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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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ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM Nida Husna; Khairunnisa Fitri; Wiwi Rhamadina; Fahriany Fahriany; Didin Nuruddin Hidayat; Afifah Linda Sari
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i1.6400

Abstract

This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.
Cheshm ‘eye’ Expressions in Persian: A Different Perspective Muhammad Salehi
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i1.4668

Abstract

This study seeks to explore the conceptualization of the word Cheshm ‘eye’ which constructs a vast part of spoken discourse in Persian expressions. Taking a close look at a number of modern Persian expressions in Iranian culture, containing the body-part term Cheshm, one can easily become aware of lack of a definite pattern in those expressions. Given that this shortage makes a lot of misunderstandings among non-native speakers, the present exploration is done as a kind of a qualitative research which is based on a library-oriented study as well as general and theoretical scholarship that aims to bridge the gap by categorizing the conceptualization of the word Cheshm ‘eye’ under the classification of desire and ambition, vice versus virtue, hope and expectation, affection versus aversion as well as vision and outlook. After the introduction of Persian expressions and the context in which they are used, the assumed cultural factors which are thought to have motivated such conceptualizations are discussed. It is hoped that the study at hand aids anyone learning Persian as a second/foreign language in order to better understand the expressions and also shed enough light on some of the major aspects of conceptualization of the body-part term Cheshm ‘eye’ in Persian language.
EMOTIONAL GEOGRAPHIES OF EFL SENIOR HIGH SCHOOL TEACHERS IN ONLINE TEACHING IMPLEMENTATION DURING THE COVID-19 PANDEMIC Muhammad Zaid Muttaqin; Puji Sri Rahayu; Fajrianor Fajrianor
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v11i1.6975

Abstract

This study was carried out to know what emotional geographic experiences EFL senior high school teachers experienced while teaching online during the Covid-19 pandemic and how they dealt with these emotional geographic problems. This research is qualitative research using the descriptive method. The participants in this study were 4 high school EFL teachers from 4 different high schools in Banjarmasin. Data were collected through an interview process. The study results show that of Hargreaves' 5 emotional geographies frameworks, each participant expresses various emotions. Some negative emotions such as anger, irritation, or dissatisfaction, and some positive emotions such as satisfaction or pleasure. In addition, the participants also shared their various ways of dealing with the emotional geographies problems according to each of the problems they raised such as reporting the problem to the counseling teacher, giving the student motivation, and more.
NEEDS ANALYSIS FOR ENGLISH FOR ACADEMIC PURPOSES: IMPORTANCE OF ACADEMIC LANGUAGE SKILLS FOR UNIVERSITY STUDENTS IN ETHIOPIA Sileshi Chemir; Tamene Kitila
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i1.6377

Abstract

This study aims to investigate undergraduate students’ needs analysis in English for Academic Purposes. In this study, three hundred-eight first-year students and forty-one EAP and subject area instructors at Wachemo University participated. The research employed a mixed-methods approach that utilized a questionnaire and a semi-structured interview to ascertain the important academic English language skills and sub-skills prioritized by participants. The findings revealed that the participants indicated all the academic language skills as important for students' academic study in the university. The instructors prioritized the academic language skills (academic reading and academic vocabulary) as important, whereas the students ranked the language skills (academic writing and academic speaking) as the first importance. The study emphasized the importance of conducting learners’ needs analysis before developing any English for Academic Purposes course. Findings in the current study could be provided as implications for course designers and recommendations for future studies. Keywords: Needs Analysis; English for Academic Purposes; Academic language skills; Ethiopia;
INVESTIGATING CAUSES OF CULTURE SHOCK EXPERIENCED BY INTERNATIONAL STUDENTS Widya Pramesti; Nurhaeni Nurhaeni; Nurul Imansari
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i1.6335

Abstract

This study aims to investigate the causes of culture shock experienced by international students of Indonesia who study abroad as well as how is the culture shock and how to cope with it. This study employed qualitative research. The research subjects comprised ten international students who study in three different countries; eight in China, one in Australia and one in Netherland. They were selected utilizing purposive sampling techniques and collected through a semi-structured interview. The results of this research showed there are three main conditions of culture shock experienced by international students, that categorized in three dimension of culture shock; affect, behaviour and cognitions. Moreover, it was found that there were several causes of culture shock revealed in academic and non-academic settings. The causes of culture shock in academic settings indicated affecting students GPA score, like language barriers and learning process. While in non-academic settings the culture shock experienced by the international students cause by food, seasons and weather, payment system and people behavior in their host country. Also, the subjects showed the way to cope with culture shock using their own coping strategy and it was revealed that having pre-departure orientation helped students cope with culture shock.
THE IMPACT OF DISCRIMINATION FROM LEGITIMATE POWER LEADS ANDREA SACH TO EXPERIENCE IDENTITY NEGOTIATION THROUGH FASHION IN THE DEVIL WEARS PRADA Annisa Intan Purnama
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i1.6374

Abstract

According to Ting-Toomey, the identity negotiation theory underlines the dialectical tensions and problems that immigrants and minorities face while crossing cultural boundaries from one environment to another. In individuals' numerous boundary-crossing travels, the theory emphasizes the significance of elastically negotiating sociocultural membership identity and personal identity features. Identity negotiation can work. It can be caused by personal identity and social identity. In The Devil Wears Prada by Lauren Wisberger (2003), this negotiation occurs because of discrimination in the workplace, where pressure and the work environment play a significant role in Andrea Sach's fashion changes. This film is the primary data used by researchers to dig deeper into this aspect of literature. In this study, researchers will focus on the character of Andrea Sach. Through qualitative analysis assisted by a semiotic approach, information will be obtained regarding the negotiated identity problem caused by direct discrimination by legitimate power and supported by the influence of social identity, which led Andrea to change her fashion appearance as a secretary to suit Miranda's wishes.
Pragmatic Analysis of Searle’s Directive Acts Types in “Get Out Movie” Fanny Virginia; Zia Hisni Mubarak
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7366

Abstract

This descriptive qualitative research revealed directive acts types of characters’ directive utterances in a movie. The researchers took a thriller movie entitled Get Out as the data source and the characters' directive utterances were gathered as the data. Considering the data were collected through observation and note-taking, observational method and note-taking technique were applied. In analyzing data, the researchers employed pragmatic identity method and technique of pragmatic competence- in equalizing. The investigation was done by applying the theory parted by Searle (1979), which was further defined by Searle and Vanderveken (1985). The findings reported that there were 35 data of directive acts types and 10 directive acts types appeared in the utterances. Specifically, nine data were found in ask, command showed two data, order consisted of six data, one data in plead, beg, and entreat, permit got five data, request was discovered in two data, four data were found in advise, and invite consisted of four data. Among all types, the type of ask involved as the dominant type because the movie characters tended to convey directive utterances to direct other characters to answer questions. There was no type of pray conveyed in the characters' directive utterances as the characters did not privately speak to sacred figures or God.
Maximizing English Speech on YouTube Videos to Enrich Students’ Vocabulary Ihdal Bayu Pamungkas; Raida Asfihana; Afifah Linda Sari
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7485

Abstract

Learning vocabulary is essential in language learning since it will help students to master a language as well as communicate with others effectively using various words. This classroom action research, which followed Kemmis and McTaggart’s model, aimed to investigate the effectiveness of utilizing English Speech on YouTube Videos to enrich students’ English vocabulary. The participants of this study were the seventh graders of the Language Class in SMP Muhammadiyah Banjarbaru. The results revealed that maximizing English Speech on YouTube Videos can effectively boost students’ vocabulary building since the scores of the pre-test, post-test 1, and post-test 2 showed different and significant improvements. Moreover, the classroom environments and the students’ enthusiasm improved as well. The classroom became conducive and interactive, and the students were excited and enthusiastic and genuinely paid attention to the videos and the teacher’s explanations.
Investigating EFL Teachers’ Knowledge and Practice in Vocabulary Instruction Bekele Daba Shube; Alemu Hailu
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7095

Abstract

The purpose of this study was to investigate EFL teachers’ knowledge and practice in vocabulary instruction. The study involved thirty six secondary school English teachers from three randomly selected schools. Simple random, purposive and available sampling techniques were employed for the study undertaken. Data was collected from the participant teachers through questionnaire, semi-structured interview, classroom observation and stimulated-recall interview. The findings show that, teachers’ knowledge was generally consistent with their classroom practices and this marked their knowledge guides their pedagogical practices. However, a few inconsistencies were also noticed. At the same time, the finding exhibited factors which could contribute to the mismatches between teachers’ knowledge and practices in vocabulary instruction. These factors include: Students’ lack of ability, their lack of motivation, lack of resources, large class size and others. The discussion of these findings suggests implications for practices and recommendations for future research to improve vocabulary instruction in secondary school context.
Technology-Assisted Project-Based Language Learning on Wetland Concern Rina Listia; Yusuf Al Arief; Dzahabiyah Alfia Zahra; Kimilia Azzahra; Rizky Amelia
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7257

Abstract

In the midst of independent learning, the implementation of project-based learning method is inseparable. By employing a quasi-experimental study involving English Department students in an experimental class and a control class, this study investigated the effectiveness of Technology-Assisted Project-Based Language Learning with wetland-based concern. The data was collected from the presentation project score and a questionnaire given to the students. The collected data was then analyzed by using Mann-Whitney test and descriptive statistics. Focusing on the two-fold foci, the results showed significant result where the students in the experimental class performed better than those in the control class. Collaboration, motivation, authenticity and students’ mastery to the technology that is Storyjumper impacted to the significant result in this study as confirmed in the questionnaire results. Students perceived positively to the implementation of technology-assisted project based language learning in wetland concern. The result of this research study is expected to be used in teaching and learning in the field of learning English as a foreign language and to encourage students to apply technological innovations in the field of learning English in a wetland environment.

Page 33 of 40 | Total Record : 392

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