JL3T (Journal of Linguistics, Literature and Language Teaching)
The aim of this journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: first, second, and foreign language teaching and learning; language in education; language planning, language testing; curriculum design and development; multilingualism and multilingual education; syntax; semantics; Sociolinguistics; morphology; psycholinguistics; pragmatics; phonology; discourse analysis; translation; clinical linguistics; and literature and teaching that focuses on English, Arabic, and Bahasa Indonesia.
Articles
106 Documents
<![CDATA[HYPOTACTIC STRUCTURE IN ENGLISH ]]>
<![CDATA[Kurniasy, Dessy]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.11
<![CDATA[This present study focuses on the study of a hypotactic structure in English. It is concerned with clause complex which is comprised of two or more clauses logically connected. The relation between clauses can be interpreted in terms of ‘logical’ semantic relations and system of interdependency relation – parataxis and hypotaxis. The method used in this study was qualitative approach in which the data were taken from some linguistic books. The finding shows that the concept of hypotactic structure in English is divided into two types: expansion and projection. There are three kinds of expanding a clause i.e. elaboration (=), extension (+) and enhancement (x), and two kinds of projection i.e. locution (”) and idea (’). Elaboration shows that the meaning of the secondary clause is equal to the primary one, but the secondary clause does not introduce a new element into the picture but rather provides a further characterization of one that is already there. Extension is a clause that extends the meaning of another by adding something new to it. Meanwhile, enhancement shows the meaning of another clause by qualifying it with adverbial clause in traditional grammar. Furthermore, the three clauses can be finite or non-finite. Locution, on the other hand, is a projection with verbal process, in which the clause containing the sayer and the reporting verb is thedominant clause and the reported element is the dependent clause. Thus, idea is a projection with mental process that is used to report ideas, beliefs, fears and speculations. The combination of mental process with a dependent ‘reporting’ clause is the nominal ways of representing what people say, think and believe.]]>
<![CDATA[THE APPLICATION OF LOUD READING IN TEACHING PRONUNCIATION AT MTsN BANDA ACEH II IN TEACHING ]]>
<![CDATA[Afna, Mauloeddin]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.12
<![CDATA[This study was conducted to investigate class activity in drilling pronunciation for English subject at junior high school level. It was conducted at MTsN Banda Aceh II, Aceh. To collect the data, the researcher used test, observation and interview. The students were taught by loud to improve students’ pronunciation in English. Several paragraphs were taken in charge of supporting loud reading drills.The drills took 45 minutes in one section. Test was used to identify the success of loud reading in teaching pronunciation. Observation, on the other hand, was designed to observe the school environment, teaching method, and students’ assessment. In addition, interview was carried out informally to the headmaster and teachers of MTsN Banda Aceh II. This study reveals that the mean is 80.2. This shows a positive use of the loud reading applied at the school. The study also exposes that this method is effective to help their reading ability and to maintain their pronunciation. Thus, the researcher concludes that loud reading has been effectively boosted the students’ pronunciation.]]>
<![CDATA[STUDENTS’ TRANSLATION COMPETENCE THROUGH IDIOMATIC TRANSLATION AT SMA NEGERI 1 LANGSA ]]>
<![CDATA[Rasid Ritonga, Mhd.]]>;
<![CDATA[Ely Shinta, Marda]]>;
<![CDATA[Habsari Pratiwi, Siti]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.13
<![CDATA[The aim of this research is to find out the effect of students’ translation competence through the techique of idiomatic translation at SMA Negeri 1 Langsa with class XI IPA 6 as experimental group and XI IPA 7 as control group. The study was carried out by quasy experimental design. The data was collected through translation test. The study reveals that idiomatic translation improves students’ translation competence. The statistical analysis shows a significant difference between the two groups. The statistical analysis shows that t observed is higher than t table at the significant level of 5%. Therefore, the Ho is rejected and Ha is accepted. The study suggests that this technique be applied in teaching translation in EFL classes.]]>
<![CDATA[STUDENTS’ ABILITY IN TRANSFORMING A SENTENCE: DEEP AND SURFACE STRUCTURE ]]>
<![CDATA[Afrida, Nina]]>;
<![CDATA[Khairurrahmi]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.14
<![CDATA[The present study aims at exploring students’ difficulties in determining deep and surface structure in sentences. The study used quantitative descriptive as a research design. Test and questionnaire were employed as data collection technique. The population of the study is all seventh semester students of English Education Department, since they have studied syntax in the previous semesters. 50 students were sampled in this study. The study reveals that most of students cannot transform deep structure into surface structure. They only can identify the surface structure of simple sentences. The study also shows that English Education Department students find much difficulty in determining the labeling of the words in surface structure, for they cannot classify the class of wordos in surface structure. The study suggests that the ability to differentiate word categories be essential in transforming the surface structure generated through deep structure.]]>
<![CDATA[SUPERNATURALISM AND MYSTICISM IN WILLIAM SHAKESPEARE’S PLAY HAMLET ]]>
<![CDATA[Nurmalasari, Muharrani]]>;
<![CDATA[Adha, Ruly]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.15
<![CDATA[William Shakespeare is the greatest dramatist in the world. He has produced a lot of literary works especially play or drama. Some of his plays still exist until now such as Julius Caesar, Hamlet, The Merchant of Venice, etc. Even, one of his plays Romeo and Juliet has been translated into several languages in the world. He produces two types of plays, namely comedy which usually talks about love and tragedy which talks about sadness. In tragedy plays, Shakespeare always puts supernatural and mystical elements such as in Julius Caesar, Macbeth, Hamlet, etc. The supernatural and mysticism elements are usually marked by the appearance of apparition, witch, fairy, etc, and the elements can determine the fate of main characters. This article tries to describe how Shakespeare puts supernatural and mystical elements in one of his tragedy plays Hamlet.]]>
<![CDATA[SPEED READING TO IMPROVE STUDENT’S READING SKILL ]]>
<![CDATA[Mahriza, Rita]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.16
<![CDATA[This study is to find out whether speed reading improves student’s reading skill of the eleventh grade students at SMA Negeri 2 Langsa. The population of this research is the entire eleventh grade students at SMAN 2 Langsa. This study used quazy experiment. Test in the form of multiple choices through speed reading was used as instrument of this study. It is found that the result of pre-test and post-test in both experimental and control class is different. In experiment class, the average score of multiple choices test is higher than thatof control class. Based on t-test analysis, it was found that the t score(2,02)> ttable(2,71). It can be concluded that tscore is higher than ttable, thus hypothesis is accepted. Meanwhile, in control class, the students’ average score of speed test was 135 WPM and improves at least 1832 WPM in experiment class. The students’ reading skill of SMAN 2 Langsa in speed test is good. 1 students in experiment class secured A and no student obtained the same grade in control class. 9 students in experiment class got B while only 5 students from control class obtained the same score. It shows that experiment class performs better than that of control class. Thus, teaching reading skill by using speed reading at SMAN 2 Langsa is successfull and proves that speed reading improves students’ reading skill.]]>
<![CDATA[QAR (QUESTION ANSWER RELATIONSHIP) AS AN ALTERNATIVE STRATEGY TO TEACH READING ]]>
<![CDATA[Muzammil, Sa’dulloh]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.17
<![CDATA[In English language teaching, teaching reading plays an important role, for reading is one of language skills. In order to succeed doing this activity, a teacher must be familiar and able to employ various teaching readingstrategies that can assist his/her students comprehend what they read. To check students’ reading comprehension, a teacher may propose several questions related to the texts being read. However, if the students have difficulties dealing with these reading comprehension questions, a teacher must be able to help them by introducing reading strategies to overcome the problems. QAR is one of reading strategies which is beneficial for a teacher to check students’ reading comprehension and frame reading question-answer activity in reading phases: pre-, while-, and post-reading; as well as to help students locate answers for the questions.]]>
<![CDATA[ATTITUDES OF INDIGENOUS ACEHNESE PEOPLE TOWARDS THEIR VERNACULAR MAINTENANCE IN LANGSA. ]]>
<![CDATA[Fakhrurrazi, Fakhrurrazi]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.18
<![CDATA[This research is a study on native people’s attitudes towards Acehnese language in Langsa Aceh. The research design used a qualitative research method that examines the attitudes of native speakers of the language of Aceh in Langsa in prewserving the language. The subject of research is the native speakers of Acehnese who live in the city of Langsa from eighteen years to twenty years old. This study used observation, questionnaire and interview. The data obtained from this study were analyzed based on the cooperative model intrcidued by Miles and Hubermann. The study shows that 55% of respondents indicates a very positive attitude towards in preserving the Acehnese by using the language in everyday communication. While 45% of respondents indicates a negative attitude where they seldom use Acehnese in their daily interaction and very often switch the language to Indonesian in their communication. The study also reveals that the use of Acehnese at home, the pride of using Acehnese and the Acehnese as identity are the factors that contribute to the preservation of Acehnese.]]>
<![CDATA[NASIB FILSAFAT DI TANGAN BAHASA: EVALUASI KRITIS FILSAFAT ANALITIK, STRUKTURALISME DAN DEKONSTRUKSI ]]>
<![CDATA[Miswari, Miswari]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.19
<![CDATA[Tulisan ini adalah sebuah kritik evaluatif terhadap beberapa diskursus filsafat tentang bahasa. Diskursus dimaksud adalah Filsafat Analitik, Strukturalisme dan Dekonstruksi. Filsafat Analitik mengklaim, terma-termafilsafat tidak memiliki rujukan objektif. Aliran ini terma filsafat hanyalah sebatas imajinasi para filosof. Strukturalisme adalah studi tentang bahasa yang hanya berfokus tentang struktur bahasa. Karena itu, aliran ini tidak akan mampu bahasa yang digunakan para filosof. Dekonstruksi adalah studi yang menolak untuk memberikan makna pada terma-terma penting. Sebenarnya, untuk memahami cara kerja para filosof, harus memahami terma-terma kunci yang dipakai para filosof. Tiap-tiap terma yang digunakan para filosof memiliki makna yang nyata, gagasan umum memiliki rujukan pada alam-alam metafisik. Filsafat tidak bisa dianalisa dengan Filsafat Analitik, Strukturalisme dan Dekonstruksi. Aliran-aliran sistem analisa bahasa tersebut telah terjebak oleh paradigma Positivisme. Positivisme hanya tunduk pada rujukan kata-kata dari yang terinderai saja. Tulisan ini mencoba untuk menyampaikan dan mengevaluasi Filsafat Analitik, Strukturalisme dan Dekonstruksi dengan menggunakan gagasan filsafat. Tulisan ini juga menawarkan alasan Filsafat Analitik, Strukturalisme dan Dekonstruksi mustahil dapat digunakan untuk mengevaluasi filsafat.]]>
<![CDATA[تكوين البيئة اللغوية فى الجامعة الإسلامية ]]>
<![CDATA[Sabri, Hatta]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 2 No 2 (2016): Volume II No 2 Tahun 2016 ]]>
Publisher : <![CDATA[UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa ]]>
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DOI: 10.32505/jl3t.v2i2.21
<![CDATA[تطورت تعليم و تعلم اللغة العربية فى البلد إندونيسية تطويرة كبيرة. فتبدأ تعليم اللغة العربيةبالمدارس والجامعات منذ المستوى الروضة أو التعليم للأطفال حتى المستوى الجامعى. فى تطور وتنمية وترقيتها، تواجه تعلم و تعليم اللغة العربية إلى المشكلات المختلفة والمتنوعة. وتجرب المدرسين فى اختيار لحل تلك المشكلات. وأكثر فكرة تصدر إلى أهمية تكوين البيئة اللغوية ف تعليم اللغة العربية. فأكثر المدارس أي المعاهد تعلم العربية بتطبيق و تكوين البيئة العربية. وقليل من المستوى الجامعات التى تعلم فيها اللغة العربية. لذلك، هذه الكتابة تعطى أراء الكاتب عن السعي على تكوين البيئة اللغوية فى المستوى الجامعي.]]>
