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Kab. tulungagung,
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INDONESIA
Jurnal Bahasa Lingua Scientia
Published by Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
ISSN : 20861753     EISSN : 25494228     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Lingua Scientia Language Journal (JBLS) is an OJS-based language journal (Open Journal System) containing of high quality articles published by Center for Language Development of IAIN Tulungagung in June and November each year. Lingua Scientia Language Journal which has a printed ISSN 2086-1753 and an online ISSN 2549-4228 contains an analytical-critical study of language in the literary and learning aspects.
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 6 No 1 (2014)" : 10 Documents clear
THE EFFECTIVENESS OF MAPPING WORD IN TEACHING VOCABULARY AT THE TENTH GRADE OF STUDENTS OF SMK HASSANNUDIN PARE Ary Setya Budhi Ningrum; Eti Kurniasari
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.1-16

Abstract

The purpose of the study was to determine the effectiveness of mapping word as a strategy in teaching vocabulary for the tenth grade students of SMK Hassanuddin Pare. By conducting a quasi-experimental investigation, two out of three existing classes at computer technique class of SMK Hassanuddin Pare in the academic year 2013/2014 were selected by a lottery to experimental and control group. For analyzing the data, Analysis of covariance (ANCOVA) were utilized by using students’ pre-test score as the covariate variable. The result finding revealed that there is a significant difference on the students’ means score between the experimental and the control groups as evidenced by F(1, 37) = 13.930, p (.001 ) < a (.05). Since the experimental group has the higher means score than the control group; it can be inferred that students who are taught using mapping word have better vocabulary mastery than those taught using non-mapping word. Thus, it can be concluded that using mapping word to teach vocabulary at SMK HASSANUDIN Pare is better than using conventional method.
A CORRELATIVE STUDY BETWEEN STUDENTS’ ACHIEVEMENT IN ENGLISH DEBATE AND THEIR WRITING ARGUMENTATIVE ESSAY Restiana Erma Riastanti
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.17-25

Abstract

Arguing has been existing in our daily life as we do this all the time with a simple argumentation as well as the most complicated one. One of the activity in pedagogy field, especially in learning second or foreign language, having debate activity might be done as the way in enhancing students’ ability in speaking particularly in  arguing. Besides that, debate activity is beneficial for L2 learners in improving another ability for instance their ability in listening. However, not only are arguments delivered through a spoken way, but it also could be delivered in the written one. This way can be reached by making an argumentative essay. They’re obviously have some similarities in term of not only the contents but also the process in setting up the arguments. In accordance, this paper presents whether or not students’ achievement in debating correlates to their achievement in writing argumentative essay. However, the result was not as like as what it had been expected. As, the coefficient correlation was classified into a very low correlation. The discussion about the possible reason of why this could happen was also included in the last part.
VERSTEHEN (PEMAHAMAN) TEKS SASTRA DALAM FILSAFAT TEORI PENGALAMAN Suko Winarsih
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.27-39

Abstract

Literature is a noble work which can be interpreted phenomenological, interpretatively and hermeneutically. Phenomenology approach is done because literature has humanistic phenomena. Interpretation approach is done by the reader since the literature can be interpreted differently by the different readers. Hermeneutic approach is done since the literature contains certain culture.
IMPLEMENTING THE EUROPEAN LANGUAGE PORTFOLIO (ELP) TO ENHANCE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT Nursamsu Nursamsu
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.41-54

Abstract

One of the text types to be taught to junior high school is a narrative text. It is a short story that is used to inform or entertain the readers or listeners (Anderson &Anderson, 1997). Anyhow, many students at State Junior High School of Kedungwaru 3 Tulungagung face problems in writing this kind of text. Before conducting the study, the researcher carried out a preliminary study to know the practical problems faced by the students. The result of the preliminary study showed that almost all students get difficulties to find a topic and develop it into a narrative text. Therefore, this study is aimed at providing a good strategy for students to write a good narrative text. This action research involved 30 students of the eighth grade and was conducted in two cycles. Each cycle consists of two meetings. The strategy was implemented by following the four steps of action research: planning, implementing, and observing the action, followed by reflection. The results of the findings showed that the teaching of narrative text by using the European Language Portfolio could enhance the students’ ability in writing. More specifically, it was found out that many of the students could produce ‘sufficient’ to ‘excellent’ narrative text assessed with the writing rubric adapted from the Behrman (2003:297). Due to the success of the implementation of the European Language Portfolio, teachers of English are suggested to consider implementing the strategy to help students write narrative texts.
GRAMMATICAL ERRORS IN INDONESIAN-ENGLISH TRANSLATION Muh. Basuni; Khusnul Khotimah
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.55-67

Abstract

Learning English as second language (ESL) or Foreign Language (EFL) may lead the students to make errors as done by fifth semester students of English Department of IAIN Tulungagung Academic Year 2013/2014 when they leaned Indonesian-English translation. The differences of grammatical system of both languages are the difficult thing for them in translating text. This study aims to identify and classify the types of grammatical errors, to find out the errors that affect the meaning and the frequency of errors in each type, to know the contribution of student’s first language to the errors. Research method applied was descriptive quantitative study. The instruments were document and test. Error analysis was used as method of analyzing data. The result showed that there are 347 errors appeared in students’ translation. They were errors of misformation (132 times), omission (108 times), addition (74 times) and misordering (33 times). From those errors, there are 211 errors that affect the meaning. They were omission (80 times), addition (57 times), misformation (46 times), and misordering (27 times). The errors made by students indicate that they are still confused to apply good grammar in their translation. Their translations are influenced by their first language interference.
ERRORS MADE BY THE THIRD SEMESTER STUDENTS IN USING PUNCTUATION MARKS Meta Kartika Wati
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.69-77

Abstract

This study aims to he students’ errors in using punctuation marks in writing essay. This study conducted in the third semester students at IAIN Tulungagung academic year 2013/2014. The researcher analyzed the students errors in using punctuation marks which influences to the grammatical and semantic  function. The research problems in this study are what are the errors made by the third semester students at IAIN Tulungagung in using punctuation marks in writing essay and what are the dominant  errors made by the third semester students at IAIN Tulungagung in using punctuation marks in writing essay. The researcher used descriptive quantitative method in this study, and found seven kinds of punctuation marks that occurred as the errors. They are comma, period, colon, semicolon, exclamation marks, question marks, and apostrophe. Those errors were classified based on Dulay’s  surface strategy taxonomy  (omission, addition, misformation, and misordering).
THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE ON STUDENT ACHIEVEMENT OF READING NARRATIVE TEXT Endah Sulistiani
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.79-85

Abstract

Mind mapping is one of the techniques in teaching reading that the students make a map after they read a text. In Mind-mapping technique, The students read a text. After reading a text, the students must make a map about a text that they have read. This technique will make students understand and memorize the text easily. The result showed that The Tcount was 8.549, whereas Ttable with significant level 5% was 2.021. So, Tcount was bigger than Ttable. It means that Ha which states that there is significant different in using mind-mapping technique to teach reading to the second grade at MTs N Bandung is accepted. Whereas, Ho which states that there is no significant different of using mind-mapping technique to teach reading to the second grade at Mts N Bandung is rejected.
THE IMPLEMENTATION OF A THEORY-BASED PRACTICE METHOD IN TEACHING ENGLISH MATERIALS DEVELOPMENT (EMD) COURSE FOR STUDENTS OF ENGLISH PROGRAM OF IAIN TULUNGAGUNG Erna Iftanti
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.87-97

Abstract

An English teacher should be able to develop English instructional materials which are more culturally appropriate to his students’ cultural context. This is important to help them learn English in their own areas in terms of either the context or the content of instruction which then bring about producing the joy of learning English. Therefore, this paper discusses about my journey of implementing a theory-based practice method to teach students of teacher training education of English Program of IAIN Tulungagung in developing English Instructional Materials. In implementing this method I explained some theories related to developing English instructional materials and the students were guided to do need analysis and to practice developing the materials of English instruction. With this method the students focus on practicing English materials development based on the theories taught. The results of this research indicate that the students have rich learning experiences in developing instructional English materials in accordance to their own selected level of education compared to using fully theory based method to teach English Material Development (EMD).
IMPROVING STUDENTS’ READING COMPREHENSION ABILITY IN RECOUNT TEXT BY USING KWL (KNOW, WANT, AND LEARNED) Duwi Wahyuni
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.99-107

Abstract

This classroom action research was intended to know whether or not KWL (Know, Want, and Learned) technique can improve the ability of the students in comprehending reading in recount text. The researcher was helped by a collaborator and used observation checklist, interview, and questionnaire as the instruments of this research. Besides, she also used reading test to see the improvement of students’ reading comprehension ability in recount text on each cycle. The research started on February 22nd, 2014 and ended on March 8th, 2014. This action research was conducted to the students at SMPN 1 Durenan Trenggalek, class VIIIE. There were 34 students in the classroom. The researcher was conduct the research in two cycles and every cycle had three meeting. The researcher conducted the test three times. They were Pre Test conducted before the strategy was implemented. Post Test conducted at the end of cycle 1 and Post Test conducted at the end of cycle 2. The means score of the students’ reading comprehension test in the pre-test was 60. Then the students‟ mean score of reading comprehension test in cycle 1 improved to 69 and in cycle 2 improved to 80. Based on the result of the study above, it could be inferred that the implementation of KWL (Know, Want, and Learned) was successful in this research, and the KWL (Know, Want, and Learned) technique could be an alternative to improve the students‟ reading comprehension especially recount text.
FACE THREATENING ACTs STRATEGIES PERFORMED BY THE MAIN ACTOR IN SIX SENSE MOVIE Rijalul Ghazie
Jurnal Bahasa Lingua Scientia Vol 6 No 1 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.1.109-124

Abstract

This study aims to investigate FTAs performed by Dr. Malcolm in his dialogue with his client, Cole, and to analyze the strategies used to perform them using politeness strategies formulated by Brown and Levinson (1987).The research findings show that Dr. Malcolm performs some Face Threatening Acts which are then classified into four classifications based on whose face they are threatening. The four classifications of FTAs from the most frequently occurred to the least ones are 1) FTAs threatening his own (Dr. Malcolm) negative face. The utterances are in the form of agreeing, accepting order, offer, and request, reluctant promising, and thanking. 2) FTAs threatening interlocutor’s (his client, Cole) negative face. They are in the form of ordering, requesting, offering, and suggesting.3) FTAs threatening his own (Dr. Malcolm) positive face. The utterances are in the form of apologizing and congratulation and 4) FTAs threatening his client’s positive face which is in the form of disagreeing. While there are 3 strategies to perform FTAs used by Dr. Malcolm. The most frequently applied strategy is negative politeness strategy; hedge/question and give deference while Positive politeness strategy and baldly on record strategy are each applied three times.

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