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Bambang Ruby Sugiarto
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jall@unigal.ac.id
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JALL (Journal of Applied Linguistics and Literacy)
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 10 Documents
 1 
Search results for , issue "Vol 5, No 2 (2021)" : 10 Documents clear
THE CULTURAL IDENTITIES OF FOREIGN LANGUAGE TEACHERS Heri Santoso
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5614

Abstract

ABSTRACTMany foreign language teachers, especially English teachers, come from various regions. With their abilities, they managed to compete to be teaching staff in the capital city. Based on their ability to teach foreign languages, all of this cannot be separated from the cultural identity they carry in the world of education and, of course, will carry over to the classroom where they teach. This study uses an online platform because it is impossible to meet face to face. In each question contains a cultural identity whose use can affect the way they teach foreign languages. This cultural identity often draws attention to where they come from, their nature, how they think, and how they speak up, accompanied by their language teaching skills. Besides that, we will also find the advantages and disadvantages of the cultural identity they carry. The results showed that foreign language teachers in English learning has a cultural identity to teach in the classroom. Keywords: foreign language teachers, cultural identity, English teachers, language teaching
IDENTIFYING AFFIXES USED IN THE 18th TO 19th CENTURY CLASSIC SHORT STORIES Rindi Fediany; Lilia Indriani
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5462

Abstract

Affix is a term that cannot be separated from linguistic. It is a grammatical element attached to a word, stem, or phrase to produce derived or inflected forms. Affixes can be distinguished into three types, namely prefix, infix, and suffix. Infix is a letter or a stem of words inserted into the root itself, and a prefix is a letter or group of letters that is added or placed before the stem of a word, while a suffix is placed at the end of the stem of a word. Affixes consist of three types. There are prefixes, infixes, and suffixes. This study aims to determine what types of affixes were used in the 18th to 19th century classic short stories and which type was used the most. This study is a descriptive qualitative method, and this study uses documentation and observation methods to get the data. Then the data is analyzed by identifying words containing affixes found in those short stories. The data analysis is used to conclude. The result of the analysis shows which affixes were used the most.
THE USE OF STORY FACE TO IMPROVE STUDENTS READING COMPREHENSION BY NARRATIVE TEXT ferra alfyna; Aswir Aswir
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5063

Abstract

The research aimed to analyze Reading  using by story face through visual material, story face. The research was conduct in the class 7.9 of SMPN 03 Tang-Sel. Researcher choose one classes as Experimental class. the use purposive sampling technique by choosing 30 students and conduct pre-test and post-test to gather the researcher data. The experimental class was using story face on learning English. The research lasted for one month and researcher  compared the results of pre-test and post-test through SPSS 22 to conclude the results of research. The experimental class results would be the conclusion of research as this class used Story Face during the lesson. The value of the df t-value is searched based on n=29 with a range of 0,025. Its df t-value is 2,045. Because the t-test value is higher  than the df t-value (5000>2045) h1 is accepted and 0 is rejected, so the learning method is successful in improving student’s reading skill. It means that teaching English by using story face to improve reading comprehension by narrative text was significant.
DISCOURSE MARKER ANALYSIS IN AVENGERS: ENDGAME MOVIE Ana Nisa Ussolichah; Arindi Indra; Hesti Dwi Rahayu; Atsani Wulansari
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5503

Abstract

This study examines the use of Discourse Marker in Avengers: Endgame movie. Discourse Markers are words that connect the speaker with what has been said before. The purpose of discourse markers is to keep the conversation owing and not stiff. This discourse marker can improve a person's speaking ability to make it easier to understand. This research uses analytical methods taken from Avengers: Endgame movie, directed by Anthony Russo and Joe Russo.Avengers: Endgame movie is a 2019 American Superhero movie based on the Marvel Comics superhero team by Avengers. The data collected were analyzed using a qualitative descriptive method: the procedure data collection, data analysis, and presentation of the study results. The results showed (1) the number of discourse markers used in the Avengers: Endgame movie ; (2) the discourse marker that appears the most.
TEACHING ENGLISH BY USING VLOGGER VIDEO TO INCREASE VOCABULARY hafidah fitri; Hasanul Misbah
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5064

Abstract

The research aimed to analyze Vocabulary by using Vlogger Video through visual material, vlogger video. The research was conduct in the class 8.7 of SMPN 03 Tang-Sel.  Researcher choose one classes as Experimental class. The used purposive sampling technique by choosing 30 studentsand conducted pre-test and post-test to gather the researcher data. The experimental class was using Vlogger Video on learning English. The research lasted for one month and researcher compared the results of pre-test and post-test through SPSS 22 to conclude the results of research. The experimental class results would be the conclusion of research as this class used Vlogger Video during the lesson. the value of the df t-value is searched based on n=29 with a range of 0,025. Its df t-value is 2,045. Because the t-test value is higher than the df t-value (5000>2045) h1 is accepted and h0 is rejected, so the learning method is successful in increasing students’ vocabulary skill. It means that teaching english by using vlogger video to increase vocabulary was significant.
PERFORMANCE ASSESSMENT USING RUBRIC TO IMPROVE STUDENTS’ SPEAKING SKILL Titik Ismailia
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5786

Abstract

This paper describes the implementation of performance assessment through video on speaking ability for 67 students of an Accounting study program Politeknik Negeri Jember. The aim was to make the students able to demonstrate speaking ability in a form of video during the process of an online teaching-learning process. Constructing a performance assessment involves planning tasks, performance criteria, scoring, and evaluating. A scoring rubric was chosen for scoring and evaluating students’ videos. At the last step of evaluation, this classroom action research aired that students actively participate in the process of making the product and fulfill the criteria of speaking assessment: pronunciation, vocabulary, grammar, fluency, and task. It can be concluded that rubric in performing speaking improves the students’ performance in demonstrating the ability on speaking interactively with their partner in a video. 
STIMULATING STUDENTS SPEAKING USING ENGLISH SPEECHES YOUTUBE CHANNEL Mutiarani Mutiarani; Atikah Rusiana
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5106

Abstract

The purpose of this research was finding that using video can give the students stimulations to learn English especially speaking. Reason why the researcher choose this as the new idea for students because there is so many students whi still cant speak English. This research focus to see the students get a motivation after watching the video and can improve their speaking ability. The video can use while teaching in the class, to see did the students is interesting and get motivate from watching the video from English speeches youtube channel. This researcher using quasi experimental with the pre test, treatment, and post test. The sample on this study were 25 of class 8th Junior High School. To calculate the students score the researcher using manual calculation and the mean results for pre test was 65 and for post test is 79. So there is the difference score between pre tets and post tets, it means using English speeches youtube channel can stimulating and improving students speaking skill.
ONLINE CULTURE DURING THE COVID-19 PANDEMIC Hayati Nupus
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5787

Abstract

The virus of the COVID-19 pandemic has caused the government to apply stay-at-home rules, to anticipate the spread of the Novel Corona Virus which is increasingly spreading through human social activities. The COVID-19 pandemic has changed all forms of human life, including educational learning at the formal level of higher education, students are required to learn from home using technology in the form of visualization of networks in the form of technology such as laptops or mobile phones, so that learning and activities can be seen directly shown and carried out through internet network from home, without having to touch physical such as face-to-face or other social routines. The existence of this COVID-19 pandemic forces the public to be responsive to technology, towards a new culture, where communication and routines can be done such as online learning for students at home, communication, new culture, and digital culture will be the implications of this online learning process, with online learning activities. During a pandemic, new experiences with technology, without being able to physically explore yourself and with your family at home, so at least until this COVID-19 Pandemic ends. A basic element of this changing social system is the behavior of individuals and groups in and between systems. Ultimately, the success of online learning is determined by the adaptation of these students to new cultures, new experiences, and technologies as environmental behavioral implications.Keywords: Online learning, Culture, COVID-19 Pandemic
STUDENT’S IDENTITIES IN SCHOOL LITERACY MOVEMENT: TOWARD A DISCURSIVE PERSPECTIVE FOR LITERACY EDUCATION IN INDONESIA Deris Nurjamiliatul Afifah; Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5620

Abstract

The School Literacy Movement (hereafter, SLM) has become a predominant investigative issue recently. This program supports students (e.g. secondary school students) to cultivate their literacies and enables them to invigorate their reading habits. However, empirical attempts accentuating types of the student’s identities represented in the School Literacy Movement remains under-explored. Thus, this study aimed at filling the void. The data were collected from a student’s reflective journals outlining her experiences amid participating in SLM. Technically, the data were analyzed discursively through Socio-Semantic Inventory Analysis (van Leuween, 1996). The findings designated that types of the student’s identities represented in School Literacy Movement encompass an observing student, an idealistic student, a self-restraint student, an active reader, a melancholic student, and a technology-oriented student. Pedagogically, this study suggests that SLM should not only be viewed as an auxiliary program fostering students’ literacies but also a bridge connecting students to possess learning awareness and autonomy in English language learning.   
THE ROLES OF CODE SWITCHING IN ENGLISH AS A FOREIGN LANGUAGE: SPEAKING CLASS Mohamad Ijudin; Leni Irianti; Etika Rachmawati
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5132

Abstract

This study highlights on the use of code switching in speaking class and its impact toward the students’ language development in target language. Code switching is a regular phenomenon in multilingual conversations. The purposes of the study are to discover the use and the roles of code switching in EFL classrooms, how the roles contributed to the students’ language development in the EFL context, and how the code switching influences the process of teaching in EFL classroom. The study gathered the data based on a qualitative research design. There were two instruments used in this study; classroom observations and questionnaire. The study was a case study in the teaching and learning process of Speaking for classroom instruction at the fourth semester students of English department in Galuh University, Ciamis. The findings of the study exposed that using code switching while teaching and learning process is valuable in the Speaking English as foreign language, in this case in the subject of Speaking for classroom instruction. The code switching as one of the kinds of multilingualism is essential and unavoidable in language classrooms.

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