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<![CDATA[WEB 2.0 MEDIATED COLLABORATIVE WRITING IN EFL CONTEXT: SURVEY OF EMPIRICAL RESEARCH ]]>
<![CDATA[Yaniafari, Rahmati Putri]]>
<![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.v6i1.2249
<![CDATA[The existence of Web 2.0 technology which allows all users to meet, read, and write online provides room for innovations in teaching and learning method. Online collaborative writing tools, a type of the social networking web 2.0, has been increasingly integrated into English language teaching and learning. A number of researches have been conducted to examine the use of this online collaborative writing.]]>
<![CDATA[SECOND LANGUAGE ACQUISITION BASED ON GRAMMATICAL RULE FOR THE FIRST SEMESTER OF TADRIS BAHASA INGGRIS DEPARTMENT AT STAI MEMPAWAH ]]>
<![CDATA[Dofir, Dofir]]>
<![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.v8i2.2398
<![CDATA[Language acquisition is very similar to the process students use in acquiring first and second languages. It requires meaningful interaction in the target language natural communication--in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition (Brown, 1970), native speakers can modify their utterances addressed to acquirers to help them understand. Grammatical functions are assigned directly to the underlying representation in a more or less across the board fashion, only taking into consideration the language dependent semantic function hierarchy. This approach bypasses a number of constraints on subject assignment that may be gathered from typological data, and observed from the actual behaviour of speakers. We propose a treatment of Subject assignment on the basis of a combination of semantic factors of the relevant referents and other functional aspects of underlying representations. In Subject (and Object) assignment are now located in the daily diologue, in Mackenzie, J (2004).]]>
<![CDATA[AVAILABILITY OF LANGUAGE INPUT, CONDUCIVE ENVIRONMENT IN LEARNING LANGUAGE AND MOTIVATION AND ITS RELATION TO LANGUAGE ACQUISITION ]]>
<![CDATA[Rian Dalu, Daristya Lyan]]>;
<![CDATA[Setyawati, Heny]]>;
<![CDATA[Arianto, Muhammad Affandi]]>;
<![CDATA[Azizaturrohmah, Nurul]]>
<![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.v6i1.1445
<![CDATA[There are several factors affecting learners? language proficiency. Those are availability of language input, conducive social environment, availability authentic materials, and motivation. This case study aims to investigate the way how the learner?s language proficiency in speaking English is, how the availability of language input affects the learner?s language acquisition, what the roles of the environmental factors in helping the learner mastering English are, and how the learner motivates himself in learning English. In-depth interview is used to collect the data and the subject of this study was the eleventh grade student from a science class at SMAN 3 Malang. The results show that he answered all of the questions briefly and clearly as if he got all of the ideas from each of the question. In terms of his fluency, it is in scale 4 because he spoke with near-native fluency and any hesitation did not interfere the communication. Besides, his pronunciation and intonation is in scale 3. It was concluded that there were only few mistakes in his pronunciation although he used Indonesian accent. In using grammar and vocabulary, the subject of this study is in scale 3 because he mostly used grammar and vocabulary choice or diction correctly. The subject shows that he does intentional learning. He takes English course instead of just learn English at school. Besides, the kinds of motivation found are integrated and instrumental motivation.]]>
<![CDATA[GIFTEDNESS AND GIFTED EDUCATION (AN OVERVIEW) ]]>
<![CDATA[Azhari, Teuku]]>
<![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.v3i1.1385
<![CDATA[Aceh has great talents and prodigy who need intervention. Talking about these talents should start with understanding them as a whole, who they really are, how can we identify them, how can we best serve them for their best potential growth. Designing the programs that best suit them become the next step after carefully selecting them. Later, we need to formulate special programs, special schools, special human resource who will work with them to boost these prodigies? abilities. Failing to do so will only result in undermining and downgrading their ability instead of doing them a favor. It is highly recommended that government start tapping into this as early as possible for maximum result. In this short article, I also present on how government should work with these talents and prodigies by carefully selecting them. Selection process will later base the whole programs and determine its success. Different approach and interventions are presented here as option and ways to be taken and considered for best result possible. These approaches are not the only solution to be considered. There should be more out there that government should also consider. Last aspect, but not least, is developing human resources who will teach them. Teachers must be carefully selected and trained so that they can understand and are able to pace up and formulate the curriculum that best serve their students? need.]]>
<![CDATA[THE EFFECTIVENESS OF ORAL RETELLING STRATEGY AND WRITTEN RETELLING STRATEGY ON STUDENTS’ READING COMPREHENSION: A COMPARISON ]]>
<![CDATA[Ekaningrum, Vindy Cahya]]>
<![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.v7i1.1513
<![CDATA[Reading comprehension skill is important in our social lives which relates to texts, emails, networking sites, and many others. In order to find an effective teaching reading technique, there are studies conducted and developed. One of the strategies to teach reading is called retelling. Many studies found that retelling strategy is effective to teach reading comprehension (Sylvia(2015); Ebaugh (2013); Schisler (2008)). However, there is a contradictory result between those studies found related to the implementation of two types of retelling strategy: oral and written retelling. Sylvia?s (2015) study claims that the written retelling significantly better than oral retelling strategy. However, Schisler?s (2008) study shows result in vice versa. Ebaugh?s (2013) study reveals that there were no significant differences between those two strategies. From the contradictory results seen from previous studies, further study is still needed to figure out more reliable research result on the effectiveness of both strategies.]]>
<![CDATA[THE IMPLEMENTATION OF ENGLISH TEACHING PRACTICUM AT AL ISTIQAMAH BOARDING SCHOOL BANJARMASIN ]]>
<![CDATA[Asfihana, Raida]]>
<![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.v4i2.1403
<![CDATA[Language teachers are expected not only learn the theoretical knowledge such as grammar, linguistics, teaching methodology, curriculum, or assessment but also the practical knowledge on how to apply those theories in teaching. As candidate teachers, students from Faculty of Tarbiyah and Teacher Training need to feel the benefits of teaching practicum. The main purpose of this research is to describe the implementation of teaching practicum conducted by English Department students at Al Istiqamah boarding school Banjarmasin in the academic year of 2013/2014. Next, it focuses on the students? perception of teaching practicum, the role of mentor teachers at school, and the benefits they gained as well as the constraints that they faced during the two-month period of teaching practicum. This qualitative research takes 5 students teacher as the participants, respectively 2 students at MA and 3 students at MTs Al Istiqamah. The findings reveal that despite multiple challenges faced during teaching practicum, student teachers have positive perception towards the practice as they could learn how to adapt to various classroom situations. Student teachers tried to implement the theoretical knowledge from the coursework of English Department such as how to use appropriate media and apply various techniques in teaching. However, there are some constraints such as language skills, student behavior, limited school facilities, and lack of support from mentor teacher.]]>
<![CDATA[FOSTERING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH GROUP WORK TECHNIQUE ]]>
<![CDATA[Alek, Alek]]>;
<![CDATA[Sari, Yulianti]]>
<![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.v6i1.1440
<![CDATA[Investigation related to reading comprehension has been conducted by a number of researchers and even some of them focussing their research on reading conprehension of narrative text. However, research on this respect needs pay more attention to be scrutinied. The aims of this research are to know and to describe the implementation of group work technique that improve students reading comprehension of narrative text. The problem raised in the research is about low scores of reading comprehension of narrative text gotten by eighth grade students of SMPN 13 Tangerang Selatan. The number of students is 40. Instrument used in this research is observation, questionnaire, and test. The technique is used in collecting data in the research is qualitative data. The qualitative data consisted of observation within the physical activity in the classroom. Moreover, the questionnaire for student is made to support in collecting the data. In analyzing qualitative data, rating scale table is used to measure the observation of students? activities during teaching learning process. Meanwhile, some statistical formula is used in analyzing the numerical data. The findings of this study are: 1. Related to the test result, there are 20% or 8 students passing KKM in pre action test, 47.5% or 21 students passing KKM in cycle 1 test and 80% or 32 students passing KKM in cycle 2. 2. Related to the observation result, the students were more active and interested in learning reading activity in the classroom through group work technique. Furthermore, they could cooperative well with their group. It could be known that the students? reading comprehension in term of narrative text has been improved and teacher was helped in finding the appropriate strategy in teaching reading narrative text]]>
<![CDATA[APPROPRIATE AND INAPPROPRIATE USES OF HUMOR BY TEACHERS AND THE EFFECT OF IT IN LEARNING ]]>
<![CDATA[Fitriah, Fitriah]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 2, No 2 (2012) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v2i2.1379
<![CDATA[This study investigated the students? view of the appropriate and inappropriate use of humor in the classroom and the effect of it in students? learning. There were 20 postgraduate students participating in the study, and they were asked to list several examples of suitable and unsuitable use of humor in the classroom and consider the effect of humor in the learning. The result informed that joking about sexual matters, religion, sexist issues, racism, appearance, sarcasm, ethnicity and cultural value was claimed as inappropriate humor, and 83% of students commented that these types of humor had a negative impact on their learning. However, humor related to the topic being taught, cartoons, funny stories, puns, language mistakes was perceived as appropriate, and 94% of them believed that these types of humor affect positively in the learning.]]>
<![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 ROLES OF WRITING ATTITUDES AND WRITING APPREHENSION IN EFL LEARNERS’ WRITING PERFORMANCE ]]>
<![CDATA[Ni'mah, Ulin]]>;
<![CDATA[Kadarisman, A. Effendi]]>;
<![CDATA[Suryati, Nunung]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v6i2.1459
<![CDATA[The present study used a mixed method research design since it aimed at examining the degree of relationship between the students? writing attitude, apprehension, and writing performance and investigating the causes of both factors. The finding of the study revealed that there was a significantly positive correlation between attitude towards writing and learners? writing performance (r=.240 and sig=.049<.05) and the difference of performance was significant (Sig.= .018 < .05). The writing apprehension and writing performance were significantly negatively correlated (r=-.246, sig=.043) and the difference of performance was significant (Sig.= .000< 0.05). The interview result showed several factors causing the students? writing attitude and apprehension. The positive attitudes were caused by the importance of English as an international language, the relationship of English and science, the interest in writing and English, and the lecturer?s evaluation. Students having negative attitude confessed that they were not good at English, writing in English was a difficult activity, and they did not write much. Low writing apprehension was caused by the interest in writing, being good at grammar and vocabulary, and positive thinking in completing the task. At last, students with high apprehension thought that they were afraid of making mistakes; since they were not good at English, they tended to translate bahasa Indonesia into English, and they were not able to develop topics given by the lecturer.]]>
