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LET: Linguistics, Literature and English Teaching Journal
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 20869606     EISSN : 25492454     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LET Journal is published twice a year in the month of June and December. It presents articles on linguistics, literature and English teaching.
Arjuna Subject : -
Articles 392 Documents
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EXPLORING VOLITION IN PUBLIC SPEAKING CLASS AMONG THE ENGLISH EDUCATION STUDENTS IN SANATA DHARMA UNIVERSITY Aplonia Nelci Ke Lomi; Concilianus Laos Mbato
LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v9i2.3206

Abstract

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.
THE ROLES OF WRITING ATTITUDES AND WRITING APPREHENSION IN EFL LEARNERS’ WRITING PERFORMANCE Ulin Ni'mah; A. Effendi Kadarisman; Nunung Suryati
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v6i2.1459

Abstract

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.
MAIN PRINCIPLES FOR DEVELOPING READING SKILLS IN ESL/FL CLASSROOMS Nani Hizriani
LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v4i1.1398

Abstract

Reading is an essential skill for ESL/FL learners because it is a readily available way to expose to language learners’ target language. The ability to read in a foreign language is needed as the learners have specific needs for information and pleasure, for their career and for study purposes. Good reading texts provide a number of educational objectives and can bring in interesting topics, stimulate discussion, debate and motivate imaginative responses and can be the springboard  for fascinating lessons.  This study provides a framework for a series of key principles for developing reading skills and explain how these principles can be applied in the ESL/FL classroom.
DEVELOPING A COMMUNICATIVE SUPPLEMENTARY SPEAKING E-BOOK FOR JUNIOR HIGH SCHOOL TEACHERS Ika Trisnantasari; Sri Rachmajanti; Nur Mukminatien
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v5i1.1420

Abstract

This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students,  about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the students’ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachers’ improve the the students’ confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students.  It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.
The Use of Internet in Language Teaching and Learning English as a Foreign Language Sirajudin Kamal
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 1 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v2i1.1367

Abstract

Nowadays, we live in age of technology and unlimited communication whereas there are growing demands on everyone, including teachers and students, to be technologically literate. In this era, it is clear that English has been a global language, not only in general life but also in international education for specific. In education, the implementation of internet as the backbone of online-learning, online-course and dedicated course material servers, are not a new things. Moreover, internet as an   international computer network has very significant numbers of learning resources.
THE EXPERIENCES OF SM3T TEACHERS: CONSTRUCTING TEACHER IDENTITY IN THE BORDERLAND DISCOURSES Gracia Vica Ade Nugraheni
LET: Linguistics, Literature and English Teaching Journal Vol 9, No 1 (2019)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v9i1.3079

Abstract

This study focuses on the experiences of SM3T teachers in constructing teacher identity in the borderland discourses. Teacher identity construction is a dynamic process. One of the aspects constructing teacher identity is borderland discourse. In short, borderland discourse is the intersection between oneself as a personal and as a professional. The participants of this research were five teachers who have experienced SM3T program. SM3T is a program held by the government in Indonesia. It stands for Sarjana Mengajar Terdepan, Terluar, Tertinggal. In order to find out SM3T teachers’ experiences and beliefs about constructing teacher identity in the borderland discourses, the researcher used mixed methods which were combination between quantitative and qualitative. The researcher used close-ended questionnaire and also in-depth interview in order to gather further information.This study aimed to find out the borderland discources faced by the SM3T teachers and the solution to cope them. This study revealed that most of the teachers faced borderland discources during SM3T program.
USING METACOGNITIVE STRATEGIES IN TEACHING LISTENING TO EXPLANATION TEXT hidayah nor
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v6i1.1451

Abstract

Listening is receptive skill and it is very important skill in foreign language classrooms because it provides input for the learners; by listening the students can produce language such as speaking and writing by vocabulary that they obtain from listening. Listening process has both top-down listening process that involves activation of schematic knowledge and contextual knowledge and bottom-up listening process involves prior knowledge of the language system such as phonology, grammar, and vocabulary. Metacognitive strategies is one of language learning strategies in teaching English and considered as the most essential ones in developing learners’ skills (Anderson, 1991). It is also help the students to make language learning more successful, self-directed, and enjoyable (Oxford: 1989, p. 235). Metacognitive consists of planning for learning, thinking about the learning process as it is taking place, monitoring of one's production or comprehension, and evaluating learning after an activity is completed. This study is intended to use metacognitive strategies in teaching listening and to provide English lecturers with interesting and effective teaching strategies in enhancing the students’ active participation in teaching and learning process and improving students’ listening ability. The students use metacognitive strategies to improve their ability in listening. This study will also give additional value to the effort of increasing the quality of teaching English particularly listening in Indonesia.
THE NEEDS OF THE STUDENTS WHO ARE TAKING GRAMMAR (STRUCTURES) IV COURSE AT ENGLISH DEPARTMENT OF TARBIYAH FACULTY ACADEMIC YEAR OF 2012/2013 Raida Asfihana
LET: Linguistics, Literature and English Teaching Journal Vol 3, No 2 (2013)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v3i2.1391

Abstract

The students’ needs of English have been a never ending issue for recent years. It is always be an interesting topic to be discussed as well as investigated through a series of research. This following research report is a description of the students’ need of taking Grammar IV course at Tarbiyah Faculty of IAIN Antasari Banjarmasin. The students were asked to fill in a questionnaire dealing with their needs of taking that course. The result shows that they think that grammar mastery is important for them and they prefer to do much practice on TOEFL exercise (the section of Structures and`Written Expression) through this course.
INVESTIGATING EFL STUDENTS’ LISTENING ANXIETY: A SURVEY AT UIN ANTASARI BANJARMASIN Noor Maulidiyah
LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v7i2.1947

Abstract

Listening anxiety is an influential factor that obstructs the EFL learners’ listening comprehension.  This research is conducted to find out the levels of listening anxiety of the third semester students of English department at Tarbiyah and Teachers Training faculty of Antasari State Islamic University.  The research aims to answer two research questions: (1) Do the students who have sufficient and low ability in listening experience listening anxiety? And (2) which item measured in the Foreign Language Listening Anxiety Scale do EFL learners face the most and least anxiety?  This descriptive quantitative research took 88 students as participants in this research.  The researcher used questionnaire for collecting the data.  The findings show that the students do experience high level of listening anxiety.  The students responded to 16 items which indicted high level of listening anxiety.  The item that indicated the highest level of listening anxiety was included in background knowledge component and the item that indicated the lowest level of listening anxiety was included in listening text and strategies component.  However, among three themes of items, most of students responded to items indicating high level of listening anxiety were in listening text and strategies component.   
FUN GRAMMAR TEACHING Nurlaila Kadariyah
LET: Linguistics, Literature and English Teaching Journal Vol 4, No 2 (2014)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v4i2.1404

Abstract

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.

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