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<![CDATA[The Effectiveness of Applying the Practice Rehearsal Pair (PRP) Method in Teaching Speaking ]]>
<![CDATA[Joni Helandri]]>;
<![CDATA[Rambat Nur Sasongko]]>;
<![CDATA[Muhammad Kristiawan]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): 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.v4i2.2222
<![CDATA[The objective of this study was to find out whether or not it was significantly effective to teach speaking by applying the Practice Rehearsal Pair (PRP) method to the third-semester students of STAI Bumi Silampari Lubuklinggau in the academic year of 2019/2020. The technique used was quasi-experimental with one group pre-test post-test design. The results of this study were; (1) the mean students’ score in the pre-test was66.70; (2) the mean score of post-test was 83.87; (3) the result of paired t-test was 10,925, which was higher than the 1.697 value of the t table of 30 with 95% significant level for one tailed-test. In conclusion, the result of the research was significantly effective in teaching speaking by applying the Practice Rehearsal Pair (PRP) method to the third-semester students of STAI Bumi Silampari Lubuklinggau in the academic year of 2019/2020. Keywords: Applying, Effectiveness, Practice Rehearsal Pair (PRP) Method, Teaching Speaking]]>
<![CDATA[Literacy of Lower Classes Students Primary School in the 2013 Curriculum during the Pandemic COVID-19 ]]>
<![CDATA[Azizatul Khairi]]>;
<![CDATA[Rambat Nur Sasongko]]>;
<![CDATA[Muhammad Kristiawan]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): 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.v4i2.2237
<![CDATA[This study aims to describe the application of reading literacy in the 2013 Curriculum for the COVID-19 pandemic era. This study uses a descriptive content analysis study and literature studies. The findings showed that educators carried out various activities to implement students' reading literacy through blended learning activities, both at school and home. In conclusion, teachers monitor the increase in reading literacy through assignments performed by students in learning from home. Then, teachers and student guardians work together in online learning to improve students' reading literacy. Keywords: COVID-19, Curriculum 2013, Literacy, Lower Class, Primary School]]>
<![CDATA[Directive Illocutionary Acts in Me Before You Movie ]]>
<![CDATA[Ayu Oktaviani]]>;
<![CDATA[Dewi Syafitri]]>;
<![CDATA[Syafrizal Syafrizal]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): 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.v4i2.2255
<![CDATA[This study aims to know the types of directive illocutionary act dominantly used in Me Before You. The researcher used quantitative and qualitative methods to describe and analyze the most dominant illocutionary act in Me Before You. The result showed that there are six types of Illocutionary acts that are used in this movie. There are advising (36%), commanding (24.5%), requesting (22%), admonishing (10%), urging (5%) and ordering (2.5%). In conclusion, the Me Before You movie contained all types of Illocutionary Acts. Keywords: Directive, Illocutionary Act, Movie]]>
<![CDATA[Students’ Motivation in Learning English ]]>
<![CDATA[Yulfi Yulfi]]>;
<![CDATA[Ahwalusah Aalayina]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): 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.v4i2.2256
<![CDATA[This study aims to determine students' motivation in learning English and its effect on their English learning achievement. The research method used is survey research with a quantitative approach. Data were collected using questionnaires, interviews, and documentation. The questionnaire was adapted from the Attitude Motivation Test Battery (AMTB) designed by Gardner. The results showed that 52% of students took an active role in learning English. Students are relative "highly" motivated to learn English to have a good chance in their educational goals. In conclusion, instrumental motivation is a significant factor among students of SMAN 5 Lubuklinggau in learning English. Based on data documents about students' English scores, students' motivation to learn English affects their English learning achievement. Keywords: English, Learning, Motivation]]>
<![CDATA[Exploring Self-Assessment of Speaking Skill by EFL High School Students ]]>
<![CDATA[Wulida Wahidatul Masruria]]>;
<![CDATA[Syafi’ul Anam]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): 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.v4i2.2285
<![CDATA[This study aims to know how self-assessment is implemented in the classroom and how students perceive using self-assessment to assess their speaking skills. This research study was used qualitative research conducted at the state Islamic senior high school level in Sorong. The results showed that most students thought that self-assessment was very helpful because it allowed them to know their strengths and weaknesses and improve their communication with the teacher. Moreover, the second results indicated that self-assessment assisted students in increasing their speaking self-efficacy (confidence and belief in their ability), self-regulation (awareness of research, time management, independence), and engagement. In conclusion, the teachers use self-assessment in English classes successfully. Keywords: EFL Learners, Self-assessment, Speaking Skill, Students' Responses]]>
<![CDATA[A Common Error Analysis in Students’ English Narrative Writing ]]>
<![CDATA[Arsen Nahum Pasaribu]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): 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.v4i2.2338
<![CDATA[This research aims to explore error analysis in students’ academic writing. The study was conducted at the University of HKBP Nommensen Medan. The method used is a mixed-method. The research participants were 26 English department students in the third semester. Thus, the research data consist of 26 narrative stories. The results showed that around 252 errors were found in all categories. The most dominant error category is omission 92 (36.51%) then is respectively followed by addition 64 (25.40%), misinformation 56 (22.22%), and disordering 40 (15.87%). The most dominant factor as the cause of the error is first language interference, and then translation and carelessness. In conclusion, all types of errors (omission, addition, misinformation, and disordering) were identified in the students’ narrative writing. Keywords: Error Analysis, Factor of Errors, Narrative Writing, University Students]]>
<![CDATA[Using Inquiry Based Learning Strategy in Teaching Writing Descriptive Text ]]>
<![CDATA[Mike Amelia]]>;
<![CDATA[Nostalgianti Citra Prystiananta]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): 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.v5i1.2648
<![CDATA[This research aimed to look at the effect of inquiry based learning strategy on students’ ability to write a descriptive text. The method of this research was quasi-experiment. The population of this research was eighth-grade students of MTsN Kota Solok. The total population was 65 students. The research results show that the pre-test means score in experimental and control classes was 46,8 and 44,4. The mean score of post-test in the experimental class was 55 and control class 51,6. Students’ ability in writing descriptive text analyzed by using t-test statistical which t calculated= 2,04 and t table (0,975: 38) = 2,02 with significant level t calculated > t table. In conclusion, the students who were taught using an Inquiry based learning strategy have better results in writing descriptive text than those who were taught without inquiry based learning. Keywords: Descriptive text, Inquiry Based Learning, Writing]]>
<![CDATA[Style of Language in Tourism Hotel Advertising ]]>
<![CDATA[Ni Putu Isha Aprinica]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): 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.v5i1.2819
<![CDATA[This study aims to determine the style of language used in tourism hotel advertisements for promoting their hotels. The method used in this study taking samples from tourism hotel advertisements contained in the 2019 edition of the Bali Travel News newspaper and analyze them by the style language they used. The results showed that the language style that appears and is often used by the hotel to attract readers to stay at the hotel are hyperbole, metonymy, personification, and polysemy styles. In conclusion, the use of language style is one of the main factors when making advertisements, changing the meaning and use of figurative language to make sentences more beautiful to read. Keywords: Discourse, Hotel advertising, Language Style]]>
<![CDATA[Modern Curriculum Vitae: Wordless Meaning Delivery by Using Symbols ]]>
<![CDATA[Luh Eka Susanti]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): 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.v5i1.2730
<![CDATA[This study was aimed to identify the effectiveness of the Wordless Curriculum Vitae and the perceptions of users in a number of hotels located in Badung, Bali upon the Wordless Curriculum Vitae. The method used was qualitative approach and data were obtained through the distribution of online questionnaires, interviews and documentation studies. The results showed that 90% of Modern Curriculum Vitae’s Human Resource users were able to attract their interest in processing to the next level (interview session) and conveying the meaning of language through icons (symbols) substitution. The CV could convey meaning effectively without changing the meaning. In conclusion, this Wordless CV by the substitution of the icons (symbols) has successfully delivered same meaning compared to the conventional CV. Keywords: Modern Curriculum Vitae, Use of Icon/Symbols, Wordless CV]]>
<![CDATA[Teachers’ TPACK Practice of English Blended Learning Course in the Midst of COVID-19 Pandemic ]]>
<![CDATA[Yatun Yatun]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): 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.v5i1.2754
<![CDATA[This study aims to examine teachers’ TPACK knowledge in practice that used in blended-learning course. This study employs a qualitative descriptive research design to analyze phenomena in the teaching and learning process. The observation focused on the three components of TPACK in practice included technological tool, content material, and learning activity. Furthermore, the finding shows that teachers promoted 22 and 24 of the 33 TPACK criteria in practice, which represented the TPACK knowledge. This means teachers have achieved more than 50 % of criteria which representing the TPACK knowledge in practice. In conclusion, the TPACK knowledge help teachers conducted an effective teaching with technology as teachers were able to apply the framework of TPACK in practice during the blended learning activity. Keywords: Blended-learning, Content Knowledge, Pedagogical knowledge Teachers’ Knowledge, Technological Knowledge, Technology Integration TPACK]]>
