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IJOLTL (Indonesian Journal of Language Teaching and Linguistics)
Published by Center of Language and Cultural Studies
ISSN : 25022326     EISSN : 25028278     DOI : http://dx.doi.org/10.30957/
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
IJOLTL invites original manuscripts in the fields of language, language teaching, linguistics, and applied linguistics. Although articles are written in English, the IJOLTL welcomes studies dealing with the teaching of languages other than English as well. Research on culture of various perspectives as well as linguistics is also welcome. In addition, IJOLTL also considers papers in the areas of applied linguistics, language testing, pragmatic, sociolinguistics and discourse analysis. Reviews of literature are also acceptable for the IJOLTL. The length of paper should be between 3,500 to 8,000 words as defined in the author’s guidelines.
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2018): May 2018" : 8 Documents clear
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE Kitri Katon Peni
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (136.6 KB) | DOI: 10.30957/ijoltl.v3i2.451

Abstract

  The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the  intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the  experimental design assigning 72 students as sample.  Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading. 
OTHELLO’S VERBAL DEFENCE: DISTORTING REALITY IN SHAKESPEARE’S OTHELLO Rizky Setyaningrum
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (131.811 KB) | DOI: 10.30957/ijoltl.v3i2.452

Abstract

The study describes Othello’s verbal defences by means of Perry London’s Verbal Defences theory as reflected in William Shakespeare’s Othello, the Moor of Venice.  The study was a content analysis whose primary data were words, phrases, sentences and dialogues in the play. The secondary data were articles discussing the Othello, the Moor of Venice. Data were analyzed through determining Othello’s arguments on ego verbal defence mechanisms using Perry London’s Verbal Defences theory.  This study revealed that three elements of verbal defences, namely, emotional insulation, intellectualization, and rationalization are experienced by Othello. They operate unconsciously and these mechanisms neutralize the upsetting impact of threatening ideas by distorting reality. In distorting reality, ego takes some extreme ways. One of those ways is “talking away” the anxiety stimuli as well as by the other means of obscuring and retreating from reality. 
DEVELOPING CRITICAL READING SKILLS FOR INFORMATION AND ENJOYMENT Didi Sudrajat
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (108.184 KB) | DOI: 10.30957/ijoltl.v3i2.453

Abstract

 Critical reading has been the issue in teaching reading throughout school programs.  The main objective of the critical reading is to achieve comprehension using various reading techniques.  Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan.  The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading.  This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques.  
DESIGNING COMPUTER ASSISTED LANGUAGE LEARNING SOFTWARE EVALUATION Saleh Rosana Emy
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (85.385 KB) | DOI: 10.30957/ijoltl.v3i2.454

Abstract

   The use of computer to assist learning has increased significantly through more than three decades.  However, the use of the instrument is still becoming a problem among teachers and educators. This paper discusses the evaluation criteria in selecting Computer Assisted Language Learning (CALL) software in language and skill development for ESL/EFL. The CALL evaluation criteria proposed in this paper is aimed to assist English language teachers to determine good quality CALL software used in classroom activity. CALL has proven its benefits for three aspects:  programming consideration, educational design, and easy for use. A checklist describing evaluation aspects of the CALL is provided in this paper. 
New Cover IJOTL-TL 3.2.May 2018 Teguh Budiharso
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.675 KB) | DOI: 10.30957/ijotl-tl.v3i2.508

Abstract

Author Guide & Back Cover IJOTL-TL New Teguh Budiharso
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (721.548 KB) | DOI: 10.30957/ijotl-tl.v3i2.509

Abstract

Author Guide & Template Teguh Budiharso
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.483 KB) | DOI: 10.30957/ijotl-tl.v3i2.510

Abstract

HOW KINDERGARTEN PUPILS SAY “THANKS”: SOCIOLINGUISTIC ANALYSIS IN LANGUAGE TEACHING Yuniah Budiarti
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 2 (2018): May 2018
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (254.572 KB) | DOI: 10.30957/ijotl-tl.v3i2.513

Abstract

  The study used qualitative design, focusing on how pupils of kindergarten express thank. The subjects of this study were 32 pupils in AL IHSAN Kindergarten Tenggarong and data were collected using observation, interview, and questionnaire. Data for this study were an expression of gratitude delivered using the word “thank” identified from three stimulations. Data were analyzed qualitatively focusing on inferences of context when the word “thank” was uttered and results of interview and questionnaire were clarified. This study discovered that the way pupils of kindergarten on Al Ihsan school communicate to express gratitude vary from explicit manner or smile.  The word “thank” may be changed into “terima kasih” in Indonesian version and “jazakumullah” in Arabic. Not all pupils use the word “thank” however.  Factors that influence the pupils to say “thank” include affective factors, internal and external. Internal factors are a feeling of embarrassment and mood at that time. External factors are the condition and the situation when they receive the gifts and the way how people gave them the gifts. The pupils’ parents background didn’t give an impact by automatically to the pupils by using the expression thank.  

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