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Linguistics and Elt Journal
Published by Universitas Muhammadiyah Mataram
ISSN : 23392940     EISSN : 26148633     DOI : https://doi.org/10.31764/leltj
Core Subject : Education,
Languange, Linguistic, Communication & Media
Linguistics and ELT Journal (p-ISSN 2339-2940 | e-ISSN 2614-8633) is published twice a year in the months of June and December. The purpose of LELTJ is to disseminate information and facilitate understanding among those people who are concerned with English language teaching and linguistics, emphasizing theoretical and empirical studies. This journal is administered by English Department of Muhammadiyah University of Mataram.
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Articles 6 Documents
 1 
Search results for , issue "Vol 3, No 2 (2015): December" : 6 Documents clear
THE EFFECTIVENESS OF REWRITING TECHNIQUE IN TEACHING DESCRIPTIVE TEXT M. Hudri M. Hudri
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.796 KB) | DOI: 10.31764/leltj.v3i2.392

Abstract

The objective of this research was to observe the effectiveness of using paraphrasing technique in academic writing course at sixth semester of Muhammadiyah University of Mataram in Academic Year 2014/2015. The method used in this research was quantitative method namely quasi experimental design. The number of population of this research was 43 students. The writer took 43 students as the sample and divided into two classes namely class VI.A-VI.B which consist of 23 students as an experimental class that showed their English ability in paraphrasing technique and the second class B which consist of 20 students as a control class that showed their English in summarizing technique. The writer here employed t-test to obtain the data. The tests were pre-test and post-test. Pre-test was given in the first meeting; the aim was to know the student’s ability in paraphrasing technique. Then, post-test was given after students got treatment for 6 meetings for each class. After collecting and computing the data, the writer found that class A obtained higher score than class B. The mean score of class VI.A (experimental) was 9.95 while for class VI.B (control) was 6.2. The standard of deviation of the class was computed by using t-test. T-test was 5.95; the critical value was higher than t-table. The t-table was 2.021 at the confidence level of 0.05 (95%) and 2.704 at the confidence level of 0.01 (99%). The consultation of t-test to t-table were found that the t-test is 5.95t-table 2.021 (95%) and t-test 5.95  t-table 2.704 (99%). It means that the alternative hypothesis is accepted and null hypothesis is rejected. Therefore, the rewriting technique is effective in teaching descriptive text at the sixth semester of Muhammadiyah University of Mataram in academic year 2014/2015.
THE EFFECT OF THINK PAIR SHARE METHOD TOWARD THE STUDENTS`READING ACHIEVEMENT Ilham Ilham
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.015 KB) | DOI: 10.31764/leltj.v3i2.393

Abstract

This study aims at investigating the effect of Think-Pair-Share Method toward the students’ reading achievement at MA. Darussalam Beremi. The design of this study is true experimental, in which 111 students as the population and through cluster random sampling, 80 students were selected as the sample. After collecting and computing the data, the writer found that the experimental group were more successful than the students of control group. it can be seen from the critical value of t-test equal to 3.86 is higher than the indication of t- table at the significant level of 5% equals to 1.99, and at the significant level of 1% equals to 2.64 then, at the degree of freedom 78 or nearest 80 on the test indication. In fact, the t-test is significant value for both levels. It means, the cooperative learning method is effective toward the student`s reading achievements. The Think-Pair_Share is effective for teaching reading due to the dependence among the students, it triggers the students to be more active, more communicative, and more interactive in teaching and learning process, and also it applies good evaluation process.
THE USE OF COLLABORATIVE WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT Irwandi Irwandi
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.289 KB) | DOI: 10.31764/leltj.v3i2.823

Abstract

This study was carried out to find out about the use of collaborative writing technique to improve students ability in writing descriptive text at the second grade of SMPN 1 Praya in academic year 2015/2016. The total number of samples were 40 students, and they were divided into two groups. The first group was called the experimental group consisted of 20 students and the second group was called the control group consists of 20 students. The data of the study was collected by giving both of groups pre-test and the treatment just for the experimental group which was taught by using collaborative writing technique, and then at the last session of both groups was post-test with the same test items. After analyzing the data obtained, the researcher found that the use of collaborative writing technique affects writing a descriptive text. From the data analysis, the researcher found that the value of t-test was 6,3, while the value of t-table in df 38 were 2,024 for confidence level 0,05 (90%) and 2,71 for confidence level 0,01 (99%). It showed that the value of t-test is higher than the t-table. It is mean that the use of collaborative writing technique affects writing a descriptive text. So, the null hypothesis (Ho) was accepted because the use of collaborative writing technique affects writing descriptive text at the second grade of SMPN 1 Praya in Academic Year 2015- 2016.
PENERAPAN ANDRAGOGI PADA LEMBAGA KURSUS BAHASA INGGRIS Sahri Suwandi
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.919 KB) | DOI: 10.31764/leltj.v3i2.390

Abstract

Penelitian ini di latarbelakangi oleh sebuah fenomena yang menggambarkan bertahan dan betahnya warga belajar mengekuti peraturan dan belajar di Basic English Course (BEC) Pare Kediri, padahal tidak banyak menerapkan prinsip-prinsip andragogi. Penelitian ini bertujuan untuk mendeskripsikan mengapa warga belajar bertahan belajar di dalamnya. Penelitian ini dilaksanakan dengan pendekatan kualitatif dengan disain fenomenologi. Pengumpulan data dengan wawancara mendalam,  obserfasi, dan  study dokumentasi. Dari hasil penelitian ditemukan bahwa memilih dan betahnya warga belajar kursus bahasa Inggris di BEC karena  lingkungannya menarik dan menguntungkan karena perkampungan bahasa Inggris yang mana jarang dijumpai di Indonesia. Terkenal banyak alumni sukses dan menjujung tinggi nilai keagamaan. Peraturannya menarik mewajibkan warga belajar berbahasa Inggris di area BEC. Program-program ekstra yang lebih menarik dan fleksibel ada   kebebasan, kenyamanan, metodenya tidak monoton ada diskusi, permainan, dan debat dibandingkan program inti. Biaya hidup dan biaya kursus murah, waktunya  cukup ideal  tidak terlalu cepat dan tidak terlalu lama 6 bulan. Warga belajar mengikuti aturan yang ketat bukan karena suka, tetapi keterpaksaan atas besarnya motivasi untuk dapat berbahasa Inggris. Mencari pengalaman baru seperti mencari banyak teman dan pasangan hidup.
THE USE OF COLLABORATIVE WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT Irwandi Irwandi
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.289 KB) | DOI: 10.31764/leltj.v3i2.824

Abstract

This study was carried out to find out about the use of collaborative writing technique to improve students ability in writing descriptive text at the second grade of SMPN 1 Praya in academic year 2015/2016. The total number of samples were 40 students, and they were divided into two groups. The first group was called the experimental group consisted of 20 students and the second group was called the control group consists of 20 students. The data of the study was collected by giving both of groups pre-test and the treatment just for the experimental group which was taught by using collaborative writing technique, and then at the last session of both groups was post-test with the same test items. After analyzing the data obtained, the researcher found that the use of collaborative writing technique affects writing a descriptive text. From the data analysis, the researcher found that the value of t-test was 6,3, while the value of t-table in df 38 were 2,024 for confidence level 0,05 (90%) and 2,71 for confidence level 0,01 (99%). It showed that the value of t-test is higher than the t-table. It is mean that the use of collaborative writing technique affects writing a descriptive text. So, the null hypothesis (Ho) was accepted because the use of collaborative writing technique affects writing descriptive text at the second grade of SMPN 1 Praya in Academic Year 2015- 2016.
THE EFFECTIVENESS OF USING INTERACTIVE WRITING IN TEACHING WRITING Hidayati Hidayati
Linguistics and ELT Journal Vol 3, No 2 (2015): December
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.708 KB) | DOI: 10.31764/leltj.v3i2.391

Abstract

This experiment was to evaluate the  effectiveness of using interactive writing  in teaching writing at the second grade students of MTs Al-Raisiyah Sekarbela in Academic year 2014/2015.66 out of 100 students participated during the treatment. This study used quasi-experiment design which comprised two groups as the experiment and the control groups. To obtained the findings, tests were administered before and after the treatment. The results showed the interactive writing strategy was effective to help students improve their writing skill.

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