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Bambang Ruby Sugiarto
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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 165 Documents
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ANALYZING SYLLABUS’ LEARNING OBJECTIVES IN THE LESSON PLAN Rizki Widiastuti; Syafryadin Syafryadin; Istiqomah Nur Rahmawati
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 1 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i1.4763

Abstract

Introduced to relatively new curriculum, KTSP, teachers are given the challenge to develop the curriculum, the syllabus, the lesson plan and the activities in the classroom, yet the teachers seem still have the difficulties in developing the curriculum, integrating the learning objectives in the syllabus into activities lay in lesson plan thus this study is conducted in purpose to find out how teachers interpret the learning objectives in syllabus into the lesson plan, discover the difficulties and how the teachers overcome the difficulties. Qualitative-Descriptive design was used in conducting the study. Therefore, two second-grade English teachers in one of private high school in Bandung are selected to be the subject of this study. The data was gained and analyzed from document analysis and interview. The study found that teachers using the existed syllabus and lesson plan, which can be provided by school or available on the internet. They do not modify or revise the syllabus; they use it as guidance for their teaching. They modify the lesson plan by seeing the condition of the class and students’ character without stating it into formal form of lesson plan. Yet the teachers are able to interpret and implement the objectives in the syllabus into learning activities well and create the appropriate situation in the classroom. The difficulties faced by the teachers are mainly because they are inexperienced teachers, with relatively short period of time they are still in the process of recognizing and understanding the surroundings, relate to the aspects within the school, students and curriculum itself. Sharing and learning from the experienced-teachers may be the best solution of the problem. The coordination and collaboration among teachers in school and between teachers and school may give benefit also in reaching the expected learning objectives and developing the KTSP curriculum. Keywords: curriculum, KTSP, lesson plan, qualitative-descriptive, syllabus.
INTERCULTURAL TRANSLATION: THE CASE OF TRANSLATING FIGURATIVE ASPECTS OF ENGLISH INTO INDONESIAN Suhendra Yusuf
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3858

Abstract

Figurative is used to enhance the effect of the statement or description (Kridalaksana, 1993). This figurative language is usually the style of language used by the author to express something unusual disclosure, that uses comparison, imagery, affirmation, sarcasm, contention, or something engagement with other things that attract the attention of readers. Figurative language used by the author with a view to turn the way of disclosure and the atmosphere so as to be meaningful discourse.
THE ANALYSIS OF STUDENTS’ ABILITY IN WRITING SHORT STORIES Ikin Syamsudin Adeani
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3856

Abstract

This researchis aimed to determine the students’ ability of Indonesian Education Study Program,Faculty of Teacher Training and Education, Galuh Ciamis University, in writing short stories. The students are still lack of studying the literary of short story, instead they tend to read the popular short stories. The method used in this research is descriptive method. The results of this study are as follows. First, to obtain the clear illustrationwhether the students are able to write literature short stories or popular short stories. Second, to position their short stories in the development of Indonesian short stories, especially among students. Keywords: analysis, writing short story, literary short stories, popular short stories
CORPUS LINGUISTIC STUDY OF TWEETS USING #CHARLIEHEBDO HASHTAG Intan Siti Nugraha; Eva Tuckyta S. Sujatna; Sutiono Mahdi
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 1 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i1.4965

Abstract

Hashtags of #CharlieHebdo becomes trending in Twitter when a knife attack incident happened in front of former Charlie Hebdo magazine’s office on 25 September 2020. If #JeSuisCharlie was used to show empathy and support for the victim and freedom of speech value, #CharlieHebdo still remains question on what topics around the Twitter discussion using the hashtag. Thus, using corpus linguistic analysis method, which are keyword and concordance analysis, this study aims to investigate the significant topic of corpus containing #CharlieHebdo. The tweet corpus which contains 8.604 tweets and retweets and words in total are 177.352 tokens (words) was constructed from the tweets scrapped by the researcher using Python and Twitter API. The result of analysis shows that there are at least 13 categories of keywords which indicate significant topics of the tweet corpus. They are place, attacker, act, weapon, religion/belief, motive, victims, figures, emotion evoked, law enforcement and other topics.
SCIENTIFIC APPROACH IN EFL YOUNG ADOLESCENTS TO PROMOTE HIGHER ORDER THINKING SKILLS: TEACHER’S STRATEGY, BENEFITS, AND CHALLENGES Sri Setyarini
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3857

Abstract

Higher Order Thinking as one of the main agendas in the Curriculum 2013 introduces several learning approaches – one of which is scientific approach. However, so far, the majority of English teachers in Indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. This paper presents a research report on strategies of promoting higher order thinking skills (HOTS) in EFL young adolescents’ classroom through scientific approach. It aimed to investigate how HOTS was promoted in the EFL classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. This study employed a case study involving a class of seventh grade students as research participants. To collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. The findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ HOTS as seen from their enthusiasm and active participation in the classroom. The students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. Meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. To overcome them, she committed to join professional development programs and improve her linguistic skills.   Keywords:  EFL Classroom, Higher Order Thinking Skills, Scientific Approach, The Curriculum 2013, Young Adolescents
AN INTERPERSONAL MEANING ANALYSIS OF THE SECOND-GRADE STUDENTS’ NARRATIVE TEXTS Nurinayah Nurinayah
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 1 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i1.4976

Abstract

This paper identified the language use in the second-grade students’ narrative texts to create the interaction between the students and their stories. Furthermore, the language use as the interaction was called interpersonal meaning (mood and residue). Moreover, the focus of the study was on identifying the use of interpersonal meaning (mood and residue) as the engagement between the students and their stories in writing contexts and the realization of mood types which cover statements, offers, questions, and commands in narrative texts. Therefore, the study was aimed at figuring out (1) the realization of interpersonal meaning through mood and residue and (2) the most dominant mood types realized on the second-grade students’ narrative texts. In this study, descriptive qualitative method was employed to analyze and interpret the data by using words. The findings showed that (1) the use of mood and residue was identified as the realization of interpersonal meaning which completed the language features of narrative texts and (2) the most dominant mood type was statements which the students used to express and share their feeling in order to create the engagement between them and their story, the stories and the readers. In brief, the use of language in creating the interaction in narrative texts could be expressed by exploring interpersonal meaning (mood and residue) and choosing mood types that appropriate to share the feeling. Thus, this study provided some suggestions for the teachers/lecturers and the students which they should explore the use of language to interact in writing context by applying interpersonal meaning which covered mood types to get involved and engaged in the story. Keywords: Interpersonal meaning, mood, residue, second grade, narrative texts
STUDENTS’ MOTIVATION IN LEARNING ONLINE OF READING COMPREHENSION NARRATIVE TEXT THROUGH GOOGLE CLASSROOM Novia Wulan Ari; testiana deni wijayatiningsih; dodi mulyadi
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 1 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i1.4514

Abstract

This article aims to describe the students’ motivation in learning online narrative text on students’ reading comprehension through Google Classroom of 24 students tenth-grade students at SMK Muhammadiyah Kradenan. This study used pre experimental design one group pre-test post-test and conducted at May 2020. The data was obtained through pretest, posttest and questionnaire. The data of this current study were analyzed by using SPSS consisted reliability, validity, T- test and percentage (questionnaire). The result from this article showed the students’ motivation in learning online narrative text using Google Classroom also got positive responses and they learned with high motivation. It can be concluded that there was a different result before the treatment and after the treatment. Therefore, there was students’ motivation in learning online narrative text on students’ reading comprehension through Google Classroom.
“TECHNOLOGY, ENTERTAINMENT, DESIGN (TED)” TALK IN TEACHING VOCABULARY Feny Rahmawati; Iskhak Said; Misbahudin Misbahudin
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3892

Abstract

This study deals with the investigation of an analysis of teaching vocabulary by using technology, entertainment, design (TED) Talk. The previous study conducted in university students, while the present study is a case study in one of senior high school in Cilacap. This study was aimed at investigating teachers’ way and knowing students’ perception in teaching vocabulary by using TED Talk. In conducting this study the writers used  qualitative research in which case study was employed to collect the data from participants in this research, that were English teacher who taught vocabulary using TED Talk and ten grade students of senior high school students’ perception. Moreover, classroom observation, questionnaire, and interview were the instruments used by the writers in collecting the data. It could be concluded that most of the students are very interested in learning, it was very significant in relation to their learning interest, it was very helpful in mastering new vocabulary, it was strongly agree that it was given positive results for their learning achievement.Keywords: TED Talk, Vocabulary
THE REALIZATION OF GRAMMATICAL COHESION DEVICES IN EFL STUDENTS’ ARGUMENTATIVE ESSAYS Rudiana Rudiana
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 1 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i1.4975

Abstract

This study analyzed EFL students’ argumentative essays concerning cohesive devices based on Halliday and Hasan (1976) in the certain part called grammatical cohesion devices. Thus, the study focuses on analyzing the four main categories of them. Those are (1) reference, (2) substitution, (3) ellipsis, and (4) conjunction. Moreover, this study was aimed at figuring out the realization of grammatical cohesion devices which was centred on determining the type of those devices, the predominant devices realized, and the extent to which the use of those devices helps the texts achieve their cohesion. Moreover, this study employed a descriptive qualitative method. Furthermore, the analysis revealed three main points. Firstly, there were grammatical cohesion devices realized on the EFL students’ argumentative essays such as reference, ellipsis, and conjunction. Secondly, the predominant devices were personal reference and additive conjunction. Finally, the use of grammatical cohesion devices could effectively enhance the quality of students’ writing; it could create the relation and connectedness between one element and another in the text as well. In brief, this study presented deep comprehension about grammatical cohesion devices which covered reference, substitution, ellipsis, and conjunction. Therefore, the use of those could completely improve the quality of writing especially an argumentative essay.  Keywords: grammatical cohesion devices, EFL students’ argumentative essay
TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION Gendis Nadira Dwiningtiyas; Dedi Sofyan; Hilda Puspita
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3682

Abstract

This research aimed to figure out the strategies used by the English teachers in teaching reading and how they applied the strategies. This research was designed as descriptive qualitative research. The research was conducted at Junior High School 09 Bengkulu City. Participants of the research were two English teachers who teach in second grade of that school. Each English teacher had eigh meetings that observed by the researcher. The instruments of the research were strategies checklist and interview. The instruments were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages; they were Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The result showed that the teacher one used several strategies in teaching reading comprehension. The strategies were brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. Keywords: Reading Comprehension and Teachers’ Strategies.

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