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Edu-Ling: Journal of English Education and Linguistics
Published by Universitas Prof. Dr. Hazairin, SH
ISSN : 26147343     EISSN : 26215128     DOI : https://doi.org/10.32663/edu-ling
Core Subject : Science, Education, Art,
Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Other
ournal of Edu-Ling (Journal of Education and Linguistics) is a scientific article in English Education Department in Faculty of Teacher Training and Education Prof. Dr. Hazairin, SH Bengkulu. It presents articles on English language teaching and learning, Linguistics and Literature. The contents include analysis, studies, application of theories, research reports, materials developments and reviews.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
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Search results for , issue "Vol. 2 No. 2 (2019): July" : 6 Documents clear
AN ANALYSIS ON BARACK OBAMA'S SPEECH VIEWED FROM GRAMMATICAL COHESION detti lismayanti
Edu-Ling: Journal of English Education and Linguistics Vol. 2 No. 2 (2019): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v2i2.783

Abstract

The aim of this study is to find out what is the type, dominant and function on Barack Obama's speech.. This study was designed as qualitative study. It analyzed the form of word descriptively. This research used document analysis as its approach. During the process of research, the researcher collected the documents which were delivered In November 2016. The documents There are four Speeches of Obama's which are taken in AmericanRhetoric.com. The analysis was concern with types of grammatical cohesion (reference and conjunction). After analyzing the data the reseacher found the are grammatical cohesion on Obama's speeches. There are three functions of grammatical cohesion found within the speech. The researcher found the types of grammatical cohesion are reference and conjunction. There are 9.662 data found on four speeches. Where the reference has 6.746 items and conjunction 2.816 items. The grammatical cohension are: First, the mostly used of the reference was 70,55% while conjunction was 29,45%. Reference has three important functions ; (1) to avoid repeating the same words, (2) to point out a scale of proximity, and (3) to compare something or situation. Second is conjunction, it has five functions are (1) to relate similar or identical words, (2) to coordinate sentences which have the same context, (3) to support previous sentence, (4) to opposite the preceding statement, and (5) to connect between cause and effect in a sentence. Third, the general and basic function of grammatical cohesion is to relate words, clauses, phrases, or sentence in order to make the sentence meaningful.
Creative and Innovative Ways of Teaching English In Rural Area Through ICT Dailin Dailin; Melati Melati; Adetio Zayadi
Edu-Ling: Journal of English Education and Linguistics Vol. 2 No. 2 (2019): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (702.567 KB) | DOI: 10.32663/edu-ling.v2i2.776

Abstract

Nowadays, information and communication technology has been growing rapidly. It is used widely in all sectors in the world. In education, ICT has the important role to faster the development of knowledge. But, we should realize that there are still many regions in Indonesia which the application of ICT is not available yet. This paper examines the ways of English teachers used in teaching and learning English in term of ICT implementation especially in two rural areas of Indonesia. This paper also argues some creative and innovative ways that can be practiced in each of those areas. This paper through qualitative approach finds out that the applying of ICT or technology in teaching and learning English cannot be the same for all regions including urban, rural, and remote areas. It can be practiced differently based on the condition of the area. So, the teacher should know the creative and innovative ways of ICT implementation in teaching and learning English.
Process-Genre Approach for Teaching Writing of English Text Dedi Jasrial
Edu-Ling: Journal of English Education and Linguistics Vol. 2 No. 2 (2019): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (656.302 KB) | DOI: 10.32663/edu-ling.v2i2.713

Abstract

Although writing has been learned by students since they start to learn English language but it still become the most difficult skill to be acquired than speaking, reading and listening. It is possibility caused by the students have limitation of knowledge about writing roles, lack of vocabulary, lack of motivation, lack of master of language structure, and lack of ability in generating a topic. In addition, writing is also called as the most complexity skill and it can be seen from the process of writing, rules that must be followed by students, and the influence of non-linguistics factors during of writing activity. Therefore, students must be serious to acquire this skill. In this article, the writer would like to introduce a suitable approach to teaching writing of English texts through process-genre approach. After reading this article, the writer expects that this article can help English teachers to apply this approach for teaching writing of English texts at Junior and Senior High Schools in Indonesia.
CHARACTER VALUES FOUND IN ENGLISH TEXTBOOKS OF SENIOR HIGH SCHOOL Fetriani Fetriani; Indah Hayati
Edu-Ling: Journal of English Education and Linguistics Vol. 2 No. 2 (2019): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.113 KB) | DOI: 10.32663/edu-ling.v2i2.782

Abstract

The objective of this research is to find out character values found in English textbook for grade ten and for grade eleven of Senior High School. The research was descriptive qualitative research which dealt with non-numerical data and focused on the character values found in English textbook of senior high school. The result of this research presented the character values found in English textbook for grade ten and for grade eleven of Senior High School. They are religiousness, honesty, tolerance, discipline, perseverance, creativity, independence, democracy, curiosity, nationalism, patriotism, appreciation, friendliness /communication, peacefulness, literacy, affection to nature, sociable, and responsible. From those 18 characters, appreciation character is the most dominant with the percentage of 12.5 %. Meanwhile, tolerance, discipline, independence, democracy, and literacy characters stand in the lowest position with only 2.5 %.
IMPROVING WRITING SKILL OF RECOUNT TEXT THROUGH GIVING CHAIN AND QUESTIONS TECHNIQUES IN SMAN 3 TEBING TINGGI Puji Dwi Sulastri
Edu-Ling: Journal of English Education and Linguistics Vol. 2 No. 2 (2019): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.251 KB) | DOI: 10.32663/edu-ling.v2i2.1096

Abstract

This classroom action research aims to improve students' skills in writing recounts using chain drawing techniques and several questions.The subjects of this study were students X IIS.1 SMA 3 TEBING TINGGI 2017/2018 lessons, amounting to 22 people consisting of 11 men and 11 women.In collecting data, recount writing and observation or observation tests are conducted.All data are collected and analyzed. In analyzing the results of the tests using a system scale the rating criteria are referent values. The results that the researchers obtained from this study were qualitative data and quantitative data.Qualitative data shows that students are very active and fluent in writing recounts, this can be seen by the increase in student activity in doing their own writing recount activities in the first cycle and second cycle, and students smoothly answer questions based on the images set out in recount essays.Whereas from quantitative data, it can be seen that there is an increase in the value of students from the level or level of information written on their recount.The number of students who get A in the first cycle is 1 meeting (1 person), 2nd meeting (2 people), and 3rd meeting (4 people). On the second cycle of the 1st meeting (9 people), 2nd meeting (17 people) and 3rd meeting (22 people). Students who get B score in cycle 1, meeting 1 (4 people), meeting 2 (4 people) and meeting 3 (12 people). On cycle 2, meeting 1st (6 people), 2nd meeting (5 people) and no B value at 3rd meeting. This means giving serial images and several questions, so that the writing skills of students X IIS.1 of SMA Negeri 3 Tebing Tinggi can be improved.
FIGURATIVE LANGUAGE IN WILLIAM SHAKESPEARE AND WILLIAM WORDWORTH’S POEM Vivi Melaty Ruslida; Barnabas Sembiring; Indah Damayanti
Edu-Ling: Journal of English Education and Linguistics Vol. 2 No. 2 (2019): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (631.014 KB) | DOI: 10.32663/edu-ling.v2i2.1098

Abstract

This study aims to determine the use and meaning of figurative language (majas) in poetry. The sample of this study is ten poems from two different writers of the era, namely Shakespeare and Wordsworth. This research uses a descriptive qualitative method and an objective approach used to analyze data. Figurative language (majas) was analyzed based on theories from Wren and Martin and also analyzed the meaning of each figurative language (majas) that had been discovered. The figurative language (majas) found is presented in tabular form. From the data analysis, all figurative languages ??(majas) were found in Shakespeare's five poems except Euphemism and Irony. In Wordsworth's poem, all figurative languages ??(majas) are found except Synecdoche and Irony. From the figurative language (majas) that has been found and from the author's background, it has been concluded that Shakespeare is a Poetic person, he usually uses some beautiful words. Meanwhile, Wordsworth is a Romantic person. He usually talks about love, feelings and even sadness which is always associated with the loss of someone he loves.

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