JALL (Journal of Applied Linguistics and Literacy)
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.
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<![CDATA[COMMUNICATIVE ACTIVITIES IMPLEMENTED BY ENGLISH TEACHERS IN TEACHING ENGLISH ]]>
<![CDATA[Deka Nur Mahenza]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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<![CDATA[This study aimed at finding out the communicative activities implemented by English teachers in teaching English at grade eleventh of one of the States Senior High Schools in Bengkulu, Indonesia, and the communicative activity frequently implemented by the English teachers. This study used the mixed method design which was the combination of a qualitative and quantitative approach to collect and analyze data. The subject of the research was two English teachers who teach speaking subjects at the school. The instruments used in this research were the observation checklist and interview. The findings found that there were thirteen types of communicative activities that were used by the English teachers. The communicative activity that was mostly used by the teachers was the question and answer session. So, it is concluded that the teachers provided the communicative activities. Then, it is suggested for further researchers to conduct a study with a similar field of this present research, such as communicative activities in listening or reading skills.Keywords: Teaching English, Communicative Activities]]>
<![CDATA[THE ROLE OF BLENDED LEARNING IN ENHANCING STUDENTS’ WRITING PARAGRAPH ]]>
<![CDATA[Dodi Mulyadi]]>;
<![CDATA[Testiana Deni Wijayatiningsih]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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<![CDATA[The use of efficient and appropriate learning media-based learning is needed at all levels of education. In English language teaching (ELT) at the university level, the use of media can help to improve paragraph writing. The objective of this study was to determine the effect of Blended Learning on improving learning outcomes of EFL university students' writing paragraphs in English. This quasi-experimental research entailed non-parametric statistical analysis. The results indicated a statistically significant improvement after getting treatment of blended learning. The average pretest score was 65.9 and the average posttest score was (86.6) which means higher than the pre-test. These results also indicated that the Blended Learning model stimulated students to explore more ideas in writing activities. In addition, the results of the questionnaire showed that 85% of students were enthusiastic and enjoyed the learning process. Since the dearth of the research sample, further research has to be conducted in a broad research sample to be a more generalizable pedagogical implication.Keywords: blended learning, writing, paragraph.]]>
<![CDATA[AN ANALYSIS OF TEACHER-STUDENTS’ INTERACTION IN CROSS-CULTURAL UNDERSTANDING ONLINE TEACHING ]]>
<![CDATA[Rika Maelasari]]>;
<![CDATA[Ratnawati Ratnawati]]>;
<![CDATA[Wawan Tarwana]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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<![CDATA[This article reports on teacher-students’ interaction in cross-cultural understanding online teaching. There are several compelling reasons for using the online teaching through the internet-based Project Work in the classroom; a structured way for teacher to begin to incorporate the internet into the language classroom, the use of projects encourage cooperative learning and stimulates interaction, gives the learners a more ‘real-world’ look and feel and provide greater motivation for the learners. This research employed a case study by means of three data collection techniques, they were observation, interview, and questionnaire. The result of this research was that online teaching helped the students in understanding the material in the CCU classroom. Moreover, the interaction between teacher and students were quite positive during the online teaching. It is suggested for further researchers to conduct a similar study with different frameworks such as online teaching strategies to give more significant contributions to the teaching and learning process.Keywords: Cross-Cultural Understanding, Interaction, Online Teaching]]>
<![CDATA[INTERCULTURAL COMMUNICATION SENSITIVITY IN GLOBAL ACADEMIC NETWORKING: EFL TEACHER TRAINEES’ PERCEPTIONS ]]>
<![CDATA[Andi Rustandi]]>;
<![CDATA[Iskhak Said]]>;
<![CDATA[Jonathan Rante Carreon]]>;
<![CDATA[Sazuliana Binti Sanif]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v4i1.3040
<![CDATA[The present study is aimed at uncovering EFL teacher trainees’ perceptions of intercultural communication sensitivity, required as their ways of facing global networking. Using intercultural sensitivity scale (ISS) proposed by Chen and Stratosta (2000), this survey involved the third grade of EFL teacher trainees (N=50) of a private teacher education college in Ciamis, West Java, Indonesia who had taken advanced language skill courses, pedagogical basics, teaching methodology, and cross-cultural understanding subject. The closed-ended questionnaires were administered to get their responses towards the options ranging from 1 to 5, the least and the most sensitive level. The percentage calculation of frequencies of the number of trainees’ responses revealed the trainees’ tendencies. The findings indicated that the trainees had positive perceptions of the necessity of having cultural sensitivity under three categories: engagement, enjoyment, and confidence. The finding suggests a high possibility for the Department to foster the trainees’ cultural competence for their own pedagogical considerations for their future teaching practices.Keywords: Intercultural Communication Sensitivity, Global Academic Networking, Cultural Competence.]]>
<![CDATA[QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY IN CRITICAL READING ON NARRATIVE TEXT ]]>
<![CDATA[Wila Suswika]]>;
<![CDATA[Rina Herlina]]>;
<![CDATA[Didih Faridah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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<![CDATA[This study figured out the way a teacher implement of QAR strategy in critical reading on narrative text, and investigate students overcome the difficulties in answering narrative text questions by using QAR strategy in critical reading. This study used a case study as a research design. The participant was an English teacher and twenty students of tenth grade in one of senior high school in Tasikmalaya, Indonesia. Several instruments were used to collect the data. The first was classroom observation, it was analyzed by transcribing and drawing the conclusion. The second was an interview with the English teacher, it was analyzed by describing the teacher answer, and the last was students' reflective journal that was analyzed by describing students’ opinions. The result showed that the QAR strategy was helpful for students not only to answer the questions but also to understand the text and can help them in critical reading when answering the narrative text questions. Most of the students argued that to overcome the difficulties in answering narrative text questions by using the QAR strategy, students have to understand the whole text with correctly, they can associate the text with their background knowledge and experiences in their lives.Keywords: Question-Answer Relationship (QAR) Strategy, Critical Reading, Narrative]]>
<![CDATA[AN ANALYSIS OF ENGLISH TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Yulia Enggar Wigati Wibowo]]>;
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Syafryadin Syafryadin]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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<![CDATA[The objective of this research is to find out the teachers’ strategies in teaching reading comprehension at one of Senior High School in Bengkulu, Indonesia. This research is mixed-method research design. The subjects in this research are two English teachers who teach English at class X, XI, and XII. The data were collected using an observation checklist. The result of the research showed that the teachers used some strategies in teaching reading with the highest percentage were Question Generating (27%), Encouraging the Use of Dictionaries (25%) and Question Answering (23%). This indicated that the teachers only used a few strategies in teaching reading comprehension. For the next researchers, they could conduct research about the teachers’ strategies used by English teachers in a wider area. So, the result will be more advantageous and be applied in a larger area.Keywords: Teachers’ Strategies, Reading Comprehension]]>
<![CDATA[INDIRECT TEACHER FEEDBACK TO REDUCE STUDENTS’ GRAMMATICAL ERRORS IN WRITING RECOUNT TEXT ]]>
<![CDATA[Yustin Kustina]]>;
<![CDATA[R Bunga Febriani]]>;
<![CDATA[Dedeh Rohayati]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v4i1.3137
<![CDATA[Teacher feedback stipulation is a necessity for students especially in the process of writing. It’s become a reflection of their teaching process. The present study, therefore, is aimed at finding out the effectiveness of indirect teacher feedback in reducing students’ grammatical errors in writing recount text, and describing lexico-grammatical aspects of students’ writing that indicate significant progress in error reduction toward indirect teacher feedback as the treatment. The present study implemented a mixed-method with the type of pre-experimental design for the quantitative design and content analysis for the qualitative design. The sample of the present study involved 17 students as the experimental group. Students’ document tests were used to obtain the data. Based on the statistical result, after indirect teacher feedback was implemented on students’ writing recount text especially personal recount text, the t-observed value was higher than t-table value; thereby, the null hypothesis (H0) was rejected and the alternative hypotheses (H1) was accepted. Thus, the use of indirect teacher feedback is effective in reducing students’ grammatical errors in writing personal recount text. In addition, from the analysis content of students’ document tests, verb tense indicated significant progress in error reduction. Based on the findings, it is recommended for English teachers to apply indirect teacher feedback to reduce students’ grammatical errors, especially in teaching writing so that the students' writing can be improved.Keywords: Indirect Teacher Feedback, Recount Text, Students’ Grammatical Errors, Writing]]>
<![CDATA[DIGITAL HANGMAN GAME TO IMPROVE STUDENT’S VOCABULARY MASTERY IN TEACHING NARRATIVE TEXT ]]>
<![CDATA[Zaqiyah Lailatul Farihah]]>;
<![CDATA[Etika Rachmawati]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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<![CDATA[This study aims at investigating the use of digital hangman game to improve students’ vocabulary mastery in teaching narrative text at tenth grade at one of Islamic Senior High School in Padamulya Ciamis, Indonesia. The writers used convergent parallel mixed methods design as a method of the study because the convergent parallel mixed method is a form of mixed-method design in which the researcher converges quantitative and qualitative data in order to provide a comprehensive analysis. Experimental research was used in this study. Moreover, the data in this study were collected from several sources including achievement tests, questionnaires, and observation. The result showed that t-observe was 10.992 and t-critical at df=19 on level 0.05 with a two-tailed test was 2.093, which means that t-critical was less than t-observe and alternative hypotheses were accepted. Thus, the students generally pleased with the teaching narrative text by using the digital hangman game. Furthermore, almost the students gave their good responses to the implementation of the game. For further researchers, it gives broad opportunities in making this study more complete in the same field with a different interest such as how to teach narrative text through other strategies.Keywords: Hangman Game, Vocabulary, Narrative Text]]>
<![CDATA[THE USE OF FLIPPED CLASSROOM MODEL IN READING COMPREHENSION ]]>
<![CDATA[Rizal Fahmi]]>;
<![CDATA[Lilies youlia Friatin]]>;
<![CDATA[Leni Irianti]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
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<![CDATA[This study presents the use of the flipped classroom model in reading comprehension. This study is aimed to investigate the teacher’s way of implementing flipped classroom in teaching reading narrative text and reveal students’ perception toward the teaching model. A qualitative case study was applied as the research design of this study. The subject of this study was chosen purposively, consisting of twenty-three students from the tenth grade (X AK-1) and one English teacher in one of the vocational high schools in Cilacap, Indonesia. The writers applied the triangulation technique as where the data were analyzed through multiple resources to get more reliable data. The result of the study was showed that the teacher implemented four main stages in teaching reading narrative text using the flipped classroom model. Meanwhile, regarding the students’ perception, students perceived all the stages and activities in the flipped classroom model positively. The students viewed that flipped classroom as a fun learning model, which helped them became a more active learners, and help them overcome their shortcomings. Finally, other researchers are suggested to explore deeply into the implementation of the model that targets other topics and skills, apply other framework suggested by other experts, and explore the students’ perception using an open questionnaire to reveal the reason underlying the perception.Keywords: Flipped Classroom, Teaching Reading, Narrative Text]]>
<![CDATA[THE REALIZATION OF INTERPERSONAL MEANING ON MALE AND FEMALE STUDENTS’ PERSONAL LETTER ]]>
<![CDATA[Dewi Nasita]]>;
<![CDATA[Bambang Ruby Sugiarto]]>;
<![CDATA[Luthfiyatun Thoyyibah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
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<![CDATA[Interpersonal meaning is important since it reveals someone’s adjustment into another participant, it is created and maintained the social relations (Gerrot and Wignell, 1994). The present study proposed to elaborate the similarity or the difference between the realization of interpersonal meaning on male and female students’ letters, especially personal letters and to investigate which one between male and female students is more emotionally expressive in writing a personal letter. The present study implemented discourse analysis in the qualitative descriptive design. Three couples of male and female students in the eleventh grade at one of Senior High School in Ciamis, Indonesia were engaged in this study. Six personal letters then analyzed by means of Systemic Functional Linguistics. It was found that both male and female students created a sense of politeness in a different way. Thus, the majority of declarative clauses evinced that both male and female students comprehended well the purpose of the letter-writing which is to give information. In terms of modality, female students presented lower modalization which is suggested that they preferred to present the information as what it has. Moreover, female students found dominated all the characteristics of emotional markers. It significantly proofed that female students are more emotionally expressive rather than male students.Keywords: Interpersonal Meaning, Gender Differences, Emotional Expression, Personal Letter]]>
