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JALL (Journal of Applied Linguistics and Literacy)

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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 165 Documents

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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

THE USE OF PEER REVIEWING IN OVERCOMING PHONOLOGICAL ERRORS IN ENGLISH PRONUNCIATION Ira Adinegara; A. M. Surachmat; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 1 (2019)
Publisher : Universitas Galuh

ABSTRACT This study reports on the use of peer reviewing in overcoming phonological errors in English pronunciation conducted to the freshmen of English Education Program in Galuh University. Peer review is one of appropriate techniques to support students in learning speaking particularly English pronunciation. In this regard, the writers addressed some questions: 1) How does the lecturer use peer review technique in overcoming phonological errors in performing English pronunciation?, 2) What are the students’ perceptions toward the use of peer review technique in overcoming phonological errors in performing English pronunciation?, and 3) What are the benefits of peer review technique in overcoming phonological errors in performing English pronunciation?. Related to the research questions, the writers adopted qualitative approach particularly a case study as the research design. The writers conducted classroom observation, interview to an English lecturer and six students and administered a questionnaire to the students as well. In this case, the respondents were selected purposively. The results showed that the use of peer review is useful to support and motivate the students to learn well. By using peer review, students can be active in their process learning and also they can improve their critical thinking in speaking particularly in overcoming phonological errors in performing English pronunciation.Keywords: peer review, pronunciation

MALE AND FEMALE STUDENTS’ ATTITUDES TOWARD ENGLISH VOCABULARY MASTERY IN LEARNING SPEAKING (A Survey Study at one of MA Islamic Boarding School in Tasikmalaya) Prihatini Purbandari; Etika Rachmawati; R. Bunga Febriani
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018)
Publisher : Universitas Galuh

This study aimed to explore the attitudes of Senior High School male and female students toward English vocabulary mastery in learning speaking. This study also investigated the factors influence students’ attitudes toward English vocabulary mastery in learning speaking. Attitude is individual’s response towards an object, inferred from individual’s belief or opinion about it. (Gardner, 1985). The writer conducted the questionnaire to measure the students’ attitudes toward English vocabulary mastery in learning speaking. The writer also interviewed a number of eleventh grade students to explore the factors that affect their attitudes toward English vocabulary mastery in learning speaking. The participants of this study consisted of 58 students of eleventh grade of one of MA Islamic Boarding School in Tasikmalaya. They were 25 male students and 33 female students. These students were purposively chosen. The results of the study showed that most of male and almost all of female students have positive attitude toward English vocabulary mastery in learning speaking. The results also indicated the factors influence their attitudes were their pronunciation, grammar and vocabulary knowledge, their habits speaking English in front of many people, their needs toward English and support from social environment. In conclusion, students’ attitudes toward English vocabulary mastery in learning speaking is important. It helps students improving their English speaking skill. In addition, this study recommends the future research on the same topic can carried out by using other design in order to enrich the development of the theory of attitude. Key words: male and female students, attitude, vocabulary mastery, speaking skill

AN ANALYSIS OF FILLERS USED BY LECTURER AND STUDENTS IN EFL CLASSROOM INTERACTION Gotin Siti Fatimah
JALL (Journal of Applied Linguistics and Literacy) Vol 1, No 2 (2017)
Publisher : Universitas Galuh

This paper reports on how fillers are used by lecturer and students in EFL Classroom Interaction. Therefore, the study was aimed to investigate the types and frequency of the lecturer and the students’ fillers and the functions of fillers in EFL Classroom Interaction. A qualitative case study was obtained through the observation. Then, the data from the observations were analyzed by transcribing the whole of the utterances that contained fillers to find out the types, frequency and functions of fillers. The data from observation was described qualitatively. In the present study, the writer proposed two research questions: (1) Which types of lexicalized and unlexicalized fillers will be used and how often do the lecturer and the students use both fillers in EFL Classroom Interaction? (2) What are the functions of lexicalized and unlexicalized fillers used by the lecturer and the students in EFL Classroom Interaction? In responding to the first research questions, It was found that the lecturer and the students used filler in their utterances, the fillers found were both lexicalized and unlexicalized fillers. The lecturer used 504 fillers, while the students used 65 fillers. Furthermore, the result of second research question also found. The highest percentage of the fillers’ function of the lecturer and the students reached the same range used as a mark hesitation : (28.91%) for the lecturer and (77.5%) for the students.Keyword: Discourse Markers, Fillers, Classroom Interaction

THE EFFECTIVENESS OF USING TED TALKS VIDEO IN IMPROVING STUDENTS PUBLIC SPEAKINGS SKILLS IN SENIOR HIGH SCHOOL Miftah Farid
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 1 (2019)
Publisher : Universitas Galuh

This study tried to analyse the effectiveness of using TED talks video in improving students public speaking skill and also the students’ perception about using TED talks video in improving students’ public speaking skills. Participant of this study were thirty four students. A mixed method was used to collect quantitative and qualitative data. To achieve the aims of this study, pre-test and post-test were administered as the quantitative data collection, and close-ended questionnaires as the qualitative data collection. From the data taken, the result showed that the students’ perception about using TED talks video in improving students’ public speaking skills is that the students response positively towards how the writer taught them. In addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the strategies were tried to find based on the students need in many ways. Therefore, it was concluded that the use of TED Talks is very useful to improve students’ public speaking skill. Key words: Effectiveness, Ted Talks Video, Public Speaking Skills

RESEARCHING STUDENTS’ INTERACTION IN COLLABORATIVE LEARNING CLASS Lina Tri Astuty Beru Sembiring
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018)
Publisher : Universitas Galuh

Interaction as a part of students’ collaboration is an important aspect that needs to be considered in the teaching and learning process. An active interaction among students stimulates collaboration in their prior knowledge, perspectives and background experiences which later promote their high- level learning. It also affects the development of students’ learning process in the classroom. Nowadays, studies on interaction elaborate and become something challenging. Many theories have been developed by researchers, and each has its own strengths and weaknesses based on its needs and goals. In this study, the writer presents a library study of the types of students’ interaction and also a theory on researching students’ interaction developed by Kumpulainen and Wray. They have proposed three analytical dimensions of interaction namely: 1. the functions of verbal interaction which focuses on students’ verbal language, the character, and purpose of students utterances in peer group interaction, 2. cognitive processing that examined the ways in which students approached and processed learning tasks in their social interaction,3. social processing which examines the nature of the social relationships that were developed during students’ social activity. These elements are related and connected each other. However, a different kind of analysis is needed in order to analyze the elements through their analytic purposes. Keywords: Students’ interaction, researching students’ interaction, Collaborative learning class.

THE REALIZATION OF ATTITUDE ANALYSIS ON MALE AND FEMALE SECOND-YEAR STUDENTS’ NARRATIVE TEXTS Vivi Putriyantina; Iskhak Said
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 1 (2018)
Publisher : Universitas Galuh

This study was aimed to find out the realization of attitude analysis in the students narrative texts. The writers applied qualitative design particularly descriptive qualitative as the method. The results asserted 421 clauses realized on male and female second-year students’ narrative texts. There were150 attitudes which consisted of 51 attitudes on male narrative texts and 99 attitudes on female narrative texts. Meanwhile, those covered 76 affects, 24 judgements, and 50 appreciations realized on male and female second-year students narrative texts. From those aspects, the most dominant aspect was realized by affect. In conclusion, the realization of attitude analysis on male and female second-year students’ narrative texts was realized 150 items, which were dominated by 76 items (51%) realization of affect. Finally, it is expected that through learning attitude, the students can improve their writing skill and choose the proper vocabularies in composing English text. Besides, it is suggested for further researchers to enrich their research by conducting research with the full-package of appraisal system which cover affect, engagement, and graduation. Keywords: SFL; Interpersonal meaning; Appraisal System

THE EFFECTIVENESS OF JIGSAW ON READING COMPREHENSION OF ANALYTICAL EXPOSITION TEXT Febriana Hidayati; Dedeh Rohayati
JALL (Journal of Applied Linguistics and Literacy) Vol 1, No 2 (2017)
Publisher : Universitas Galuh

This paper investigates the effectiveness of Jigsaw on reading comprehension of analytical exposition text. The problems in this research are whether jigsaw has significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using Grammar-Translation Method and how the participants in the experimental group response toward the jigsaw instruction after the treatment. The population of this research was the eleventh grade student of Senior High School in Tasikmalaya in the academic year 2016/2017 consisting of 48 students. The instruments, achievement test used to collect data were pre-test and post-test to experimental and control groups. They served to measure students’ reading comprehension of analytical exposition text by using jigsaw . The instrument, questionnaire was used to collect data about the participants’ response towards using jigsaw in comprehending analytical exposition text. From the research, it could be obtained the t-observed value was 2.410, whereas t-critical was 2.021.It means the alternative hypothesis is accepted and the nul hypothesis is rejected. It can be concluded that there is significant difference in reading comprehension of analytical exposition text between students who are taught by using jigsaw learning and those who are taught by using it. Keywords: Jigsaw , reading comprehension, analytical exposition text

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

THE USE OF ORAL PEER FEEDBACK TO MINIMIZE THE STUDENTS’ ERRORS IN PRONOUNCING ENGLISH CONSONANT SOUNDS /p/, /f/ and /v/ IN READING ALOUD Kinanty Kintamani; Asep Dudi Kurnia; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 1 (2019)
Publisher : Universitas Galuh

ABSTRACT This study reports on the use of oral peer feedback to minimize the students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/. It was a case at the twelfth grade in one of senior high schools in Tasikmalaya. Furthermore, this study was aimed to find out the extent to which the students make errors in pronouncing English consonant sounds /p/, /f/ and /v/, how the teacher minimizes the students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/ by means of oral peer feedback and the teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing English consonant sounds /p/, /f/ and /v/. Furthermore, in conducting this study the writer used qualitative research in which case study. To collect the data from participants in this research, there was six students at the twelfth grade and an English teacher who taught English pronunciation in reading activities. Classroom observation and interview were the instruments used by the writer in collecting the data. Based on the research findings, the writer concluded three major conclusions. First, the writer concluded that the majority of the students were able to pronounce the English consonant sounds /p/, /f/ and /v/ correctly that have been proven by the results of students’ pronunciation. Second, the teacher taught the students about reading comprehension that contained the sounds of /p/, /f/ and /v/ with the use of oral peer feedback. In short, it could be seen that teacher’s ways in minimizing students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/ by means of oral peer feedback was succesfully completed by the teacher through the activities in classroom observation. In addition, teacher's ways in implementing oral peer feedback was relevant with the theory from Brookhart (2008, p. 70) about the procedure in implementing oral peer feedback. Finally, teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing English consonant sounds /p/, /f/ and /v/. The writer concluded that the teacher has the main reason for choosing oral peer feedback as one of the ways to minimize students’ error in pronouncing /p/, /f/ and /v/. The teacher argued that the use of oral peer feedback was one of the ways for minimizing students’ errors because the students were demanded to give corrections toward students' errors in pronouncing the words. The students were more felt comfort when they assessed by their friends. Therefore, they will enhance their skill by the corrections given by the other students in oral peer feedback. Moreover, the writer suggests that the further researchers to investigate the cause of students’ error of EFL learner specifically. Key words :oral peer feedback, students’ error, English consonant sounds.

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Bambang Ruby Sugiarto

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+6283823969363

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

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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

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