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<![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 Teachers 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 prodigiesâ 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 studentsâ need.]]>
<![CDATA[THE EFFECTIVENESS OF ORAL RETELLING STRATEGY AND WRITTEN RETELLING STRATEGY ON STUDENTSâ 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 Teachers 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. Sylviaâs (2015) study claims that the written retelling significantly better than oral retelling strategy. However, Schislerâs (2008) study shows result in vice versa. Ebaughâs (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 Teachers 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 studentsâ 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 STUDENTSâ 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 Teachers 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 studentsâ 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 studentsâ 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 Teachers Training ]]>
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DOI: 10.18592/let.v2i2.1379
<![CDATA[This study investigated the studentsâ view of the appropriate and inappropriate use of humor in the classroom and the effect of it in studentsâ 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[THE ROLES OF WRITING ATTITUDES AND WRITING APPREHENSION IN EFL LEARNERSâ WRITING PERFORMANCE ]]>
<![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 Teachers 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 studentsâ 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 learnersâ 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 studentsâ 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 lecturerâs 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.]]>
<![CDATA[MAIN PRINCIPLES FOR DEVELOPING READING SKILLS IN ESL/FL CLASSROOMS ]]>
<![CDATA[Hizriani, Nani]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v4i1.1398
<![CDATA[Reading is an essential skill for ESL/FL learners because it is a readily available way to expose to language learnersâ 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.]]>
<![CDATA[HILLARY CLINTONâS CONCESSION SPEECH : A CONSTRUCTIVISM STUDY OF DISCOURSE ]]>
<![CDATA[Khairunnisa, Khairunnisa]]>;
<![CDATA[Rahayu, Puji Sri]]>;
<![CDATA[Husin, Saifuddin Ahmad]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v7i2.1950
<![CDATA[The 2016 US Presidential Election has become worldâ great issue since the politicianâs speech is mainly concerned with persuading or making the listeners believe with what they are saying. It is a concession speech of Hillary Clintonâs 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 Clintonâs 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 Clintonâs power and ideology.]]>
<![CDATA[THE ANALYSIS OF CLAUSE COMPLEX IN THE STUDENTSâ CASUAL CONVERSATION ]]>
<![CDATA[Ifadloh, Nur]]>;
<![CDATA[Nufus, Zahratun]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v7i2.1945
<![CDATA[This study reported on an analysis of the transcript of the studentsâ conversation. It highlighted the way in which the transcript was analyzed qualitatively on the issue of clause complexity based on the perspective of Systemic Functional Linguistics (SFL). In detail, this study demonstrated the clause complexity of the transcript of the studentsâ conversation which was related to, for example, inter-clausal relations (logico-semantic relation), coordination (parataxis) and subordination (hypotaxis) as mainly outlined by Halliday (1994), Halliday & Matthiessen (2004) and Eggins (2004). The results of the analyses indicated that the students showed a positive trend of developments in the use of semantic relations in their conversation. The students produced clause complexes (37.71%) less than clause simplexes (62.29%), In the syntactic dimension, the students produced hypotaxis (50.65%) more than parataxis (49.35%). In hypotaxis, the students produced expansion (92.31%) more than projection (7.69%). It also occurred in parataxis where students also produced expansion (92.11%) more than projection (7.89%). In the logico-semantic dimension, students produced expansion (92.47%) more than projection (7.53%). In the case of projection, locution (57.14%) was produced more than idea (42.86%). In addition, in the case of expansion, elaboration (40.70%) was the most frequently used by the students rather than both of extension (34.88%) and enhancement (24.42%).]]>
<![CDATA[UTILIZING MEMES TO PROMOTE STUDENTSâ MOTIVATION IN LANGUAGE CLASSROOM ]]>
<![CDATA[Purnama, Agnes Dian]]>;
<![CDATA[Desiarti, Elsa Marina]]>;
<![CDATA[Aflahah, Noor Aida]]>;
<![CDATA[Ekaningrum, Vindy Cahya]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v7i2.1946
<![CDATA[Keeping studentsâ motivation to learn L2 is a challenging activity in teaching and learning process. Teachers are expected to perform their job dutifully by engaging students into attractive learning activities. At the same time, they are also contested with studentsâ characteristics diversity. The utilization of memes is a proposed teaching strategy to minimize the gap between studentsâ traits, technology rapid development, and the constant need of renewing effort to enhance studentsâ performance. Seeking an opportunity of integrating between various mobile application, gadgets as well as internet access, memes creation may be considered as a breakthrough in educational field. The result of this study shows studentsâ positive responses in creating memes activity. Most of the EFL studentsâ responses stated that the activity is interesting therefore it is able to boost their motivation. The activity covers up three essential motivation values for learning an L2; intrinsic value, integrative value, and instrumental value. ]]>
