Journal of English Teaching, Applied Linguistics and Literatures (JETALL)
JETALL is published twice a year in the months of May and October. It publishes within the fields of teaching English as a second or foreign language, English language teaching and learning, English language teachers' training and education, and English language and applied linguistics and literary studies. This journal is managed by English Department of FKIP Universitas Lambung Mangkurat.
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164 Documents
<![CDATA[TEACHING READING BY USING WFR (WARMING-UP FOR READING) TO INCREASE READING SKILL ]]>
<![CDATA[Sari, Afifah Linda]]>;
<![CDATA[Nugroho, Radityo Tri]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[This research is aimed at describing the implementation of teaching reading by using WFR, to describe the problems of using WFR in teaching reading and to know the studentsâ response of the implementation of WFR. The result of this study is intended to give contribution to the teaching and learning English. The research was done to the second year students of SMP N 5 Banjarbaru. As the sample, the researcher took 40 students of IIA class. The data were collected through observation, interview and test. After collecting the data and analyzing them and describing the result of them by action research procedure, the researcher described the result of the research. The WFR was conducted in four meetings. It is appropriate in teaching reading and helps the students increasing/developing their reading skill. There are some problems faced by the students in teaching learning process: in which most of students have difficulties in arranging the sentence correctly, the students have difficulties in translating the word from English into Indonesian and Indonesian into English, the students do not understand the instruction of the worksheet, and the students have difficulties in finding the main idea of the text. During the teaching-learning process from the first meeting until the fourth meeting, the response of the students is good. They were enthusiastic in every meeting. Evidently, the result of the hypothesis testing showed that the t- observation is always greater than the t-table; in degree of freedom N - 1 = 39 and level of significance 0,05. It means that there is a significant difference of the studentsâ achievement before and after the implementation of WFR. The conclusion is the teaching reading using WFR to the second year students of SMP N 5 Banjarbaru yields a good result. WFR is an appropriate method in increasing the students reading skills and help in the teaching-learning process.]]>
<![CDATA[Studentsâ Pronunciation of English Sounds; Long Vowels and Diphthongs. ]]>
<![CDATA[Cahyani, Eka Puspa]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 No.1 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[Pronunciation is a fundamental part in learning English because not only we learnthelanguage;weâregoingtousethelanguageaswell.Inordertobeabletousethelanguage,we need to learn how to produce it first. Pronunciation helps students to pronounce the words,phrases,andsentencesintherightway.Itdoesnâtmeanthatwehavetospeaklikethenative,but it means that we can pronounce the language intelligibly so that we can be understood. Theresearch aims to find out the most difficult long vowels and diphthongs sound pronounced byfifth-semester students of Lambung Mangkurat University academic year 2016/2017. Thepopulation of this study was fifth semester students Lambung Mangkurat University academicyear 2016/2017. The researcher takes 35 students by using purposive sampling technique. Testand interview were used in collecting the data. The result shows that students have difficultiesin pronouncing long vowels and diphthongs duetostudentsâfirstlanguageandthelackofpractice in speaking English. The most difficult long vowels and diphthongs soundpronounced by students are /É:/; /i:/; /eɪ/; /ɪÉ/; /ÉÊ/. Based on the resulting research, it is suggestedto a teacher to use drilling and listen-repeattechniquesmoreoftentopracticestudentsâlongvowels and diphthongs. Students also need to practice English sounds especially long vowelsand diphthongs more by doing recording, imitating and speak English a lot.]]>
<![CDATA[The Correlation between Studentsâ Learning Strategy and Studentsâ English Achievement to the Eighth Grade Students of SMPN H. Wukirsari. ]]>
<![CDATA[Triyogo, Agus]]>;
<![CDATA[Syaprizal, Syaprizal]]>;
<![CDATA[Hardiyanto, Hardiyanto]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 No.1 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[This study tried to investigate the correlation between studentsâ learning strategy and studentsâ English achievement to the eighth-grade students of SMPN H. Wukirsari. There were two problems which discussed in this study. First was there any correlation between studentsâ learning strategy and studentsâ English achievement to the eighth-grade students of SMPN H. Wukirsari? Second, what was the percentage of Studentsâ Learning Strategy? The objectives of this study were to find out the percentages of studentsâ learning strategy and to find out the correlation between studentsâ learning strategy and studentsâ English achievement to the eighth-grade students of SMPN H. Wukirsai. The method used in this study was correlation research. The population of this study was all of the eighth-grade students of SMPN H. Wukirsari in the academic year 2015/2016. The total number of population was 182 students which were distributed into six classes. There were 28 students treated as the sample of the study. The sample was taken through random sampling. In collecting the data of studentsâ learning strategy, the writer used questionnaire by strategy inventory for language learning and in collecting the data of studentsâ English achievement, the writer used studentsâ report score. Then, the technique for analyzing the data, the writer used Spearman Rank Correlation to find out the correlation between studentsâ learning strategy and studentsâ English achievement. Based on the findings, the result of the calculation correlation between studentsâ learning strategy and studentsâ English achievement was 0.542, whereas the coefficient of correlation was 0.318 (robtained > rtable ). So the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected, it means that there was a correlation between studentsâ learning strategy and studentsâ English achievement to the eighth-grade students of SMPN H. Wuirsari in the academic year of 2015/2016. Finally, the aim of this article was to clarify on studentsâ learning strategy and studentsâ English achievement.]]>
<![CDATA[HOW EMERGING CONCEPTS AND DIGITAL TECHNOLOGIES CAN RESPOND TO THE CHANGING NEEDS OF THE LEARNERS ]]>
<![CDATA[Siyaswati, Siyaswati]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[The goal of this paper is to know how emerging concepts and digital technologies can respond to the changing needs of the learners. Digital technologies offer us promising opportunities to respond to and incorporate into the practice of educational assessment some of the emerging epistemologies. Epistemologies that may be integral to the effort to deliver high quality education to learners with diverse characteristics and life circumstances in our society. Exploration on development on technology, applied to how we conceptualized and implement assessment may help in the education enterprise to prepare learners for the challenges of the twenty first century workplace. Gordon commissioner and senior scholar Eva Baker (2012) observe that there are at least three rational approaches to dealing with the unpredictability of job and learning requirement in changing global context: 1) educational systems must become both operational and politically agile. 2) Assessment should always include task that call for transfer or the application of learning to new unexpected task, 3) learning and assessment should focus on more pervasive skills that could be embedded in different context and changing subject matter directed toward new applications. Baker identifies two simple and clear policy actions. First transfer must be regularly included as part of test or assessment used to measure learning. Second is to investigate the use of cognitive, interpersonal and intrapersonal skills which is understand as a type of interaction we expect to be demonstrated with components that interact with one another.]]>
<![CDATA[PROMOTING LECTURERâS IELTS SCORE THROUGH SUPER INTENSIVE (SUPIN) IELTS PREPARATION PROGRAM ]]>
<![CDATA[Perbowo, Krisna Satria]]>;
<![CDATA[Rahmani, Bita Dwi]]>;
<![CDATA[Pradipta, Trisna Roy]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[One of the efforts to improve the language skills of the lecturers is by joining the IELTS Preparation program organized by one of the International Education institution (IEDUC) located in Bandung. This research aims to find out whether there is a correlation between the results of the Super-IELTS Intensive program (SUPIN) lecturer final score with the real International Test score in sort of the evaluation process on that program. The subject was taken from two classes program comprising 19 lecturers as participants. The data in this study were obtained from the pre and post-test score during SUPIN program and the score on the real International test conducted by the British Council. The result of the research revealed the fact that the listening test obtained the highest gain while speaking got the lowest gain during the program. The further analyzing on Variance got a significant linear regression by having 0.959 as a coefficient correlation. It means that there is a significant correlation between the final score of SUPIN program (X) and International test score (Y) which contribute 92.1% toward the International test score. Meanwhile, only 7.9% was contributed by other factors. In other words, the SUPIN program is effective to increase Lecturerâs skill in doing IELTS test.]]>
<![CDATA[Politeness Strategies Used by Mario Teguh in Handling Questions in MTGW Program. ]]>
<![CDATA[Arief, Yusuf Al]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 No.1 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[Mario Teguh was one of the motivators in Indonesia whose fans are considered as the most. He was also issued as the most expensive motivator in Indonesia at this time being. As a great motivator, he must have some strategies to be close and give motivation to his audiences. This research was aimed to figure out the strategies he used, focusing on the strategies for handling questions. The data was collected by observation method and documentation technique. The data was analyzed based on the politeness strategy of Brown and Levinson. From the analysis, I found that at least there were ten strategies used by Mario to share the motivation. These made the audiences did not feel to be lectured when he shared it. In fact, they feel like a friend to him.]]>
<![CDATA[An Experimental Study on Teaching Vocabulary for Reading Comprehension by Using Crossword Puzzles for the Eighth Grade Students at SMP Negeri 24 Banjarmasin. ]]>
<![CDATA[Khatimah, Husna]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 No.1 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[The purpose of this research is to find out whether there is any significant difference in studentsâ vocabulary achievement for reading comprehension taught by using crossword puzzles for the eighth-grade students at SMP Negeri 24 Banjarmasin. Therefore, the researcher employed quasi-experimental study and took class VIIIB (experimental group) and class VIIIE (control group), totally 64 students as the sample. In collecting data, the researcher used vocabulary test for reading comprehension, and observation. The findings of the research show that there is a significant difference in studentsâ vocabulary achievement for reading comprehension of students who are taught by using crossword puzzles. The difference can be seen from the studentsâ average scores; 70.18 in pre-test and 81.18 in post-test for experimental class and 70.03 in pre-test and 72.87 in post-test for control class. In addition, the t-test calculation showed that t-test (5.76) > t-table (1.99), which means Ha is accepted and Ho is rejected.Therefore, it is suggested for all English teachers to use crossword puzzles as one of the alternative media to teach vocabulary for reading comprehension, which can be used to help the studentsâ to improve their vocabulary for reading comprehension.]]>
<![CDATA[THE PHONOLOGICAL ERRORS MADE BY ENGLISH DEPARTMENT STUDENTS OF LAMBUNG MANGKURAT UNIVERSITY BATCH 2012 ]]>
<![CDATA[Novianto, Catur Bayu]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[Pronunciation is very important skill in learning English. To acquire good pronunciation skill, the English learners are expected to pronoun English sound and so its stress word based on the phonological features. However, phonology the study of speech sound, has many aspects or features such as segmental or supra-segmental that sometimes bring difficulties to students. Then, the problems may appear if students cannot produce the appropriate speech sound based on its features because of the complexity of its phonological system. Since the segmental feature is related with the speech sound emitted by the speech organs, this study is set to examine only the English voiced-voiceless consonant sound as the limitation of the study. Similarly, in the suprasegmental feature, the aspect of word and sentence stresses are also set to examine. It is essentially important that the English sounds should be pronounced based on the appropriate utterances and the stress pattern to deliver the right meaning of what speaker wants to say. Even it is not directly or clearly changed the meaning of the word, but if the speakers produce the different utterances from the features, the pronunciation will be not sounded English. Thus, this recent study aims to examine the pronunciation errors of English Department students in pronouncing English voiced-voiceless consonant sounds which do not exist in the studentsâ first language and giving stress to English words and sentences. ]]>
<![CDATA[NARRATIVE INQUIRY: PEERSâ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS ]]>
<![CDATA[Kasmiran, Marselus Suarta]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[Teacher identity has become an issue in teaching and teachersâ professional identity development since the identity influences teachersâ teaching pedagogies and teachersâ development. Many studies have explored teachersâ identity from in-service teachersâ perspectives. Somehow, small attention has been paid to teachersâ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peersâ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Leeâs (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peersâ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachersâ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachersâ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.]]>
<![CDATA[THE EFFECT OF PEER FEEDBACK TECHNIQUE IN TEACHING WRITING ON STUDENTS’ WRITING ACHIEVEMENT OF WRITING II COURSE AT ENGLISH DEPARTMENT FKIP LAMBUNG MANGKURAT UNIVERSITY ]]>
<![CDATA[Furqoni, Nadya Isnan]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 1 (2019): JETALL Volume 2 Number 1 2019 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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<![CDATA[Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback. This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.]]>
