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<![CDATA[Engaging Students‘ Speaking Skill Using Role Play in Junior High School ]]>
<![CDATA[Kamal Yusuf]]>;
<![CDATA[Feby Anggita Setyamardani]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1150
<![CDATA[This paper aimed to investigate to what extent the role play technique, especially semi-scripted could improve students’ speaking skill in English. This research was a descriptive qualitative in nature where was conducted at SMP Rahmat in Surabaya, East Java. Thirty students participated in this study and they have practiced a semi-scripted role play as one kind of role play techniques. There was pre-test and post-test applied, before and after the role play activities. The tests were done to measure students’ speaking skill. The results of this study showed that semi-scripted role play technique could significantly improve and affect properly the speaking ability of the students. Furthermore, by employing the semi-scripted role play, the students could freely express their feelings and make them able to explore their creativity in more ways to enable them facing the real life. Keywords: Role Play, Dialogue, Speaking Skill, English Teaching]]>
<![CDATA[Semiotic Analysis and Persuasive Discourse to the Billboard of Legislative Candidates 2019 In Indonesia ]]>
<![CDATA[Lely Rahmawati]]>;
<![CDATA[Emzir Emzir]]>;
<![CDATA[Shafruddin Tajuddin]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1169
<![CDATA[This study aims to scrutinize the utilization both of visual and written language toward the billboard of legislative candidates in the general election 2019. The sources of the data are 2 billboards from 9 parties winning the general election 2019 in Indonesia and the data that has been taken by the researchers are slogans and photos which have been deployed on the billboards. This qualitative research uses the method of descriptive analysis. On billboard 1 (Golkar), the dominance of the persuasive discourse is a wise clause which has been deployed to build a good reputation about legislative candidates. Meanwhile on billboard 2 (PKS), the dominance is the invitation which indicated that the legislative candidates directly invited the people to choose them. Through the visual and written language, the legislative candidates showed their identities strongly. Briefly, these billboards which showed in this research contained the strong persuasive language which combined both of written and visual languages. Keywords: Language, Persuasive, Visual, Parties]]>
<![CDATA[The Emotional Lexicon Used by Male and Female Communication: Study of Balinese Language Used in South Kuta-Bali ]]>
<![CDATA[I Gusti Ayu Vina Widiadnya Putri]]>;
<![CDATA[I Dewa Ayu Devi Maharani Santika]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1177
<![CDATA[The aims of this research is to analyse about the differences of emotional lexicon used by male and female communication in South Kuta-Bali when they used Balinese language in their daily interaction. The scope of male and female is closely related to the social behavior which includes the social identity of male and female in society and this becomes the basis of how the language is used in this context of social. This research is interested to uncover more how people use language in terms of expressing their emotional in social interaction. This study is a sociolinguistic approach used the theory from Hickey, Raymon (2010). The data source in this study is the south Kuta community who use Balinese language in social interactions. The Data collection is done by observation, interview, recording and note taking and descriptive qualitative method is applied to analyze the data. The result of the analysis found that the emotional lexical is used by the male and female in their social interaction, it could mention that both Augmentatives and Euphemisms is used by male and female in their social interaction however the augmentative is mostly used by female in informal occasion. Balinese female often used prohibition instead of imperative in expressing her idea about ordering someone to do something. In the other hand, the male directly used imperative sentence in ordering something. He usually does not use many awkwardness to say his point in a conversation. This may be considered that the male often go to the straight point when expressing his idea. Keywords: Emotional Lexicon, Male and Female]]>
<![CDATA[Critical Framing: How Indonesian EFL Students Criticize Texts and Reconstruct Gender Equality in EFL Reading Class ]]>
<![CDATA[Intan Nuvitasari]]>;
<![CDATA[Pratiwi Retnaningdyah]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1208
<![CDATA[This study was proposed to reveal how students criticize text and reconstruct gender equality through critical framing provided by the teacher. To conduct the research, field notes, recording on audio and video, and also students’ artifact (the result of discussion) were used. The text used in this research was the synopsis of Mustang (2015). The data was analyzed using critical discourse by looking at the influence of the linguistic used by the teacher and the text. The result showed that in criticizing text, female and male group is influenced by the linguistic used by the teacher and text and the power of the text and teacher can empower student to reconstruct gender equality and reject gender inequality, while male’s group was only influenced by the teacher. In addition, the linguistic used by the teacher also may lead them to relate with their society. In conclusion, female and males students are influenced by linguistic used in criticizing text. Keywords: Critical Framing, Gender Equality, Gender Inequality.]]>
<![CDATA[Evaluating Questioning Skills of Pre-Service EFL Teachers Through Self-Evaluation of Teacher Talk (SETT) in Microteaching Class ]]>
<![CDATA[Naila Muroda]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Slamet Setiawan]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1212
<![CDATA[This study aims to investigate pre-service EFL teachers’ way evaluating their own teachers talk, especially in questioning skill using SETT (Self-Evaluation of Teacher Talk). The method used in this study is qualitative research toward four pre-service EFL teachers’ used as the research’s participants. By revealing the data, the author used teachers’ reflective journals as process for evaluation and also interview to obtain deeper perspective and feelings results of the data analysis. The findings indicated that doing the evaluation of questioning skills using SETT framework has helped their awareness of their language used in teaching, not only about the interactional features for communication but also how manage the language to assist the students to response. More importantly, they are able to use and control their language in running the classroom activities. Thus, it means that SETT has helped the teachers to achieved their personal development and awareness toward the classroom communication in holding the interaction especially in questioning skills. Keywords: Questioning Skills, SETT, Pre-service EFL Teachers]]>
<![CDATA[Teacher’s Motives in Applying Communication Accommodation Strategies in Secondary ELT Class ]]>
<![CDATA[Almas Rizkika Nabila]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Syafi’ul Anam]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1248
<![CDATA[The objective of this study is to describe teacher’s motives that underlie the use of communication accommodation strategies in secondary ELT class. This study employed a qualitative approach by observing the strategies used in ELT class and interviewing teacher to ask the reason for performing those features. The participant of this study was one English teacher from secondary ELT class. The result showed that teacher used more convergence features in accommodative strategies rather than divergence. Besides, teacher’s motives in applying communication accommodation strategies were categorized as affective motives to emphasize the closeness with students and cognitive motives to improve students’ understanding in classroom interaction. Teacher was dominant in cognitive motives rather than affective motives when using communication accommodation strategies in secondary ELT class. Keywords: Communication Accommodation Strategies, Affective Motives, Cognitive Motives]]>
<![CDATA[The Study Analysis of Chinese Idiom Learning at Indonesian High School ]]>
<![CDATA[Lestari Puspita Ningsih]]>;
<![CDATA[Jin Xiaoyan]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1250
<![CDATA[This study is aimed to determine the effectiveness of the application of learning Chinese Idiom at school. This also recognized the mastery of Mandarin language teachers in Chinese Idiom. This research is used a quantitative descriptive method. Based on the results of surveys and tests that have been carried out it is known that there are still many schools that do not implement Mandarin language learning for basic competencies with the Chinese Idiom material. It can be concluded that the application of basic competencies related to Mandarin idioms is still ineffective. Thus in order for Chinese Idiom learning to be carried out properly, it is necessary to carry out the following matters, including teaching materials development, language teaching methodologies development, professional Mandarin language teacher’s development, the development of adequate Mandarin learning facilities. Keywords: Chinese Idiom, Teaching Chinese as a Foreign Language, Indonesian High School,Chinese Curriculum]]>
<![CDATA[Improving the Students’ Listening Comprehension through Aural-Oral Language Approach ]]>
<![CDATA[Sujariati Sujariati]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1253
<![CDATA[This research aimed to know the effectiveness of using Aural-oral approach to improve the students’ listening comprehension, and to know the students’ activeness toward teaching learning process through Aural-oral approach at the eleventh grade students of SMAN 1 Makassar. Two cycles had been conducted, where each cycle consisted of four meetings. It implemented Aural-oral approach as an approach to improve the students’ listening comprehension and employed listening test as instrument. A number of subjects of the research were 16 students. It is consist of 9 women and 7 men. The researcher took real data from the school to know the students’ listening comprehension. The students’ mean score of listening achievement at D-Test was 50.69, at the cycle I was 65.28 and at the cycle II was 75.93. The result of the student's listening test in cycle II had improved in significant score, where the means score of students in distinguish phonemes was 87.5, in understanding Statement was 50, and in understanding dialogue was 90.28. It means that the students’ mean score at the cycle II was 75.93 reached the target score 75 and the students’ activeness toward teaching learning process by using Aural-oral approach was improved. It can be seen from the observation result of the students’ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle II always grow up. It could be stated that the research was successful. Keyword: Listening Comprehension, Aural-oral Approach, Student’ Listening, Student’s Activeness]]>
<![CDATA[Communication Strategies Used by EFL Learners in Task-Based English Debate ]]>
<![CDATA[Novia Rina Saidah]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Syafi’ul Anam]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1254
<![CDATA[This research aims to describe the use of communication strategies in an EFL classroom during the completion of task-based debate activity. This research was conducted in an English course located in Sidoarjo. The subject of this study are 10 EFL intermediate level students. In line with that reason, this research is a qualitative study since it focuses on the depth of the comprehension of the communication strategies data rather than computing it. For obtaining the data, the researcher do observation and records learners’ verbal and non-verbal behaviour based on Dornyei (1995) taxonomy of communication strategies during the debate activity. The result showed that all taxonomies by Dornyei are used by the subjects i.e avoidance strategies, achievement strategies, and stalling strategies in the debate. There are various reason for leaners to choose those strategies to overcome their communication breakdowns during the short-time debate between speakers such as because it’s time-efficient, less confusing, and sound trustworthy to lengthen their time to think, keep the communication channel at hand, and keep up the discourse at the moment when learners face the difficulties. As the conclusion, English debate activity is considered as one of the task that promotes students-centered learning in a TBLT class, provides opportunities for students to speak Engish, and challenge students to use their language sources to strengthen their arguments. In the debate, learners mostly applied stalling strategies such as fillers since is considered very easy and quick for learners to use when they encounter problems such as nervous, lack of vocab, and lack of grammar structure in the English debate activities. Keywords: Communication strategies, task-based learning, English debate.]]>
<![CDATA[Developing Teaching Instructions through the Practice of Lesson Study in Teaching Passive Voice ]]>
<![CDATA[Imelda Mallipa]]>;
<![CDATA[Riana Murianty]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v3i2.1256
<![CDATA[Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students’ prior knowledge of topic in text. In teaching process, drawing students’ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context. Keywords: Teaching Instructions, Lesson Study, Passive Voice]]>
