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<![CDATA[DEVELOPING SPEAKING MATERIALS BY INCORPORATING CHARACTER BUILDING ASPECTS FOR EIGHTH GRADERS AT SMPN 3 BATU ]]>
<![CDATA[Pratiwi, Indra]]>;
<![CDATA[Latief, Mohammad Adnan]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v5i2.1448
<![CDATA[Based on the needs analysis stage, it is found that the existing speaking materials do not employ character building aspects as demanded by the curriculum.Therefore, new speaking materials that incorporate character building aspects need to be developed. Research and Development (R&D) by Borg and Gall (1983)was used in this research involving the needs analysis, material development, expert validation, try-out, and final product.Five units with various tasks and activities which include both individual and group activities were developed containing the topics ofFriendship, Speak Up, Making Telephone Call,Share Your Story, and Indonesian Folktales. The researchers adopted the task-based and project-based learning principles. Particular aspects of character building were chosen based on the activities to be done by the students so that the students will be aware that they learnmoral values during the lesson. To help the English teachersthis materials provides teacher?s guide so that the teacher knows what s/he should do to teach character building aspects. After being validated by two education experts and tried out, the product is considered appropriate and acceptable to be taught to eight graders at SMPN 3 Batu.]]>
<![CDATA[ENHANCING THE STUDENTS’ FLUENCY IN WRITING THROUGH THE USE OF JOURNAL WRITING ]]>
<![CDATA[Jannah, Nor]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 3, No 2 (2013) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v3i2.1388
<![CDATA[Writing in English claimed as the hardest skill to be achieved by the students, especially the students at STAI Darul Ulum Kandangan because of some reasons. The reasons are because the students have no ideas to write, they have very limited vocabulary, and they are not sure with their grammar. However, those kinds of reasons can be solved by using journal writing focusing only on the fluency of writing performed by the students.]]>
<![CDATA[CORRELATION BETWEEN READING STRATEGIES AND READING MOTIVATION TO READING COMPREHENSION OF THE THIRD SEMESTER STUDENTS AT THE ENGLISH EDUCATION STUDY PROGRAM OF STAIN PALANGKA RAYA ]]>
<![CDATA[Erliana, Santi]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v5i2.1722
<![CDATA[Experts believe it takes more than just reading aloud or read word by word to achieve the comprehension level since reading takes the occurrence of interaction between knowledge existing in a learner?s mind (prior knowledge) and the new knowledge from the information being read in the text, takes the use of strategies in reading, and the readers? awareness in monitoring their comprehension and in using appropriate strategies to deal with their problems in comprehending texts. Their studies recommend readers to utilize strategies in reading and to have motivation in learning reading to achieve better comprehension. The present study aims at examining the correlation between reading strategies and reading comprehension, correlation between reading motivation and reading comprehension, correlation between combinations of reading strategies and reading motivation toward reading comprehension. The study used quantitative design, particularly correlational. 46 third semester students at the academic year 2014/2015 were taken as the sample of the study. The data were taken from reading strategies and reading motivation questionnaires and reading achievement test. The finding indicates the significant simultaneous correlation between reading strategies and reading motivation toward reading comprehension of the third semester students. The finding recommends the utilization of strategies in reading and to build reading culture for the students, the teaching of reading using strategy instruction which provide opportunities for the students to utilize reading strategies and to have more positive response toward reading for the lecturers, and Classroom Action Research using strategy instruction for better reading comprehension for the future researcher. ]]>
<![CDATA[COHESION ANALYSIS OF ISLAMIC READING TEXTBOOKS ]]>
<![CDATA[Fadlilah, Sayyidatul]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 4, No 2 (2014) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v4i2.1406
<![CDATA[There are many students of Islamic Education and Teacher Training Facultyof IAIN Walisongo Semarang who have complained that Islamic reading texts used by their teachers are hard for them to understand. I examine this issue by seeing some linguistic aspects of those reading texts. This Qualitative and Descriptive approach highlighted the types of grammatical and lexical cohesive devices and the realization of cohesiveness of those reading textsbased on Halliday and Hasan?s theory.The result of the study shows that the six reading texts (A.1, 2, 3; and B.1, 2, 3) stated in reading textbooks: English for Islamic Studies, English for Islamic Studies 2, Understanding Islam; for Islamic Studies; in terms of cohesion (following Halliday and Hasan?s principles of reading texts) respectively the average score of anaphoric references: 54.17% for text A.3, 53.85% for text B.2, 53.06% for text A.1, 48.57% for text B.3, 41.86% for text B.1, 33.33% for text A.3. After consulting to the Halliday and Hasan?s principles of cohesion of the reading texts (1989), that the most cohesive reading texts is text A.3, whereas the least cohesive one is Text A.2. Finally, these factors will assist lecturers and students in choosing the appropriate book for them.]]>
<![CDATA[SHORT MOVIE PRODUCTION TO ENCOURAGE ASIAN DIGITAL NATIVES TO SPEAK ENGLISH ]]>
<![CDATA[Rahmah, Nur Alfa]]>;
<![CDATA[Sari, Afifah Linda]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 8, No 1 (2018) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v8i1.2197
<![CDATA[Speaking in foreign language is a productive skill that requires not only sufficient language input and communication strategy, but also a lot of practices and experiences. Students who cannot fulfill all those requirements might get problems during speaking, especially those who have low confidence level, insufficient communication skill, lack of vocabulary and lack of automaticity. Students often hesitate during speaking too because they are afraid of making mistakes, losing face and criticism. Such problems are commonly found among English learners in Asia, especially where English is a foreign language and access to English natural environment and English daily practices is extremely limited. Certain teaching strategies are then needed to overcome these obstacles; one of them is movie production. This study views teenage students in Asia as digital natives that can take a lot of benefits from technology to improve their English and make English language part of their life even though they do not live in natural English environment. Through movie production, students get freedom of expression without feeling anxious that they are being formally graded. It is fun and challenging and explores their language creativity; they can rehearse as much as they want; consult the dialogue to their teachers; and correct their mistakes and learn from it. In brief, this task integrates many communication skills needed in speaking, improves their confidence, and gives them real experience and a lot of practice. The movie can as well be evaluated to assess students' progress in speaking.]]>
<![CDATA[ATTRIBUTES FOR THE FUNDAMENTAL REQUIREMENTS OF A GOOD PRACTICE OF ONLINE COURSE: A REFLECTIVE STUDY ON THE 1ST INDONESIAN MASSIVE OPEN ONLINE COURSE (IMOOC) ]]>
<![CDATA[Triyoko, Hanung]]>;
<![CDATA[Hasbi, Muhamad]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 8, No 2 (2018) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v8i2.2396
<![CDATA[Technology advancement has allowed our education to make innovations, and massive open online courses (MOOCs) has become one of the promising programs that facilitate fruitful learning outcomes for many fields of study especially English language learning. This reflective study evaluated the first iteration of Indonesian Massive Open Online Course (IMOOC), in 2017, perceived from both facilitator and participant point of view, taking the IMOOC IAIN Salatiga camp as the sample subject of the study. Our reflections started with vignettes on challenges and opportunities for online learning and some attributes generally referred to as the basic requirements of successful open online course, such as, curiosity and richness in ways of the learning materials, preferences in learning and flexibility for the aspects of learning style and facilitation, and user-friendliness for the aspects of information and communication technology. Finally, our reflections as a facilitator and a participant to the first IMOOC discovered assorted technical and module-related issues faced by facilitator and participants respectively but both assured of opportunities prospective to develop professionalism in English language teaching in the future. In a more serious note, this study has formulated 3 attributes for the basic requirements of successful open online course namely providing multimodal contents in accordance with participant critical thinking level, accommodating different learning styles with stimulating facilitation, and utilizing current and user-friendly digital tools applicable and integrative in Indonesian teaching context.]]>
<![CDATA[OPTIMIZING STUDENTS’ LOW FREQUENCY WORDS ACHIEVEMENT THROUGH IMPLEMENTING MODIFIED KEYWORD METHOD ]]>
<![CDATA[Muttaqin, Anjar]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v6i1.1443
<![CDATA[There has been a great deal of research discussing the most effective ways to memorize vocabulary in order to support the skills of students especially reading. This research was conducted to optimize the achievement of low-frequency words through Modified Keyword Method (MKM). The subject of this research was the second semester of grade XI of multimedia 2 students of academic year 2015/2016. The subject of research consisted of 34 students. The researcher chose this class as the research? subject for most of the students find it difficult to comprehend English text well due to their vocabulary inadequacy especially on low-frequency words. The research method used is class action research. The researcher conducts planning, implementation, observation and reflection during the research. This method was planned one cycle which consists of three meetings. There are 21 low-frequency words to grasp in order to be able to understand two texts of English. Data was collected through questionnaire and vocabulary test. The findings of the research show that the entire students (100%) achieved the criteria of success. 28 students who were classified into average class surpassed the targeted level with 72.28 as the mean score. 4 students passed the criteria of success (50) while the other 24 students passed the target of high class students (75). Meanwhile, the rest of the 6 students who belonged to the high class classification succeeded to achieve the criteria of success (minimum passing grade/ Kriteria ketuntasan minimal=75) with the mean score of 98. The achievement is also strengthened by the positive result of the questionnaire. In short, Modified Keyword Method as a teaching strategy proved to be successful in improving students? vocabulary of low frequency words.]]>
<![CDATA[GENDER-BASED DIFFERENCES IN LEVELS OF WRITING ANXIETY OF UNDERGRADUATE STUDENTS OF ENGLISH STUDY PROGRAM ]]>
<![CDATA[Anggraini, Hesti Wahyuni]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v3i1.1383
<![CDATA[Viewpoints toward writing as the most difficult skill to acquire in EFL setting provide myriad opportunities for students to experience writing anxiety. Also, gender roles in language learning utilize different expectations toward writing anxiety. The study aims at investigating whether there is significant difference in levels of writing anxiety on the basis of gender, 110 undergraduate students, 55 of each, and also what factor(s) are included. For the purposes of finding the significance, it was designed a ready-made 26-item questionnaire named FLCAS in Writing, using Likert-scale. The findings revealed that student?s sex was not significant variable in levels of writing anxiety by the test of significance (2-tailed) of .362 (p>0.05) in independent sample t-test, with insignificant mean difference of 2.145. It reported that male students felt higher levels of writing anxiety than females. The test of factor analysis described factor affecting student?s levels of writing anxiety was mostly on the light of evaluation apprehension, not either stress or product apprehension.]]>
<![CDATA[HOW CHARACTER BUILDING CAN BE INTEGRATED IN THE ROLE PLAY OF THE STANDARD OF COMPETENCY THREE OF THE SOCIAL TWELVE GRADERS ]]>
<![CDATA[Maisyaroh, Fadilah Umi]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 7, No 1 (2017) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v7i1.1511
<![CDATA[Character building is currently a significant issue in education in Indonesia that has been applied in any level of learning process as an integrated moral wisdom value of the teaching materials. The objective of this activity is to contribute to the improvement of the character of Indonesian Learners through the teaching of English. A classroom observation is used in this class. The activity is started by grouping the students and giving each group a topic to be elaborated in a drama script. After the drama script is done, each group is asked to notify the interpersonal and transactional expression related to the given topic. Then, they also have to show the character building values stated on their script. After the discussion, each of the groups has to present the work in front of the class. This activity encourages students to speak, so it helps a lot in teaching speaking.]]>
<![CDATA[STUDENTS’ RESPONSE TOWARDS THE TEACHERS’ APPROACH AND METHOD OF TEACHING ]]>
<![CDATA[Hanifi, Rusydi]]>;
<![CDATA[Rahayu, Puji Sri]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v4i1.1401
<![CDATA[This research is aimed (1) to know how the teachers differentiate teaching method for the students based on their language learning abilities (2) it is intended to investigate the specific approaches that the teachers use to motivate the students to learn English and (3) to know the students? response towards the teachers? method of teaching. To collect the data, the researchers applies triangulation techniques. This means that he makes a collaboration of several techniques of collecting data. They are classroom observation, interview with the classroom teachers, and questionnaire for the students. The result showed that teachers apply different teaching method and have specific approaches to their students such as: letting their students have questions during or after class, helping their students individually, engaging their students in active participation during classroom activities either individually or in groups, etc. The students gave different response to different approach the teachers applied.]]>
