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Linguists: Journal of Linguistics and Language Teaching

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Published by Institut Agama Islam Negeri Bengkulu

ISSN : 23552069 EISSN : 26565765 DOI : -

Core Subject : Religion, Humanities, Education, Art,

Religion Arts Humanities Education Languange, Linguistic, Communication & Media

The Journal of Linguistics and Language Teaching contains the research manuscripts related to the broad areas of Linguistics and English Language Teaching. The journal is published twice a year (July and October) by Institut Agama Islam Negeri (IAIN) Bengkulu and is based at the Department of Tadris Bahasa Inggris, Faculty of Tarbiyah and Tadris. It is nationally and internationally reviewed by the journal's editorial board as well as other academic experts.

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Articles 132 Documents

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FILLERS USED BY MALE AND FEMALE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM IN ARGUMENTATIVE TALKS Lerry Navratilova
Linguists : Journal Of Linguistics and Language Teaching Vol 2, No 1 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This research aimed at find outtypes and function of fillers used by male and female students of the English Education Study Program in argumentative talks. This research was descriptive research. The subjects consisted of two students groups: male and female students each consisting of four students. The data were fillers used by the students from the transcript of 2 10- minute argumentative talks. The data were analyzed and classified based on the theory proposed by Rose (1994). Then, functions of fillers based on theory by Strenstrom in Kurwanto (2011). The results show that the male and female students produced unlexicalized fillers as the most frequently used, followed by lexicalized fillers. Both of male and female students produced fillers in order to fill pause, to hesitate, to hold conversation turn, to emphatize, to mitigate, to intterupt, and to edit their speech error. All those function of fillers proposed by Strenstrom were used by male and female students in their talks . In addition, Filling pause was the most frequently function used by male and female students, followed by fillers as a mark of hesitation. Thus, there were similiarities both in types and functions used by male and female students. However, the researcher found female students produced more fillers than men did. This maybe due to women tend to speak less certainty compared to male

THE FORMS OF CLASSROOM INTERACTION FOUND IN ENGLISH CLASSROOM AT SMA NEGERI IN BENGKULU (A Comparative Study between Favorite and Un-Favorite Schools in Bengkulu) Pistarman Pistarman
Linguists : Journal Of Linguistics and Language Teaching Vol 2, No 2 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

The problems of this research are: how is the interaction done by the teacher and students inEnglish classroom in SMA Negeri in Bengkulu?and what are the differences (if any) of theinteraction process found in favorite SMA an un-favorite SMA in Bengkulu? the purpose of thisresearch is: to describe the interaction between teacher and students and to describes thedifferences between the interaction. The forms of classroom interaction were taken fromMalcolm, 1997 and Roestiyah, 1994. They accepting feeling, complement and encouragement,accepting or uses ideas of students, asking the studentsabout the procedure or content of study,lecturing, giving direction to the students, criticizing or justifying authority, students response,students initiative, answering question, silence and confusion, one way interaction, multi wayinteraction.The design of this research was descriptive method; descriptive method is a survey orobservation that describes the situation as being observed. The population of this research isEnglish teachers and the second year students of senior high school in favorite and in unfavoriteschools. They are SMAN 2 Bengkulu, with 190 students in 8 classes and SMAN 6Bengkulu, with 150 students in 6 classes. The sample of this research is used randomlysampling, from SMAN 2 Bengkulu is an English teacher and 42 students and from SMAN 6Bengkulu is an English teacher and 44 students.The result of this study shown that, the forms of interaction that dominant used by the teacherand students interaction in the classroom at SMAN 2 Bengkulu and SMAN 6 Bengkulu. Thoseare teacher asking question 64 times (19,16%) and 33 times (15,94%) the teacher ask tostudents about procedure and content of study. Students answer question 57 times (17,06%)and 27 times (13,04%), two way interaction 55 times (16,47%) and 29 times (14,01%), howeverthere is form of interaction that dominant used in SMAN 6 Bengkulu but it is not dominant usedin SMAN 2 Bengkulu. It is lecturing 18 times (8,69%) the significant differences between SMAN2 and SMAN 6 Bengkulu interaction, can see from the result in frequency, at SMAN 2 Bengkuluhigher than SMAN 6 Bengkulu, it is caused at SMAN 6 Bengkulu students and teacherinteraction done slowly or teaching and learning process done slowly. Sometimes the teacherand students discuss about something that is not relationship with material being taught.

A Critical Evaluation of English Test in Government-affiliated College Monalisa Pasaribu
Linguists : Journal Of Linguistics and Language Teaching Vol 5, No 1 (2019)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This study aims at evaluating an English test as part of entrance test in STAN, a government-affiliated college in Indonesia. STAN EPT has four main sections in the test including Structure and Written Expression, Cloze Question, Error Recognition and Reading Comprehension. Using five criteria by Brown & Abeywickrama (2010), the test is evaluated in terms of its practicality, reliability, validity, washback and authenticity. The result indicated that the test has high practicability with all of questions provided in multiple choices. Some elements of reliability and validity are also covered in this test. Yet, the evaluation also showed that washback and authenticity are not covered in STAN EPT. Key words: STAN EPT, English test, test evaluation

STUDENT TEACHERS’ CONCEPTIONS OF EXPERIENCED TEACHER Badriah Badriah
Linguists : Journal Of Linguistics and Language Teaching Vol 4, No 2 (2018)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This study presents a case study of student teacher’s conceptions of experienced teacher who acts as mentor during preservice teacher education program. There were two student teachers participated in the study. They underwent preservice teaching for three months. The study provides insights into how student teacher see experienced teacher and how they take advantage this knowledge into their teaching practice. Data collection consisted of interviews and classroom observations. Findings suggest that student teachers consider experienced teacher as: 1) an accomplished teacher who gives instruction in an effective way, 2) a role model in personal and social performance, 3) a person who knows standard of teaching and 4) an inspiring personal who helps promote student teacher personal trait. These findings direct to the quality of teacher’s work related to professional, pedagogical, personal, and social competence. This study suggests that preservice teacher education program needs to be lengthen to allow the student teacher gain more experience and have more time to acquire competences so that they are ready to be a real teacher.

Students’ Perception toward Teacher’s Talk in English Teaching-Learning Process Iswan, Bambang
Linguists : Journal Of Linguistics and Language Teaching Vol 3, No 1 (2016)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

The aim of this research is to investigate: 1) How are the students’ perceptions about kinds of English teacher’s talk in English teaching-learning process?, and 2) How many percentages of kinds of teacher’s talk are used by the English teacher in English teaching-learning process?. This research used descriptive quantitative method. The population was the tenth grade students of Islamic Senior High School (Madrasah Aliyah) Darul Amal Tunggang, Pondok Suguh District, Mukomuko Regency, Bengkulu Province, Indonesia in academic year 2014/2015 with total number of students are 15 students. The researcher took all of the students as sample of the research. This descriptive quantitative research was used questionnaire and observation checklist as the instrument to gather the data. It was included from ten categories kinds of teacher’s talk. The results of data were analyzed by using weight average formula. The findings showed that: 1) The students’ perception toward their teacher’s talk in English teaching-learning process was positive (3.41=Agree), and 2) The kind of teacher’s talk which the English teacher express during English teaching-learning process from the mostly often to rarely are: convergent question (22.22%), inform feedback (16.66 %), divergent question (12.96%), summarizing feedback (11.11%), praising feedback (9.25%), procedural question (7.40%), ignoring feedback (7.40%), prompt feedback (5.55%), encouragement feedback (3.70%) and criticizing feedback (3.70%).

HOW TUNE HOTEL’S PALEMBANG EMPLOYEE EXPRESS THE SPEECH ACT OF APOLOGY BOTH IN ENGLISH AND BAHASA INDONESIA Destia D Mulyani
Linguists : Journal Of Linguistics and Language Teaching Vol 4, No 1 (2018)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

A good employee should have an ability to serve the customers well. By using a good language and right manner, employee can make customers feel satisfied and they wanted to return back and stayed there again. A good language followed by the right manner can be called speech act. When someone did something wrong, what would they like to do or to said. This article focused on the way hotel employees said and acted to express their apology. The result revealed that most employees used speech act in many situations both genders had similarity in using apologizing strategies. They employed most similar categories in term of certain situations.

IMPROVING THE STUDENTS’ ABILITY IN WRITING REPORT GENRE THROUGH MIND MAPPING AT SMP NEGERI 17 PALEMBANG Erna Novalinda
Linguists : Journal Of Linguistics and Language Teaching Vol 2, No 1 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This research was conducted to improve the IX-5 grade students’ ability in writing report genreby using mind-mapping strategy. The population of this research were the IX-5 students ofSMP Negeri 17 Palembang. The total samples were 43 students. In taking the data, theresearcher used classical approach which was taking in three ways, observation, questionnaireand test. In doing the observation data the researcher was helped by two English teachers toknow the students’ improvement from cycle to cycle. The result of the research showed thatthere is good impact to the students’ achievement and ability in writing report genre throughmind-mapping technique. In conclusion, mind-mapping technique is a suitable strategy toimprove the students’ ability in writing report genre.

Students’ Ability in Writing Paragraphs Using Structure of The Paragraph in Argumentative Essay By The Sixth Semester of English Study Program of Muhammadiyah University of Bengkulu Yudi Agus Prananda
Linguists : Journal Of Linguistics and Language Teaching Vol 3, No 1 (2016)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This research is aimed to know “How is Students’ Ability in Writing Paragraph Using Structure of The Paragraph in Argumentative Essay by The Sixth Semester of English Study Program of UMB. The objective of this research was to identify and describe the students’ ability in writing paragraph using structure of the paragraph in argumentative essay by the sixth semester of English Study Program of UMB. This research used descriptive method. The population of this research was 164 students from all of classes at the sixth semester of English Study Program of UMB. This research used random sampling. The samples were taken from 50% of the total number of population, where the samples were 84 students. The instrument of this research used writing test. The result of this study, the paragraph in argumentative essay was 54.58. From the data were 2 students had very good score, 18 students were good, 16 students were poor, and 48 students were very poor. And the students’ mean score of each aspect in writing are: in introduction was 6.47, in body was 8.13, in conclusion was 5.75, in topic sentences was 8.71, in supporting sentences was 7.96, in concluding sentences was 7.95, in sentences structure was 4.99, and in grammar and mechanics was 4.15.The result of analysis showed that the average of the students’ ability in writing paragraph using structure of the paragraph in argumentative essay was qualified “very poor”. Based on the result above, the researcher suggest that the lecturer; It is suggested for the lectures to analyzed the students’ difficulties in composing essay itself and find out the solving problem in order to make the students more comprehend about compose the essay. The students need practice to write a good paragraph by using essay organization, paragraph organization, sentences structure, grammar and mechanics correctly

AN ERROR ANALYSIS IN PAPER PRESENTATIONS: A CASE STUDY OF INDONESIAN EFL LEARNERS Heny Merizawati
Linguists : Journal Of Linguistics and Language Teaching Vol 4, No 2 (2018)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This paper examines errors in paper presentations of Indonesian EFL learners. It aims to identify the types of errors and the most often errors committed by 124 sophomores of the class of 2016 in State Islamic Institute of Bengkulu (IAIN Bengkulu). The researcher used qualitative approach with descriptive analysis. The data were collected from recorded paper presentations from the Semantics-Pragmatic course and a questionnaire sheet. The researcher found 17 types of errors from paper presentations which were omission(20.27%) followed by Subject-Verb Agreement (SVA) (12.10%), plural form (11.09%), tense (8.82%), addition (7.81%), wrong Parts of Speech (PoS) (7.63%), fragment (7.15%), redundancy (5.30%), possessive noun (5.24%), wrong choice of word (3.87%), preposition (2.56%), articles(2.56%), disordering (2.20%), singular form (1.72%), misinformation (0.71%), parallel structure (0.53%), and negative form (0.35%). Meanwhile, from the questionnaire sheet, it shows that the incorrect use of tenses was the most often errors that learners thought they committed and it was the most difficult one learners assumed. As a result, the five biggest errors occurred went to omission, SVA, plural form, tense and addition. It seems that interlingual or transfer errors as well as intralingual and developmental errors influence learners to commit the errors.

AN ANALYSIS OF THE USE OF GRAMMATICAL AND LEXICAL COHESION IN THESES WRITTEN BY UNDERGRADUATE STUDENTS MAJORING IN ENGLISH OF ISLAMIC UNIVERSITY OF RIAU Almalikul Ikhwanda Putra
Linguists : Journal Of Linguistics and Language Teaching Vol 4, No 1 (2018)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

The purposes of this research were to find out (a) the occurrence and the percentages of the use of grammatical and lexical cohesion in theses written by undergraduate students majoring in English of Islamic University of Riau, (b) the errors found in the use of grammatical and lexical cohesion, (c) why students made errors in the use of grammatical and lexical cohesion. A content analysis design was used in this research. Content analysis is commonly used to analyze texts including interview transcripts, diaries, or document. The samples were 25 theses of undergraduate students majoring in English of Islamic University of Riau written between 2012 and 2016. The data were based on (1) document, in terms of first and fourth chapter of 20 theses written by undergraduate students majoring in English of Islamic University of Riau, (2) questionnaire to find out the causes of the errors in the use of grammatical and lexical cohesion. The results showed that (a) the highest occurrence and percentage of the use of grammatical and lexical cohesion was 47.50% on conjunction and the lowest was 0.07% on substitution, (b) The errors that students made in the use of grammatical and lexical cohesion are mostly in terms of collocation and repetition, (c) The reasons why students made errors in the use of cohesive devices in writing their theses were (1) the students still lack of grammar knowledge, and (2) the students also paid less attention to the use of cohesive devices in writing their theses.

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Contact Name
Zelvia Liska Afriani

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Zelvia@iainbengkulu.ac.id

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Linguists@iainbengkulu.ac.id

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Location
Kota bengkulu,

Bengkulu

INDONESIA