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Journal of English Language Teaching and Linguistics

jeltl
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Published by Yayasan Visi Intan Permata

ISSN : :25031848 EISSN : 25026062 DOI : -

Core Subject : Education,

Education

JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.

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Articles 5 Documents

Search results for , issue "Journal of English Language Teaching and Linguistics, 1(1), April 2016" : 5 Documents clear

English Swear Words by Indonesian Learners Latif Amrullah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Language functions to convey expression and content, either for their self or for others. Some people tend to use swear words in certain conditions and situation to show their feeling or just to express an inconvenience. In other words, swear word is closely related to anger expression. This paper examines the use of English swear words in certain simulated anger situations in order to know what kinds of swear words that the respondents use. The data were gathered through some simulated anger situations which were made by considering certain social dimensions. The respondents are the university students who were taken randomly through different classes. This study shows that certain English swear words are commonly used by the respondents and the social status of respondents governs as an important aspect.

The Effectiveness of Teaching Vocabulary by Using Cartoon Film toward Vocabulary Mastery of EFL Students Munir, Fathul
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

This article investigates the suitable media to develop students’ vocabulary in elementary level is audio visual media especially cartoon film media, the problems of the study are: (1) How is the students’ score before using cartoon film media? (2) How is the students’ score after using cartoon film media? (3) How is the effectiveness of using cartoon film media on the students’ vocabulary mastery? This research conducts experimental design; the research design used by the researcher is pre-experimental design in the form of one–group pre–test and post– test. The instruments were used are pre–test, treatment, and the post–test. The analysis technique of data analysis used t–test statistical analysis. The use of cartoon film media will be significant if t count > t table. Data analysis shows that t count > t table (5,20 > 1,71), so H0 is rejected or Ha is accepted. Based on the research finding, the researchers conclude that (1) the students’ mastery on vocabulary before taught by using cartoon film media can be seen from the result of pre – test, there are 15 students get excellent result, there are 2 students get good result , there are 4 students get enough result , there are 3 students get less result and 1 student get low result . It means that there are 32% students who get low score. (2) The students’ mastery on vocabulary after taught by using cartoon film media can be seen from the result of post – test, there are 19 students get excellent result , there are 5 students get good result and there is 1 student get enough result . (3) The significant different, between students’ mastery on vocabulary before and after taught by using cartoon film media can be seen from the result of pre – test, it showed that 15 students who get score 80 – 100 where as the result of post – test showed that 19 students who get score 80 – 100. It means that the result of this research showed that t count > t table (5,20 > 1,71). It indicates that cartoon film is suitable to teach vocabulary. So from the result the researchers suggest to the English teacher that cartoon film is effective to teach vocabulary for young learners

Structural Analysis of “Peanut & Sparky”: A Short Story by Arnie Lightning as A Way in Understanding Literature Umar Fauzan
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

This study aims at analyzing the structure of Arni Lightning’s short story Peanut & Sparky plays an essential part in a literary work which explores the plot, setting, characters, conflict and other elements of the story. Instead of that, by conducting this analysis, it could make the narration comprehensible for the readers and also to catcth the meaning which the writer wants to convey. The short story Peanut & Sparky was published in April 2015 in America. This analysis captures the writer’s intention of fabricating the story through its premise,theme, character, moral value, setting. The study reveals that conducting structural analysis is supposed to be a good way in understanding literary works.Key words: Structural, analysis, Short Story,Literature

Using Local Drama in Writing and Speaking: EFL Learners’ Creative Expression Dwi Astuti Wahyu Nurhayati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

Creating encouragement among students to speak up and to write is not easy. It is seen on their responses of joining speaking and writing class; most students suppose that speaking and writing English are difficult especially to utter and organize their ideas freely. Problems of speaking include inhibition, nothing to say, low participation, mother-tongue use; writing problems include they lack ideas, organizing of ideas, rhetoric or pattern of thought, cohesion and coherence. However to cope with these problems, this study offers the variation performance in delivering ideas or activities through writing a script and conducting a drama. The steps of learning writing are (1) Creative Expression (responding to the ideas that learners produce; (2) Composing Process: planning-writing-reviewing framework using dramatic structure: orientation, complication, sequence of events, resolution and coda; (3) Genre and context of writing (Building Knowledge of Field (BKoF), Modeling of Text (MoT), Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT and Local Drama as their creative expression: Learners use pattern they have developed to write a script). In speaking, before conducting the performance the students are divided into some groups to create the learning community, the steps are: create script based on themes, next consult the script (discuss their creative expreesion), observe the characters play, their characterization, mime, and other aspects, practice the script, and finally perform drama outdoor. As the result they become more self-confidence to utter ideas, expressive including writing a script, drama is considered as an appealing learning strategy which promotes not only goal-oriented learning but also emotional intelligence skills.Key words: teaching, writing and speaking, drama

Analyzing the Students’ Ability in Writing Opinion Essay using Flash Fiction Lestari Setyowati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 1(1), April 2016
Publisher : Yayasan Visi Intan Permata

The use of literature in language classroom has attracted language teachers to utilize it in the FL classroom. This paper is intended to decribe the students’ ability to write opinion essay by using flash fiction, Frank Stocton’s The Lady or the Tiger. The design used in the study was content analysis design in which the researcher collected the students’ composition after they were assigned to write opinion essay by using flash fiction. The subject of the study was 2013A batch of STKIP PGRI Pasuruan. The data were colected in 30 June 2015 and 7 July 2015. The result shows that students were able to make thesis statement that showed their opinion, but unable to develop the essay well, and state conclusion that reflect the essay. Moreover, two thirds of the students were not able to produce the essay in at least 250 words. The problems of the flash fiction used in the classroom and its limitation are discussed in the paper along with the suggestion for those who are interested to use literary work in FL classroom. Key words: literary works, flash fiction, opinion essay.

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Kota samarinda,

Kalimantan timur

INDONESIA