Articles
400 Documents
<![CDATA[LATAH: A CLINICAL LINGUISTIC REVIEW ]]>
<![CDATA[Ahmad Mubarok]]>;
<![CDATA[Faisal Rahman]]>;
<![CDATA[Fajrianor Fajrianor]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 10, No 1 (2020) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18592/let.v10i1.3845
<![CDATA[This study describes the speech disorder in latah patients in terms of phonology with the Clinical Linguistic approach. Latah is a linguistic behaviour that occurs when someone is shocked, accidentally issuing words spontaneously and not aware of what he/she is saying. The the subjects of the study were severe latah sufferers namely latah echolalia, coprolalia, and automatic obedience, totalling 3 people. The words spoken by latah sufferers become research material and are reviewed from the phonological aspect in a clinical linguistic perspective. The main requirement for latah people is shock. Latah sufferers should be valued more. The surrounding environment has an important role for the recovery of latah sufferers because basically latah sufferers are caused by the surrounding environment. To reduce and cure latah, sufferers must find peace of life. The rest, the sufferers are encouraged to do relaxation exercises, meditation, and concentration on a regular basis. This activity will help sufferers to recovery.]]>
<![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[Santi Erliana]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[SHORT MOVIE PRODUCTION TO ENCOURAGE ASIAN DIGITAL NATIVES TO SPEAK ENGLISH ]]>
<![CDATA[Nur Alfa Rahmah]]>; Afifah Linda Sari
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 8, No 1 (2018) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Hanung Triyoko]]>;
<![CDATA[Muhamad Hasbi]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 8, No 2 (2018) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Anjar Muttaqin]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Hesti Wahyuni Anggraini]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[The Correlation between Social Deixis and Social Class in a Speech by Nobel Prize Winners: A Sociopragmatic Study ]]>
<![CDATA[Annur Karima Zulyanputri]]>;
<![CDATA[Lia Maulia Indrayani]]>;
<![CDATA[Ypsi Soeria Soemantri]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 10, No 1 (2020) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18592/let.v10i1.3611
<![CDATA[This article aims to identify the relationship between one of the linguistic forms such as deixis, specifically social deixis, and the speakers’ social class. Thus, the usage of social deixis by Nobel Prize winners in their speech, are analysed. The data are taken from the banquet speech of Nobel Prize winners. This research conducted to find out the types of social deixis used by Nobel Prize winners using Levinson’s theory, which are absolute and relational, and its correlation with speakers’ social class. This research applies Block’s theory to provide the aspects or dimensions in social class. Furthermore, other additional theories are also provided to support the main theories. This qualitative descriptive research socio-linguistically provides insight into people’s social class that identified through linguistic feature like social deixis. The findings show that all types of social deixis which are absolute and relational can be identified from every speech uttered by the Nobel Prize winners. In accordance with the social class, only the relational type that can be correlated with the speakers’ social class. Through the finding of the research, the relational type of social deixis can determine the speakers’ social class dimensions and they are wealth, occupation, education, and social networking. ]]>
<![CDATA[HOW CHARACTER BUILDING CAN BE INTEGRATED IN THE ROLE PLAY OF THE STANDARD OF COMPETENCY THREE OF THE SOCIAL TWELVE GRADERS ]]>
<![CDATA[Fadilah Umi Maisyaroh]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 7, No 1 (2017) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Rusydi Hanifi]]>;
<![CDATA[Puji Sri Rahayu]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
<![CDATA[HILLARY CLINTON’S CONCESSION SPEECH : A CONSTRUCTIVISM STUDY OF DISCOURSE ]]>
<![CDATA[Khairunnisa Khairunnisa]]>;
<![CDATA[Puji Sri Rahayu]]>;
<![CDATA[Saifuddin Ahmad Husin]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18592/let.v7i2.1950
<![CDATA[The 2016 US Presidential Election has become world’ great issue since the politician’s speech is mainly concerned with persuading or making the listeners believe with what they are saying. It is a concession speech of Hillary Clinton’s that brings out more inspirations to the public than the value of the failure itself. Based on that phenomenon, the researcher was interested in analyzing Hillary Clinton’s concession speech by investigating the role of language in communication analysis through speech acts based on the theory of J.L Austin-Searle and genre analysis The researcher decided to raise the constructivism analysis of discourse which analyzes the context behind the languages used in the forms of speech. The results showed that its speech acts types according to its locutionary acts analysis : Declarative (12), Imperative (12), illocutionary acts: Representatives (11), Commisives (3), Directives (9), Declaratives (3), and Expressives (9), and variety of perlocutionary acts (to get people to know, do something, express feeling, and praise). This expository speech mostly characterized by the appreciation and encouragement to the public (a type of speech/discourse which called persuasive-argumentative) and she spoke much about unity to create strong power of America. It has created good arrangement of language that showed Hillary Clinton’s power and ideology.]]>
