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Ethical Lingua: Journal of Language Teaching and Literature
Published by Universitas Cokroaminoto Palopo
ISSN : 23553448     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Ethical Lingua is an online academic journal published in February and August by Universitas Cokroaminoto Palopo and managed by the English Language Education study program. The journal publish scholarly articles on the scope of Language Teaching, Learning, and Assessment; Language Curriculum and Material Development; Linguistics and Applied Linguistics; Cultural Issues in Language Education; and Modern and Classic Literature Studies. The content includes studies, analysis, theories application, research report, and reviews.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 2, No 1 (2015)" : 9 Documents clear
A Model of Communicative Teaching and Learning of English Vocabulary Through Interactive Actin vities Sahraini Sahraini
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

Teaching English vocabulary is very important, and it is more than just presenting and introducing new vocabulary to the students. Knowing words is not only memorizing them, but the students need to understand the meaning of the word in context and how the words are used. This can be achieved through correct vocabulary instruction which should involve vocabulary selection, word knowledge, and techniques. The needs of prospective teachers in mastering English both spoken and written, and the ability to teach using English as the language of instruction in the teaching and learning process in the classroom is very important. They also need the skills to teach English effectively and enjoyable to make the students have confident to use English communicatively. Deciding an interesting method for students is also an English teachers’ job to do. In this paper the writer tries to design a model of teaching and learning of English vocabulary through interactive activities. By using a lot of interactive activities, hopefully the students are able to practice to communicate by using English in oral and written.
The Effectiveness of Mind Mapping in Improving Students Descriptive Writing Ability at Cokroaminoto University of Palopo Juwita Crestiani
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

The objectives of this research were to find out whether or not mind mapping improves the students’ descriptive writing ability covering content, organization, vocabulary, language use and mechanics components; which aspects is dominantly improved by the effectiveness of mind mapping. This research applied quasi experimental method. This research consisted of assigned two groups namely experimental group and control group. Each group consisted of 30 students. The sample was chosen by purposive random sampling technique. The instrument of this research was writing test. In collecting data, this research used some procedures namely pre test, treatment, post test. In the experimental group, the students were given material through mind mapping for five times while in control group, the students were also given treatment through conventional way (lecturing method) for five times. The researcher used writing test both in experimental and control group. The data of students’ writing ability were analyzed by using inferential statistics through SPSS 17.0 version. The effectiveness of mind mapping improved the students’ writing ability in descriptive text. This is proved by the mean score of experimental group in posttest was 81.61 (good) classification. While the mean score of control group in posttest was 49.86 (poor) classifications. It was also proved by the different improvement of writing components (content, organization, vocabulary, language use, and mechanics) of both groups in the posttest which was taken from both valuators. Those improvements showed that effectiveness of mind mapping improved the students’ writing ability in the experimental group. It is more effective to improve the students’ writing ability. It indicated that the alternative hypothesis (H1) was significantly approved. Component in writing dominantly improved is content. The data result proves such conclusion which is based on the data from researcher and lecturer in the table 4.51 that showed that the mean score of content was 84.44 and it was higher than the other components.
Applying Integrated Computer Assisted Media (ICAM) in Teaching Vocabulary Opik Dwi Indah
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

The objective of this research was to find out whether the use of integrated computer assisted media (ICAM) is effective to improve the vocabulary achievement of the second semester students of Cokroaminoto Palopo University. The population of this research was the second semester students of English department of Cokroaminoto Palopo University in academic year 2013/2014. The samples of this research were 60 students and they were placed into two groups: experimental and control group where each group consisted of 30 students. This research used cluster random sampling technique. The research data was collected by applying vocabulary test and it was analyzed by using descriptive and inferential statistics. The result of this research was integrated computer assisted media (ICAM) can improve vocabulary achievement of the students of English department of Cokroaminoto Palopo University. It can be concluded that the use of ICAM in the teaching vocabulary is effective to be implemented in improving the students’ vocabulary achievement.
The Plagiarism in the Theses of English Education Students at Kabupaten Bone Rizkariani Sulaiman
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

The topic of this study is “Plagiarism in the Theses of English Education Students: Forms and Causes. In this study, the researcher limits the discussion by the following research questions: “what are the forms of students’ plagiarism in theses? and what are the causes that make students engage in the plagiarism?”. The objective of the study is specifically to know the forms of students’ plagiarism in theses; and to know the causes that make students engage in the plagiarism. In order to achieve the objective of this study, the researcher applied descriptive quantitative research. The population of this study was the theses of English education students that were submitted in 2011 and lecturers from two colleges. As instrument of the research, plagiarism forms according to government rule No. 17, 2010 and duplichecker application used to investigate the first research question; and questionnaire used to investigate the second research question. The result of the study revealed that plagiarism type 1 was the dominant type occurred in students theses, followed by plagiarism type 2, 3 and 4; chapter 1 and 2 of most of the theses are the most frequent place for plagiarism types occurred; another type of plagiarism found was chained plagiarism; and the causes of students engage in plagiarism can be divided into four main causes: a) lack of knowledge in referencing and quoting; b) limited access of literature; c) attitude; and d) plagiarism is not managed yet administratively. In line with the result, the researcher suggests that plagiarism in colleges should be familiarized, socialized and actively founded; the students also should enrich the knowledge of referencing and paraphrasing; and colleges should try to organize the standard rule clearly and firmly and introduce plagiarism detectors to reduce the plagiarism action.
Correlation of Self Concept and Students’ Motivation at University of Cokroaminoto Palopo Ahmad Adiwijaya
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

Self – concept and motivation are two important terms in educational world. Self concept is a one of dominant factor influences the students motivation in learning Englsih as foreign or second language. Therefore, the purpose of this study is to describe: the correlation between self concept and students’ motivation at English students of Cokroaminoto Palopo University. The research used correlational design. The population was the sixth semester of English Departement of Cokroaminoto Palopo University. The sample of this research was selected by using random sampling. The collection of the data was done by using questionnaire. The result of the research shows that there is a significant correlation between self concept and students motivation in learning English at English Departement of Cokroaminoto Palopo University. It can be concluded that the correlation between self concept and students’ motivation is significant. The significant was smaller than 0.05 . it indicates that if self concept of students increases, therefore students motivation also increases.
The Use of Self Assessment in Improving Students Ability in Writing English Skill Uswatun Hasanah
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

This research aims at finding out The Use of Self-Assessment in Improving Writing English Skill of the Students at English Education Department of STAIN Watampone academic year 2013/2014. The specific objective of the research is to find out whether or not the use of self-assessment improves students’ performance in writing English skill. The research method employed quasi experimental research. The samples consist of 40 students which belonged to two groups; experimental and control group. The research data were collected using two kinds of instruments: the writing test which was given to the both groups and questionnaires of learners’ self assessment which was given only to the experimental group. The research result indicated that: the use of self-assessment in writing English skill is more effective in improving students’ ability. The result of post test of both group improved, but the use of self assessment gave better effect than conventional way. It was proved by the result of the mean score of post test of experimental was higher than the control group in writing skill. It is suggested to the English teacher that the use of learners’ self assessment as one of alternative strategy in teaching writing in order to improve students’ writing ability. In addition the students can take responsibility for their own learning.
Grammatical Error Analysis in Recount Text Made by the Students of Cokroaminoto University of Palopo Hermini Hermini
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

This study aimed to find out (1) Grammatical errors in recount text made by the English Department students of the second and the sixth semester of Cokroaminoto University of Palopo, (2) the frequent grammatical errors made by the second and the sixth semester students of English department students (3) The difference of grammatical errors made by the second and the sixth semester students. The sample of the study was 723 sentences made by 30 students of the second semester and 30 students of the sixth semester students in academic year 2013/2014 that were taken by cluster random sampling technique. The sentences were 337 (46.61%) simple sentences, 83(11.48%) compound sentences, 218 (30.15%) complex sentences, 85 (11.76%) compound complex sentences. The data were collected by using two kinds of instruments namely: writing test to find the students’ grammatical errors and questionnaire to find the solution to prevent or minimize errors. Data on the students’ errors were analyzed by using descriptive statistics. The results of the study showed that the students made 832 errors classified into13 types of errors which consisted of 140 (16.82%) errors in production of verb, 110 (13.22%) errors in preposition, 106 (12,74%) errors in distribution of verb, 98 (11.77%) miscellaneous errors, 82 (9.85%) errors in missing subject, 67(8.05%) errors in part of speech, 61 (7,33%) errors in irregular verbs, 58 (6.97%) other errors in verb groups, 52(6.25%) errors in the use of article, 24 (2.88%) errors in gerund, 18 (2.16%) errors in infinitive, 11(1.32%) errors in pronoun/case, and 5 (0.6%) errors in questions. The top six frequent grammatical errors made by the students were production of verb group, preposition, distribution of verb group, miscellaneous error, missing subject, and part of speech. The difference of both groups was the frequency in committing errors such as part of speech, irregular verb, infinitive verbs, and other errors in verb.
[RETRACTED] The Effectiveness of Communicative Language Teaching, Task-Based Language Teaching, and Cooperative Learning Approach in Teaching Speaking at Cokroaminoto Palopo University Musliadi Musliadi
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

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Abstract

This article has been retracted.
The Correlation Among Gender, Languange Learning Strategies, and English Achievment of English Departement Students of Tarbiyah Faculty Maulina Maulina
Ethical Lingua: Journal of Language Teaching and Literature Vol 2, No 1 (2015)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1272.706 KB) | DOI: 10.30605/ethicallingua.v2i1.143

Abstract

This was a correlational research with two predictors and one criterion. 103 students (both successful and unsuccessful male and female students) were involved in this research. The data obtained through SILL by Oxford (1990) and students’ English achievement based on gender were analyzed by using descriptive statistics and inferential statistics through SPSS program version 20.0. The findings, first of all showed that there was a significant correlation between gender and English achievement where r = 0.924 and p = 0.000   = 0.05. Second, there was not any significant correlation between LLSs and English achievement where r = 0.202 and p = 0.083   = 0.05. Third, there was not any significant correlation between successful gender and their LLSs where r = 0.222 and p = 0.056   = 0.05 but there was a significant correlation between unsuccessful gender and their LLSs where r = - 0.376 and p = 0.049   = 0.05. Fourth, There was a significant correlation between gender and LLSs used simultaneously with English achievement where r = 0.264 and p = 0.04   = 0.05.

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