Journal of Research on Applied Linguistics, Language, and Language Teaching
Journal of Research on Applied Linguistics, Language and Language Teaching provides periodical academic publishing covering a wide range of language education disciplines. It is published by Department of English Education, Faculty of Education and Teacher Training, Tidar University. We intend to encourage scholars, academicians, students and researchers to publish articles and exchange their research work within the field of:
1. Bilingualism and multilingualism
2. Corpus linguistics
3. English language teaching and learning
4. English language assessment
5. English for professional purposes
6. Digital language literacies
7. Translating and interpreting
8. Technology-enhanced language learning
9. Creative writing: educational literature
10. Language policy and curriculum design
11. Applied linguistics
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<![CDATA[A Comparative Analysis: Linking Adverbials in Learners’ Academic Writing ]]>
<![CDATA[Akhlisa Ainun Nizar]]>;
<![CDATA[Iis Badriatul Munawaroh]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.524
<![CDATA[This study examines the frequency and usage patterns of linking adverbials (LAs) in Indonesian EFL learners’ essay writing in comparison with those of native speakers. The ICNALE corpus is used as a source for the learner and reference corpora: Indonesian EFL learners and native speakers’ themed essays, each consisting of 100 essays. The sub-categorizations of LAs adopted Celce-Murcia and Larsen-Freeman’s (1999) where they are divided into: additive (in addition, besides, furthermore), adversative (however, in contrast, actually), causal (therefore, consequently, in that case), and sequential (first, last, second). The results found a similar distribution in the usage frequency of linking adverbials. Further analysis discovered a significant overuse in additive LA also and underuse causal LA on the other hand. A more detailed and comprehensive investigation of why such things are apparent found similar misuse cases to previous research, one of them is the lack of understanding in semantic properties. On the basis of the findings, a number of pedagogical implications can be taken.]]>
<![CDATA[A SEMANTIC ANALYSIS ON SPOTIFY TOP SONGS FOR TEENS ]]>
<![CDATA[Siwi Isnuhoni]]>;
<![CDATA[Chandraswari Swastya Respati]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.521
<![CDATA[Songs was stated as a learning material in Curriculum 2013. Teachers are expected to teach the students on the social function and linguistic elements embodied in song lyrics. Moreover, the teachers could use Spotify as a media to provide songs for learning materials because Spotify was one of the well-known music platform. However, not all songs in Spotify were suitable enough for learning material. Therefore, this research was aimed to examine content words found on the top five songs lyric on Spotify. The analysis used Semantic Analysis which is a method to classify words according to their meanings. The analysis showed all of the lyrics frequently used Human noun, action verb, mental verb, stative and personal opinion adjective.]]>
<![CDATA[USING SCHOOLOGY APPLICATION TO IMPROVE THE DESCRIPTIVE TEXT WRITING SKILL OF THE TENTH GRADERS OF SMA MUHAMMADIYAH 1 MUNTILAN IN THE SCHOOL YEAR OF 2018/2019 ]]>
<![CDATA[durrotun nafisah]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.421
<![CDATA[AbstractIn teaching English, there are four language skills. They are listening, speaking, reading, and writing. Writing is one of the important skills in teaching English. However, the tenth graders of SMA Muhammadiyah 1 Muntilan in the school year of 2018/2019 still got difficulties in writing, especially in writing descriptive text. It was caused by the students’ low motivation in learning writing and the monotonous media that are used by the teacher. There are two objectives of this research. First, to know whether or not there is any improvement of the descriptive text writing learning motivation taught by using Schoology Application. Second, to know how great is the improvement of the students’ descriptive text writing skill taught by using Schoology Application.The writer conducted a classroom action research. The subject of this research was X IPS 2 of SMA Muhammadiyah 1 Muntilan in the school year of 2018/2019. The writer used test and non-test (observation sheet, questionnaire, and documentation) to collect the data. The writer used qualitative and quantitative data as the technique of analyzing data.The observation percentage in Pre-Cycle is 49.30% and it becomes 79.86% in Cycle II. The total improvement is 30.56%. In Pre-Cycle test, the average score of writing descriptive text is 62.75. After the writer used Schoology Application as media, the students average score in Cycle I is 66.78 while in Cycle II is 78.06. Overall the total improvement from Pre-Cycle test to Cycle II test is 15.31 points.Keywords: Descriptive Text, Schoology Application, Writing Skill. ]]>
<![CDATA[Analysis of Gender Equality and Feminism of Main Character in Colette Movie ]]>
<![CDATA[Lintang Ursita]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.650
<![CDATA[The aim of the analysis is to analyse the gender equality and feminism that happened to the main character in Colette movie directed by Wash Westmoreland. The researcher focuses on every scenes and dialogues to make an easy way to analyse. The method of this analysis is descriptive qualitative method. The researcher also uses library research to support the data analysis. The theory that the researcher used to analysis gender equality is from McClain & Grossman (2009) and theory of Paludi (2017) for analysing feminism. The results of the study are: (1) Action of gender equality, the struggles, rebellion and speak up. (2) There are feminism movement that comes from the main character and also people around her, who is given her supports to get the gender equality. (3) The movie itself gives a lot of moral values in each part about gender equality and feminism that could be implemented in real life]]>
<![CDATA[Struggles and Oppression in Maya Angelou Poetry Based On Marxism Perspective ]]>
<![CDATA[Revinda Simarmata]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
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DOI: 10.31002/jrlt.v2i2.651
<![CDATA[This objectives of this research is to know the influences of struggles and oppression in Maya Angelou poetry based on marxism perspective, to know how the poet overcome of struggle and oppression in class community through Marxism perspective and Also to know the moral messages contained in Maya Angelou poetry through Marxism perspective. The data of this research collected from various sources through browsing on internet and listening to the audio of the poetry to support the data analysis. In this research, the writer using descriptive qualitative method as a method of analysis. Theory that the writer used to analyses struggle are from Arindani (2016), and for analyses oppression are from omidvar (2016). The result of this research are: 1). The influences of struggles and oppression make poet become strenght, 2). The poets comes out from life struggles and oppression through leaving behind an oppression and 3). There are many moral messages contained in Maya Angelou Poetry. ]]>
<![CDATA[The EFL Learner’s Perspectives About Accuracy, Fluency, and Complexity in Daily Routines ]]>
<![CDATA[Ikrar Genidal Riadil]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.652
<![CDATA[AbstractThe significant care and the globalization of English have been caused broad demand for good English-speaking skills in various realms. The aim of this research is getting to know what people think accuracy, fluency and complexity when they are speaking or writing in English. Many students think too much of grammatical-error and they need to remember all tenses so they can practice English. Students need motivation from their-selves before they learn English; moreover, English as foreign language, students will study English as they must pass their subject in school. In addition, the present paper aimed to know the people perception of accuracy, fluency and complexity in written and spoken English. The researchers use qualitative research method and open questions for questionnaire. The study data is collected from 10 students of English Education department in Tidar University. Therefore, 50% students chose fluency, 30% students chose accuracy, and 20% chose complexity. The result of this research, students chose fluency because by mastering fluency in speaking, students can correct them in grammatical structure by the time. As one respondent said that fluent in English is basic and it is better if we fluent then accurate by correcting their grammatical structure. In the end, the researchers knew that students prefer fluent then accurate so they can complex in English. Keywords: Learning English, accuracy, fluency, complexity]]>
<![CDATA[ANALYSING DISCOURSE MARKERS IN POPULAR YOUTUBE VIDEOS ]]>
<![CDATA[Mulia Wikan Subekti]]>;
<![CDATA[Ariany Restu Kurnia Santi]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.523
<![CDATA[English language learning process of EFL learners is frequently evaluated through their performance in using the language, in particular their speaking performance. However, achieving spoken fluency is not an easy task for those learners due to many constraints ranging from linguistic aspects to personal aspects. Speaking is particularly complicated as it involves simultaneous processes: articulating and thinking process, and hence quite often people use typical words knows as Discourse Markers (DMs) to mediate the thinking process before they actually articulate ideas in their minds. In most occasions DMs are not explicitly taught in the EFL classroom; however, due to the advancement of technology, EFL learners can acquire them from their independent learning mainly through accessing English YouTube channels. In response to that, this paper examines DMs used in some popular YouTube videos, selected based on the number of their subscribers. The data which were in the form of words/phrases derived from the utterances contained in the videos were analysed qualitatively using Fraser’s DMs construct (1991). The results indicated that DMs in the form of Discourse Activity markers functioning as clarifying occurred the most throughout the videos, represented by the use of DMs like (occurred 68 times), just (56 times), and really (36 times). Next trends, in sequence, were DMs in the form of Message Relationship markers functioning as presenting parallels and elaboration, represented by the use of DMs and which occurred 105 times.]]>
<![CDATA[Using Response Cards Media to Improve the Students' Narrative Text Reading Skill of the Tenth Graders of MAN 1 Magelang in the School Year 2018/2019. ]]>
<![CDATA[Sandi Dwi Nugroho]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.401
<![CDATA[Reading is one of the important skills in English because by mastering reading students can get much information and knowledge. However, the tenth graders of MAN 1Magelang in the school year 2018/2019 still found difficulties in understanding reading English test of narrative text. It made their average score only 68.There are two main objectives of this research. First, it is to know the increase of the learning motivation in students’ narrative text reading skill of the tenth graders of MAN 1 Magelang in the school year 2018/2019. Second, it is to measure the improvement in students’ narrative text reading skill of the tenth graders of MAN 1 Magelang in the school year 2018/2019 who are taught using Response Cards media. The subject of this research was the tenth graders of MAN 1Magelang in the school year 2018/2019 of X IPS 7. The writer conducted a classroom action research that was divided into some cycles.As the results in Pre-Cycle, the students still had low learning motivation in the reading class. In Cycle I, many students were interested in using Response Cards media. In Cycle II, the students had better participation in teaching learning process.The writer concludes that the use of Response Cards media can increase the motivation in learning narrative text reading skill and there is a great improvement in students’ narrative text reading skill of the tenth graders of MAN 1 Magelang in the school year 2018/2019. ]]>
<![CDATA[THE READABILITY LEVEL OF READING PASSAGES ON ENGLISH TEXTBOOK FOR GRADE NINE IN INDONESIA ]]>
<![CDATA[Eka Kusuma]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.542
<![CDATA[Textbook is a major resource for students in teaching and learning process of English. The basic component of textbook is text. This is in line with text-based or genre-based approach applied by the K-13 curriculum in Indonesia. However, the publication from Ministry of Education (2016) in achievement of 15 year-old Indonesian students in Programme for International Student Assessment (PISA) shows that they did not have significant improvement in reading skill. One factor assumed is the readability level of reading passages on the textbook used in teaching and learning process. It is concerned with the level of difficulty from the text to be understood by the students. This study aims to investigate how the readability level of reading passages on English textbook for grade nine in Indonesia is. The writer uses “Think Globally Act Locally (2018 revision)” which is written and published by Ministry of Education in Indonesia. A descriptive qualitative research is employed in this study. There are three genres of reading passages in the book to be analyzed: procedure, narrative, and report text. The data was collected by documentation technique. To analyze the data, the writer used Flesch Reading Ease formula. This formula is the most widely used formula, the most tested, reliable, and the best in school text. The results of this study show that the readability level of 12 reading passages on English textbook for grade nine in Indonesia is varied. The range is from very easy to fairly difficult.]]>
<![CDATA[THE USE OF DIGITAL VLOGGING TO ENHANCE THE REVIEW TEXT SPEAKING SKILL OF THE TWELFTH GRADERS OF SMAK PENDOWO MAGELANG IN THE SCHOOL YEAR 2018/2019 ]]>
<![CDATA[Agnes Amalia Puspita]]>
<![CDATA[ Journal of Research on Applied Linguistics, Language, and Language Teaching Vol 2, No 2 (2019): Journal of Research on Applied Linguistics, Language, and Language Teaching ]]>
Publisher : <![CDATA[Faculty of Education and Teachers Training ]]>
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DOI: 10.31002/jrlt.v2i2.425
<![CDATA[Internet and information technology can be used for English learning process since they provide a chance to improve students’ ability in English. One of the activities which can be used as a technique in learning speaking skill is digital vlogging. The objectives of this research are to know how great can the use of digital vlogging enhance students’ interest to the review text speaking skill of the twelfth graders of SMAK Pendowo Magelang in the school year 2018/2019 and to know how great is the enhancement of review text speaking skill of the twelfth graders of SMAK Pendowo Magelang in the school year 2018/2019 by using digital vlogging. This study is a classroom action research. It was conducted in SMAK Pendowo Magelang. The subjects of the research were the XII IPA students of SMAK Pendowo Magelang in the school year 2018/2019. The types of the data are quantitative and qualitative data. The quantitative data were obtained from tests and they were in the form of students’ scores. Meanwhile, the qualitative data were collected through observation, questionnaire, and documentation. Digital vlogging brings great enhancement to the students’ interest and the enhancement of review text speaking skill is great. It can be inferred that all implemented actions are successful to enhance the students’ interest and students’ speaking skill of review text. Digital vlogging also makes everyone consider that learning is fun and it increases students’ confidence in speaking English.]]>
