avoid talking about something. They change the topic of conversation and do not give well responses to the partner.
      DOI: 10.15294/lc.v12i1.11474
      Issue No: Vol. 12, No. 1
School of Mathematical and Computer Sciences
Heriot-Watt University
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