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A Study on the University Students’ Speaking Difficulties Z Zainurrahman; Sumarni Sangaji
Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Speaking difficulty encountered by the students in every level is one of the major issues in the teaching of EFL. Many researchers reported that the factors are ranged from linguistic domain to psychology. Many experts wrote textbooks and articles to discuss this issue in hoping that the teaching of English speaking in particular can achieve satisfactory result. However, speaking difficulties are found from time to time and this is not because of the material or the teaching strategies. Although the role of the teachers is important, but individual issue of the student also needs to be taken into account. This qualitative research involved 14 university students and they were taken randomly from a university. By using performance test evaluated with a speaking rubric, it has been found that the students’ grammar knowledge (linguistic domain) was extremely low. However, data from interview, which has been condensed into some keywords, revealed that the students’ performance in speaking activity has been affected by their psychological problem like hesitance and low of self-esteem. Moreover, the finding showed that vocabulary mastery played important role in speaking activity. Psychological reason and vocabulary mastery are two main issues discovered through this research.

Gender and Semantic Interpretation Z Zainurrahman
Jurnal Langua Vol 2 No 2 (2019): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

The views that gender and language are related each other has been reviewed from at least two different disciplines: sociolinguistics and psychology. From the first discipline, it has been concluded that gender and language has no natural relationship for it is cultural values that shape genderlect. From the second discipline, it has been concluded that gender and language has natural relationship for different gender has different brain architecture. However, still, these views tend to focus more on the language production. Viewed from language comprehension, specified to semantic interpretation, this research involved 60 participants (30 males and 30 females) randomly taken from various affiliations with age ranged from 18-32 years old. 30 questions concerning semantic interpretation which are divided into entailment, presupposition, and basic syllogism are given. The result confirms various theories about ‘gendered-brain’ especially lateralization theory. This research has concluded that there is a natural relationship between gender and semantic interpretation.

The 3-2-1 Reading Comprehension Strategy: Students’ Reading Comprehension Development and Students’ Perception Z Zainurrahman; Sriyani Djabir
Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

The 3-2-1 reading comprehension strategy is a new strategy and the study on the strategy is still rare at least in 2019. This strategy presents in the right time when the teacher needs to apply new strategy in the reading classroom. This research was conducted as an attempt to improve the students’ reading comprehension. Designed as a non-observation classroom action research, this research involved 36 students in a junior high school. There were two tests administered in the classroom, the pre-intervention and the post-intervention test. The intervention is conducted by doing three sessions of reading comprehension practice with the 3-2-1 strategy. The comparison of means between the tests by using paired sample t-test showed that there is a significant difference between the means where the post-intervention test mean is significantly higher than the pre-intervention test mean. This implies that the 3-2-1 reading comprehension strategy can be a good consideration for reading teachers. The students mentioned that this strategy has positive impacts on their reading practice and result. However, it is also captured that this strategy is only suitable for reading short text. This opens opportunity to the next researchers to conduct research on the use of 3-2-1 reading comprehension strategy on reading longer text.

Linguistic Politeness in Public Virtual Communication Z Zainurrahman; Mintesya Kofau
Jurnal Langua Vol 3 No 2 (2020): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.4047249

Linguistic politeness has become an interesting discussion among linguists. Many thoughts and concepts have been constructed in order to explain the phenomenon of linguistic politeness. In fact, there are controversies among these concepts or models. However, currently available models of linguistic politeness tend to focus on direct (face-to-face) communication. What about public virtual communication? This article aims to discuss linguistic politeness in public virtual communication where important elements in the models of linguistic politeness that exist today can be tested. By trawling the comments of several videos on YouTube, we found that positive politeness is the polarity of politeness that is mostly used. Meanwhile, negative politeness is still outnumbered even with the bald strategy. Using descriptive analysis, we express the opinion that positive politeness is no longer a communication strategy in public virtual communication but a norm. Linguistic politeness is only really identified in negative politeness because even though they don't know each other and therefore social distance cannot be measured, they still use negative politeness to maintain their self-esteem and the people they communicate with. In this regard, it is very clear that linguistic courtesy in public virtual communication is a "face-saving" act, especially negative politeness.

The Structure of Peer Feedback Z Zainurrahman
Jurnal Langua Vol 4 No 1 (2021): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.4643017

This article aims to propose an overview of structured peer-feedback applications. Even though peer-feedback is no longer a new thing in the world of teaching writing, until now there are still many researchers who are interested in studying it and not a few teachers are still using it. Research that has been conducted to test the effectiveness of peer-feedback and student responses to peer-feedback activities still shows different results. One thing that needs to be considered important is that differences in the results of peer-feedback use and research may result from unstructured application of peer-feedback. Experts have indicated that peer-feedback can be applied flexibly. They imply that peer-feedback activity should not be restrained in a rigid system. However, research suggests that without careful preparation, peer-feedback activity is unlikely to produce satisfactory results. In order for peer-feedback activity to be prepared, special stages in implementing peer-feedback cannot be avoided. Meanwhile, we are faced with the fact that until now there is no system that regulates the peer-feedback structure. It is for this reason that this article was written. Using literature research, this article provides a peer-feedback structure worthy of attention.

Direct and Indirect Speech Acts in the Drama “A Streetcar named Desire” written by Tennessee William Mahdi Ahmad; Z Zainurrahman
Jurnal Langua Vol 4 No 2 (2021): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.5540276

A drama is a work filled with figurative languages that are full of implied meanings. The purpose of writing a drama, of course, is to entertain the reader. However, a drama text can also be a source of pragmatic learning that is rich in expression. This research is one of pragmatic research on drama texts. Using content analysis techniques, the researchers attempted to portray the use of speech acts, both direct and indirect, used by Tennessee William in her play "A Streetcar named Desire". There are at least ten data collected by the researchers and interpreted briefly based on the rules of speech acts in the pragmatic concept. The conclusion drawn from the interpretation of the data is that there are various uses of indirect speech acts in the drama and also changes in the types of speech acts that show how dynamic the language used in the drama is.

Is the Direct Method still Effective in Teaching English Speaking Skills in Indonesia? Nurul Fitriyanti Thalib Abas; Z Zainurrahman
Jurnal Langua Vol 5 No 1 (2022): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.6316949

This study aimed to find out whether the direct method is still effective in teaching English speaking skills especially in Indonesia context. By employing a classroom action research and library research, it was found that the direct method has been underlooked by teachers and researchers in recent years. It could be seen from the decrease of publication under this theme at least the ones indexed by Google Scholar. Both the classroom action research and library research conducted suggested that the direct method is still effective in teaching English speaking skills in Indonesia. However, some suggestions were also made for the implementation of the direct method to be effective in the classrooms including the classroom activities, visual aids, and teacher’s foreign language proficiency.

Is the Direct Method still Effective in Teaching English Speaking Skills in Indonesia? Nurul Fitriyanti Thalib Abas; Z Zainurrahman
Jurnal Langua Vol 5 No 1 (2022): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.6316949

This study aimed to find out whether the direct method is still effective in teaching English speaking skills especially in Indonesia context. By employing a classroom action research and library research, it was found that the direct method has been underlooked by teachers and researchers in recent years. It could be seen from the decrease of publication under this theme at least the ones indexed by Google Scholar. Both the classroom action research and library research conducted suggested that the direct method is still effective in teaching English speaking skills in Indonesia. However, some suggestions were also made for the implementation of the direct method to be effective in the classrooms including the classroom activities, visual aids, and teacher’s foreign language proficiency.

Peran Pikiran Bawah Sadar (Subconscious Mind) dalam Proses Menulis dan Pembelajaran Naratif Zainurrahman Zainurrahman
Gramatika: Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 4 No 1 (2016): Gramatika, Volume IV, Nomor 1, Januari--Juni 2016
Publisher : Kantor Bahasa Provinsi Maluku Utara

Human subconscious mind is rich of motivation, creativity, and emotion. If everyone is able to access it, then everyone can utilize their subconscious treasures for various needs and purposes, including education and learning purposes. One of the learning models which includes accessing subconscious mind is hypnoteaching. Hypnoteaching includes 5 complex elements; they are quantum teachinglearning, power teaching, neuro-linguistic programming, accelerated learning, and hypnosis. This shows that without one of these five elements, then the application of hypnoteaching learning model is not effective. Among these five elements, hypnosis is the one part which touches the subconscious mind. in narrative writing (and learning) process, subconscious mind plays a very important role. One of the roles is digging the information or data stored in it, then displaying it visually (mental image) and giving us chance to create and structure them to be a story or a narrative. This article provides information how pure hypnosis (not hypnoteaching) can be utilized in the narrative learning or writing process

Otentisitas Komunikator dan Motivasi Menulis Mahasiswa di Media Sosial Zainurrahman Zainurrahman
Gramatika: Jurnal Ilmiah Kebahasaan dan Kesastraan Vol 4 No 2 (2016): Gramatika, Volume IV, Nomor 2, Juli--Desember 2016
Publisher : Kantor Bahasa Provinsi Maluku Utara

This research is accomplished to understand the triggers of the university students’ motivation in writing through social medium networks which is suspected by writing-matrix project, it is wellknown as ‘communicator authenticity’ which provides an authentic textual interaction. It is realized that the frequency of students’ writing activity on social media is a wonderful phenomena if it is compared to their writing activity in the classroom. This qualitative descriptive research used questionnaire as the instrument in collecting the data, which are then analyzed by applying theory of emotion, motivation, and computerized learning media. This research concluded that communicator authenticity is not the only trigger of students’ motivation to write on social medium, but the value and the meaning given by the students toward the social media itself that play an important role. Features, easiness, and emotional fulfillment to write are the other triggers which motivate students to write frequently on the social media. The academic significance of this research shows an opportunity for the lecturer to increase students writing motivation in the classroom-based writing activity or in the other academic contexts.

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