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<![CDATA[MICROTEACHING AS TEACHING STRATEGY OF COMPUTER ASSISTED LANGUAGE LEARNING (CALL) FOR ENGLISH PRE-SERVICE TEACHERS ]]>
<![CDATA[Azmina, Badi'atul]]>;
<![CDATA[Fauziati, Endang]]>;
<![CDATA[Drajti, Nur Arifah]]>
<![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.v8i2.2399
<![CDATA[In order to facilitate English pre-service teachers to have ability in integrating technology in the classroom, microteaching is one of teaching strategy solutions. This present study examines how microteaching was used as teaching strategy of Computer Assisted Language Learning (CALL) for English pre-service teacher. It is case study design. The setting of this study was in one of Islamic State University in Indonesia, in the English Education Department. The data are from interview, document analysis, and observation. The result shows that the teaching strategies of Computer Assisted Language Learning (CALL) which was a microteaching consisted of lesson planning, teaching, and evaluating. Lesson planning and teaching step were done by the English pre-service teacher. Yet, the evaluating step was done by the lecturer and peer pre-service teachers. The significance of this study is for example on how to implement microteaching of Computer Assisted Language Learning (CALL) to English pre-service teachers.]]>
<![CDATA[STUDENTS’ RESPONSES ON ENGLISH DEPARTMENT LECTURERS’ COMPETENCE ]]>
<![CDATA[Hizriani, Nani]]>;
<![CDATA[Ramadhanti, Fitri]]>
<![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.v5i2.1446
<![CDATA[Lecturers have an important role in students academic achievement. There are a number of qualities and competences required by good lecturers. This research is conducted to find out students? responses and their expectations on English department lecturers? competence . There are ninety students of English Department which are taken from the fourth, sixth and eighth semester students involved in this study. Questionnaire, interview, and documentation are used to gather the data . The result showed that students? responses on English Department lecturers? professional competence is in good catergory with mean score 4.1 and total percentage 82%. Meanwhile, students? responses on English Department lecturers? pedagogical competence is categorized as good with mean score 4.0 and total percentage 80%. Most students expect that the lecturers come on time to the class. They also expect that the lecturers use interesting media in teaching and learning, select appropriate method and technique in teaching, and give more feedbacks to the students. They also hope their lectures provide much time for consultation.]]>
<![CDATA[IDENTIFICATION OF STUDENTS’ DIFFICULTIES IN MASTERING PASSIVE VOICE ]]>
<![CDATA[Kadariyah, Nurlaila]]>;
<![CDATA[Liani, Ida]]>
<![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.v3i1.1386
<![CDATA[The research is conducted to find out of students? difficulties in mastering passive voice of the eleventh grade students at Islamic Senior High School Riadhusshalihi at Sinar Bulan cademic Year 2011/2012 The subject of the research is 35 students at the eleventh grade students of Islamic Senior High School Riadhusshalihin at Sinar Bulan academic year 2011/2012. The object of this research is identification of students? difficulties in mastering passive voice.The writer uses some techniques to collect data such as test, questionnaire, observation, interview and documentary. Data processing in this research is divided into five phases: editing, classification, scoring, tabulating and data interpretation. Then, all the data are analyzed by using descriptive qualitative and conclude by inductive method.The result of this research indicates that identification of students? difficulties in mastering passive voice of the eleventh grade Students at Islamic Senior High School Riadhusshalihin at Sinar Bulan Academic Year 2011/2012 is in fair category. The most of students? difficulty in mastering passive voice is identifying tenses whose 32 students or 91.43 % are wrong in answering the questions.]]>
<![CDATA[THE JARGON USED BY EMPLOYEES OF FOOD AND BEVERAGE SERVICE (FBS DIVISION) AT HOTELS ]]>
<![CDATA[Juddin, Muhammad Nasir Mi'raj]]>
<![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.v7i1.1514
<![CDATA[The purpose of this research was to find out the jargon used of phenomenon in the occupation. It focused in employees of Food and Beverage Service (FBS Division) at Hotels. The subjects are fourteen employees consisting of one Food and Beverage Manager, one Food and Beverage Head of Outlets, two Supervisors and ten Waiters/Waitresses at Aria Barito Hotel Banjarmasin. The object is the jargons used while the employees of Food and Beverage Service Division are on duty. The writer uses participant observation, recording or taking note the conversation and documentary techniques. After collected, the data are analysed with theories and explained descriptive-qualitatively. The result of data analysis reveals that there are 54 jargons in Food and Beverage Service Division at Hotels.]]>
<![CDATA[FUN GRAMMAR TEACHING ]]>
<![CDATA[Kadariyah, Nurlaila]]>
<![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.v4i2.1404
<![CDATA[It?s necessary to change our view that grammar is taught only as a set of rules making or changing of sentences structure, but grammar is a flexible frame that can be changed based on the communicative needs. Grammar also can be taught not only by giving explanation and exercises, but grammar can be taught by fun evaluation, games or outdoor activity, song, and poems. These are the ways to increase students? motivation and interested in the material. Our class can be fun and interesting. The important thing in teaching and learning grammar is the students have experience to apply the grammar rules in a real communication and realistic context.]]>
<![CDATA[THE USE OF COMMUNICATIVE TEACHER TALK STRATEGY FOR ENGLISH TEACHER OF ELEMENTARY SCHOOL IN THE ERA OF AEC AND GLOBALIZATION ]]>
<![CDATA[Rustantya, Anggie Intan]]>
<![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.v6i1.1441
<![CDATA[In this coming globalization and AEC era, the need for global communication and interaction put English into an important part of the people?s life. This is due to the fact that English has been widely used as a means of communication in several sectors and levels. Being aware of the emergence of AEC and globalization era, the Indonesian government has made efforts to prepare the Indonesian to face the demand of globalization, for example: including English lesson for elementary until tertiary level of education. Teacher has important role in the teaching learning process. Communicative teacher talk used by English teacher of elementary level is hoped to motivate and minimize the students fear in interacting with the teacher during teaching learning process. The researcher conducted this study to an English teacher was able to apply four characteristics of communication teacher talk in primary education. The method use descriptive case study to investigate teacher?s phenomena about English used that she has employed communicative teacher talk. The aim of the research is hoped that there will be the ways to communication in English class of elementary school so the teacher can control and not dominate then, the students can improve their English learning.]]>
<![CDATA[TEACHING LISTENING FROM A DISCOURSE PERSPECTIVE (METACOGNITIVE STRATEGY) ]]>
<![CDATA[Nor, Hidayah]]>
<![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.v2i2.1380
<![CDATA[Listening is a process of activities hearing speech symbols by full attention, understanding, appreciation, and interpretation to acquire communication meaning that is delivered by the speaker through speech. Listening constitutes quite important activities in learning language. It is the basis of the learning process as a child learns language from his mother. By using metacognitive strategy, it can help students to compensate their bottom up listening processing and give students an overview of the listening process. This strategy also builds the character of the students to become competence, independent, self-confidence, creative, and responsibility that is related to character building in education in Indonesia. The strategy include extract an important detail from ongoing speech, identify the gist of a segment and then predict what will come next in a segment.]]>
<![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[HOW CHARACTER BUILDING CAN BE INTEGRATED IN THE TOTAL PHYSICAL RESPONSE (TPR) ON THE SPEAKING ABILITY OF THE BLIND THIRD GRADERS ]]>
<![CDATA[Irawati, Cindy]]>
<![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.v6i2.1460
<![CDATA[It was realized that everyone has the right to get the learning especially language. It has no exception for children with special needed, more over for the blind children. On their learning process, it can be sure that the process will be different to the other common children because they must be given special behavior. Although inclusive learning is developed, recently, it still has some lacks on its application. Indonesian rules (UUD?45) guarantee its people to get their right on education and no discrimination for every single human, but there is a special behavior that given to the some cases. On its application, the teachers have to have the ability to reach the goal which is stated on the curriculum, so they must have a skill to develop the content of that curriculum. Basically, the learning of every languages, especially English, has the purpose to make someone has ability to communicate with that language fluently and correctly. For the blind children case, the English learning cannot be taught with common model but it must be given with suitable model in order to make learning process effectively. This is a descriptive bibliography method. The writer tries to differentiate between references in some books and articles which are written by the experts and also add some ideas here. The purpose of this research is to find some sub topics which have connection to children with special need, the learning model of TPR and also the application of TPR model on speaking learning for blind children in order to get application of character building on self confidence and learning successfully.]]>
<![CDATA[INCREASING STUDENTS’ WRITING SKILLS BY UTILIZING BLOGS ]]>
<![CDATA[Fauzan, Akhmad]]>
<![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.v4i1.1399
<![CDATA[There were four major problems related to writing instruction at English Education Study Program of Palangka Raya University, Central Kalimantan, Indonesia. The problems were related to limited sources of printed materials, mostly teacher-centered activities, readers of students? writings, and feedbacks for students? writings. The utilization of blogs was performed to solve the problems. Blog was used as media in this research because it is a potential source for language learning, student fit, authentic for learning, and practical to apply. The research design was Classroom Action Research (CAR). There were 2 cycles implemented during this research. In the first cycle, the students? writing improvement did not show significant progress and the criterion of success was not achieved. After the plan was revised on the basis of the findings during the implementation of first cycle, 80% students showed great improvements. Therefore, the criterion of success was achieved.]]>
