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JALL (Journal of Applied Linguistics and Literacy)

jall
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Published by Universitas Galuh

ISSN : - EISSN : 25988530 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

JALL (Journal of Applied Linguistics and Literacy) is an academic biannual journal, published in February and September. The journal contents are managed by the English Department, Faculty of Teacher Training and Educational Science, Galuh University. The objective of the journal is to provide a forum for lecturers, teachers, researchers, academicians, and students to present their ideas, concepts, and new theories in English applied linguistics and literacy, and to disseminate theory, research, and teaching reviews to the academic community of English language and literacy studies in Indonesia and abroad.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 8 Documents

Search results for , issue "Vol 3, No 2 (2019)" : 8 Documents clear

THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND THEIR TRANSLATION ABILITY Faridah Oktari; Mukhrizal Mukhtar; Arasuli Arasuli
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

This research attempted to investigate the students’ grammar mastery, their translation ability, and the correlation between both variables. The research was designed as a quantitative correlational method. The population was 79 sixth semester students of English Education Study Program of Bengkulu University in the academic year 2018/2019. The samples were 40 students. The instruments used to collecting the data were grammar test and translation test. The collected data were analyzed by Pearson Product Moment Formula using Statistical Package for Social Sciences (SPSS) software version 16.0. The results of this research showed: 1. Majority of the student (77.5%) had poor grammar mastery. 2. Majority of the students (82.45%) had inadequate translation ability. 3. There is a correlation between students’ grammar mastery and their translation ability (the correlation coefficient is 0.797). Therefore, it was concluded that the students’ grammar mastery contributed significantly to their translation ability. Lastly, it was suggested that English Education Study Program should add semester credit units (SKS) of the grammar and translation subjects in order to improve the students’ grammar mastery and translation ability. Keywords: Correlation, Students’ Grammar Mastery, Students’ TranslationAbility

AN ANALYSIS OF ENGLISH DEPARTMENT STUDENTS' ABILITY IN WRITING ARGUMENTATIVE ESSAY Yesi Fitriani; Mulyadi Mulyadi; Fernandita Gusweni Jayanti
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

The purpose of this research is to describe the English Department students' ability in writing an argumentative essay. The research is designed as a descriptive quantitative method. The population of the research is the fourth semester students of English Department at Universitas Bengkulu in academic year 2018/2019. This research used random sampling technique in deciding the sample. The samples were 26 students. The students were asked to write an argumentative essay within 100 minutes. The students writings were analyzed by using assessment rubrics adapted from Schwalm (2007) and Jacobs et.al (1981) which consists of introduction, body paragraph, conclusion, language use, and mechanics. The result shows that students ability in writing argumentative essay is fair. From the final scores it could be seen that there was one student (3.8%) got very good grade, then 11 students (42.3%) got good grade, the most of the students or 12 students (46.2%) got fair grade, the rest of them or 2 students (7.7%) got poor grade. Keywords: analysis, writing, argumentative essay

IMPLICIT PARTICIPANTS IN MENTAL PROCESS: A FUNCTIONAL GRAMMAR ANALYSIS Gartika Rahmasari; Iis Kurnia Nurhayati
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

Mental processes are process of sensing and are realized by verbs of cognition, affection, perception, and volition. Those types of verbs are transitive verbs, which mean they need object. This means that there is someone who senses (Senser) and there is something that is sensed (Phenomenon). There are three types of phenomenon, Phenomenon of Thing, Phenomenon of Act and Phenomenon of Fact. These two participants—Senser and Phenomenon—always exist in the processes, whether explicitly or implicitly. However, some clauses that are mental processes do not include one of the participants, eitherSenser or Phenomenon. There is even some data that do not include both participants. Thus, the aim of this paper is to probe implicit participants that might exist in mental processes, using content analysis as a method. The result, Implicit Participants, namely Implicit Senser and Implicit Phenomenon, can be retrieved from sentence that comes before the mental processes. The mental processes were then paraphrased and deconstructed to form a complete mental processes that include both participants, Senser and Phenomenon.Keywords: Mental process, Senser, Phenomenon, implicit

STUDENTS’ RESPONSES TOWARD TEACHERS’ QUESTIONS IN SENIOR HIGH SCHOOL 8 BENGKULU Evis Sumilia; Hilda Puspita; Elfrida Elfrida
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

Abstract: The aims of this research were to find out kinds of student response and the most dominant response used by the second grade students in Senior High School. The researcher was designed as a descriptive quantitative research. The population of the research was second grade student in Senior High School 8 Bengkulu. The samples were 60 students. The data were collected by using a set of questionnaire. There were 25 statements of students’ responses which consisted of five aspects by Moskowitzs in Brown (2001). They were student response (specific), student response (open-ended or student initiated), confusion, silence and nonverbal. The result of this study showed the students of Senior High School 8 Bengkulu preferred to use five aspects of the student response i.e., student response (specific), student response (open-ended or student initiated), confusion, silence and nonverbal. In addition, the most dominant response used by the student is student response (specific). The student more interested in using response specific in answering the teacher question. Keywords: Students’ Responses, Teachers’ Questions, Classroom Interaction

THE USE OF PORTFOLIO ASSESSMENT OF WRITING SKILL IN DESCRIPTIVE TEXT Iman Abdul Halim; Agustin Hartati; Zubaedah Wiji Lestari
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

The objectives of the research are to find out the use of portfolio assessment of writing skill in descriptive text and the challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text in SMP Negeri 1 Pagelaran Cianjur. The type of the research is qualitative research with case study method. In collecting the data, the researcher uses field notes, observation checklist, open-ended questionnaire, and documentation. The data were analyzed by reducing the non useful data, displaying the data, and drawing conclusion. The researcher uses data triangulation to get the validity of the data. Based on the research finding, the teacher implemented almost all the procedures of portfolio assessment proposed by Brown & Abeywickrama, the teacher designed the purpose of portfolio, the teacher designed the material of portfolio, the teacher designed the time of portfolio, the teacher designed the time for reviewing, the teacher designed the place for portfolio. The challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text that the teacher has difficulties in giving feedback in a large class, less in controlling and guiding the students, and the teacher did not use the rubric for assessing the writing skill of the student’s task.

THE CORRELATION BETWEEN READING STRATEGIES AND READING COMPREHENSION ACHIEVEMENT OF THE SIXTH SEMESTER IN ENGLISH EDUCATION STUDY PROGRAM OF BENGKULU UNIVERSITY Nur Olivia Siregar; Rudi Afriazi; Arasuli Arasuli
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

This research is aimed at identifying student’s reading strategies used and students’s reading comprehension achievement. The research would like to find out whether or not there is any significant correlation between reading strategies and reading comprehension achievement at the sixth-semester students of English Education Study Program at Universitas BengkuluAcademic Year 2018/2019. The research was designed as a quantitative correlation method, the subject were 78 students and the instrument used for collecting the data were reading strategies questionnaire and reading test. The collected data were analyzed by SPSS 23. The result of this research revealed that there is a significant correlation between reading strategies and reading comprehension achievement because the correlation coefficient is 0.033 which is very weak correlation category. It seems that most of the students were not familiar to the strategies in reading comprehension therefore more understanding of strategies is needed until a reading comprehension problem is solved.Keywords: Correlation, Reading Strategies, Reading comprehension Achievement

CLASSROOM ACTIVITIES BASED ON MULTIPLE INTELLIGENCE THEORY IN ENGLISH LANGUAGE TEACHING 2013 CURRICULUM FOR SEVENTH GRADE Dea Feradepi; Dedi Sofyan; Kasmaini Kasmaini
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

The purpose of this study was to analyze whether schools had implemented the 2013 curriculum system such as the Bengkulu City 11 Junior High School in the learning process in classroom activities using multiple intelligence theories. This research was designed as a descriptive qualitative method. The population and sample of this study were English language teachers at SMPN 11 Bengkulu Cityin seventh grade. Data was collected using observations checklist and video recorder that were used to assist researchers in analyzing forms of observation checklist. The results of the study showed several continuations implemented from the three teachers, namely 100% linguistics, 66.7% visual and 66.7% body intelligence. Linguistic intelligence was the dominant one. from three teachers who taught in seventh grade with the same material namely descriptive text, the results showed, teacher A asked for three linguistic, visual and body intelligences, teacher B applied one linguistic intelligence and teacher C used three linguistic, visual, and body intelligences. The results show from the three teachers implemented linguistic intelligence more often in teaching English. Because in English lesson oriented to linguistic. Keywords:multiple intelligence, English teacher

READING COMPREHENSION PROBLEMS IN READING SECTION OF TOEFL TEST Dini Febriani; Elfrida Elfrida; Fernandita Gusweni Jayanti
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019)
Publisher : Universitas Galuh

This research aims to find out the reading comprehension problems faced by the eight semester English Education Study Program students of Universitas Bengkulu in Reading Section of TOEFL test. The subject of this research is eight semester students of English Education Study Program in academic year 2018/2019 who have taken TOEFL test in Language Laboratory, FKIP, Universitas Bengkulu. The subject of this research is 70 students of 79 students. This research was used descriptive quantitative as the methodology and the data was collected by using questionnaire as an instrument that distributed via Google-form. The questionnaire consisted of 20 statements which represent 5 aspects of reading comprehension problems by Wutthisingchai (2011). This research uses 4-point Likert Scale to measure students perception of reading problem, ranging from never (1 point), sometimes (2 point), often (3 point), always (4 point). The result shows that the majority of the students have problems in reading comprehension in 5 aspects. The percentage average of each aspect from highest to lowest was the reading comprehension problems related to the Reading Comprehension Process. Second problems is Motivation. Third problems related to Background Knowledge. Fourth related to Lack Reading Strategies. The last problems related to Language Knowledge. From the results, it can be concluded that students of the eight semester at English Education Study Program still have reading comprehension problems.Keywords: Reading comprehension problems, TOEFL Test

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Contact Name
Bambang Ruby Sugiarto

Contact Email
bambangrubys@unigal.ac.id

Phone
+6283823969363

Journal Mail Official
jall@unigal.ac.id

Editorial Address
Jln. R.E. Martadinata No 150 Ciamis 46251, Jawa Barat, Indonesia

Location
Kab. ciamis,

Jawa barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Bambang Ruby Sugiarto

Contact Email bambangrubys@unigal.ac.id

Phone +6283823969363

Journal Mail Official jall@unigal.ac.id

Editorial Address Jln. R.E. Martadinata No 150 Ciamis 46251, Jawa Barat, Indonesia

Location Kab. ciamis, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Bambang Ruby Sugiarto

Contact Email
bambangrubys@unigal.ac.id

Phone
+6283823969363

Journal Mail Official
jall@unigal.ac.id

Editorial Address
Jln. R.E. Martadinata No 150 Ciamis 46251, Jawa Barat, Indonesia

Location
Kab. ciamis,

Jawa barat

INDONESIA