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<![CDATA[CULTURE SHOCKS FACED BY FORIEGN STUDENTS AT ANTASARI STATE ISLAMIC UNIVERSITY BANJARMASIN ]]>
<![CDATA[Kadariyah, Nur Laila]]>;
<![CDATA[Hayati, Nur Faizah]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3364
<![CDATA[This research describes the culture shock faced by the foreign students who study at Antasari State Islamic University Banjarmasin. Foreign students who are conscientious in this research are 7 students come from Turkey and one from Thailand. The objectives of this research are: (1) To find out the culture shocks faced by the foreign students in academic aspects; (2) To find culture shocks faced by the foreign students in social aspects. All of the data have analized by descriptive and qualitative research. The results of this research indicated that the foreign students faced culture shock in academic aspects that consist of (1) In institutional rules: the complicated and long of procedures filling Study Plan Sheet Online, collecting of Study Plan Sheet, registrating of courses (2) The cleanliness of the university environment (3) Lecturers? Rules which consists of discipline on the schedule the lectures, the use of local language (Banjarese) in the classes wether by lecturers or local students. Then, culture shocks in Social Aspects students faced the behavior and attitude of the local students such as talking and made jokes while lecturing, using handphones while lecturing, spitting anywhere, male and female local students? interaction, and the system of local public transportation.]]>
<![CDATA[REVERSE CULTURE-SHOCK WITH AN ATTEMPT OF COMPROMISING CULTURES: A CRITIQUE OF A. RIHANI’S THE BOOK OF KHALID AND T. SALIH’S SEASON OF MIGRATION TO THE NORTH ]]>
<![CDATA[Alheshami, Mugahed]]>;
<![CDATA[Aba Sha'ar, Mohammed Yassin Mohammed]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3140
<![CDATA[Upon repatriation, many socio-psychological problems accompany the returnees to their home culture after spending a long time in the host culture. It is assumed that the returnees find no difficulty in re-adapting the life in their culture; however, many studies expound that re-adjustment in the home culture, particularly after spending a long time in another culture, is not an easy process, the returnees experience a re-entry or reversal cultural-shock. The main contention of this paper is to expound how Rihani and Salih attempt with a new literary trend to unify the eastern and western cultures in their fictional worlds. The paper underpins the idea of bridging the gaps between cultures and initiating a new era of mutual understanding and co-existence between the nations. It explicates how both novels present a different picture of the oriental world that contradicts with the orientalist and neo-orientalist depictions by projecting the Arabia culture and people equitably.]]>
<![CDATA[THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY ]]>
<![CDATA[Sahib, Rahmawansyah Bin]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3124
<![CDATA[This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.]]>
<![CDATA[A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE ]]>
<![CDATA[Rosari, Maria Dewi]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3272
<![CDATA[Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants? professional identity the most. Job satisfaction could be seen, for example, in witnessing students? progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers? need in constructing their professional identity as it could influence teachers? performance a lot.]]>
<![CDATA[EXPLORING VOLITION IN PUBLIC SPEAKING CLASS AMONG THE ENGLISH EDUCATION STUDENTS IN SANATA DHARMA UNIVERSITY ]]>
<![CDATA[Ke Lomi, Aplonia Nelci]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3206
<![CDATA[Public speaking is frequently referred to as an anxiety-provoking activity. Volition is linked to individuals' willpower and persistence to face distraction in achieving particular goals. The aim of this study is exploring the volitional strategies used by English speaking class students and the factors that particularly influenced the students in dealing with the anxiety in public speaking. The participants are the 30 public speaking class students. This study used a questionnaire and interview as the instruments for data collection. The volitional strategies found in this study are split into two kinds: action control and emotion control strategies. The factors influencing students in learning public speaking revealed are inferiority or lack of self-esteem, audience pressures, the absence of preparation, references, vocabulary; and unpredictable examination. The researcher concluded that the students show high volitional stage with their own strategies to overcome anxiety and distractions in public speaking class. This research is undertaken to encourage EFL students to overcome their anxiety and fear in speaking English.]]>
<![CDATA[THE ANALYSIS OF DIFFICULTIES IN WRITING NARRATIVE TEXT ]]>
<![CDATA[Muliani, Septha]]>;
<![CDATA[Norahmi, Maida]]>;
<![CDATA[Asi, Natalina]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3312
<![CDATA[The objective of this research was to analyze the difficulties in writing narrative text faced by the ninth grade students of SMP Negeri 11 Palangka Raya in the academic year 2018/2019 in using the generic structure and language features of the text. The research involved 20 students as the research participants. The method used in this research was descriptive research in which the research described and explained the actual data by conducting a writing test and analyzing the results. The results showed that 40% of the participants faced some difficulties in constructing the generic structure of the texts i.e. they failed in completing the generic structures of the texts and, mostly, missed one of the parts. Furthermore, there were 50% of the participants faced some difficulties in using the language features of narrative text, such as using past tenses, nouns, pronouns, verbal processes, and direct speech.]]>
<![CDATA[CULTURE SHOCKS FACED BY FORIEGN STUDENTS AT ANTASARI STATE ISLAMIC UNIVERSITY BANJARMASIN ]]>
<![CDATA[Nur Laila Kadariyah]]>;
<![CDATA[Nur Faizah Hayati]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3364
<![CDATA[This research describes the culture shock faced by the foreign students who study at Antasari State Islamic University Banjarmasin. Foreign students who are conscientious in this research are 7 students come from Turkey and one from Thailand. The objectives of this research are: (1) To find out the culture shocks faced by the foreign students in academic aspects; (2) To find culture shocks faced by the foreign students in social aspects. All of the data have analized by descriptive and qualitative research. The results of this research indicated that the foreign students faced culture shock in academic aspects that consist of (1) In institutional rules: the complicated and long of procedures filling Study Plan Sheet Online, collecting of Study Plan Sheet, registrating of courses (2) The cleanliness of the university environment (3) Lecturers’ Rules which consists of discipline on the schedule the lectures, the use of local language (Banjarese) in the classes wether by lecturers or local students. Then, culture shocks in Social Aspects students faced the behavior and attitude of the local students such as talking and made jokes while lecturing, using handphones while lecturing, spitting anywhere, male and female local students’ interaction, and the system of local public transportation.]]>
<![CDATA[REVERSE CULTURE-SHOCK WITH AN ATTEMPT OF COMPROMISING CULTURES: A CRITIQUE OF A. RIHANI’S THE BOOK OF KHALID AND T. SALIH’S SEASON OF MIGRATION TO THE NORTH ]]>
<![CDATA[Mugahed Alheshami]]>;
<![CDATA[Mohammed Yassin Mohammed Aba Sha'ar]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.18592/let.v9i2.3140
<![CDATA[Upon repatriation, many socio-psychological problems accompany the returnees to their home culture after spending a long time in the host culture. It is assumed that the returnees find no difficulty in re-adapting the life in their culture; however, many studies expound that re-adjustment in the home culture, particularly after spending a long time in another culture, is not an easy process, the returnees experience a re-entry or reversal cultural-shock. The main contention of this paper is to expound how Rihani and Salih attempt with a new literary trend to unify the eastern and western cultures in their fictional worlds. The paper underpins the idea of bridging the gaps between cultures and initiating a new era of mutual understanding and co-existence between the nations. It explicates how both novels present a different picture of the oriental world that contradicts with the orientalist and neo-orientalist depictions by projecting the Arabia culture and people equitably.]]>
<![CDATA[THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY ]]>
<![CDATA[Rahmawansyah Bin Sahib]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v9i2.3124
<![CDATA[This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.]]>
<![CDATA[A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE ]]>
<![CDATA[Maria Dewi Rosari]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
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Original Source
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DOI: 10.18592/let.v9i2.3272
<![CDATA[Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.]]>
