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JL3T (Journal of Linguistics, Literature and Language Teaching)
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 24775444     EISSN : 25802348     DOI : https://doi.org/10.32505/jl3t
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 106 Documents
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METAPHOR OF MODALITY IN “EIGHTY DAYS YELLOW” NOVEL BY VINA JACKSON Mutia, Syuhada
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 1 (2018): Volume IV No 1 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i1.748

Abstract

The purpose of the study to analyze the types of metaphor of modality, describe the realization metaphor of modality and explain the context of metaphor of modality in novel. The research was conducted by applying descriptive qualitative design. The data for this study were the sentences in novel. The data analyzed using Halliday’s Theory. The findings of the study showed that there were three types of the metaphor of modality used in novel such as probability was 50,65% with 109 occurences, usuality was 31,10% with 84 occurences, and obligation 18,25% with 70 occurences, the realization of metaphor of modality in novel were think, will, probably, usually, want, should, expected, usual, and supposed. and the context of metaphor of modality was the social context. We interacted with other people in the social context. Further, the interaction in our surroundings like friends and family. What you speak or how you act to everyone influences how you interprate.
COMPUTER LITERACY AMONG IAIN LHOKSEUMAWE STUDENTS Wahidah
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 1 (2018): Volume IV No 1 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i1.749

Abstract

Having certain level in computer literacy is very important to educational setting for students. They should have skill and positive attitudes toward computer to achieve effective teaching and learning process. This study aimedto measure the computing skills, knowledge of IAIN Malikussaleh students about computers, also their attitude toward computers. It is also to determine whether students’ characteristics such as field of study, duration of students’ exposure to computers have significant influence on their computer literacy. From the computation it can be seen that the level of IAIN Malikussaleh students’’ computer skills applied was 4.306 of mean from the highest score of 5 with standard deviation 0.82624 in general. This number indicated that IAIN Malikussaleh students’’ level of computer skill is above average. English and Arabic department students possess quite similar ability or skill in term of computer literacy.The most notable result of this result is the respondents’ attitude toward computer. The respondents who possess good computer skills should have positive attitude toward computer. However, the IAIN Malikussaleh students’ attitude toward computer is average.
THE CORRELATION BETWEEN VOCABULARY AND SPEAKING SKILL Afna, Mauloeddin
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 1 (2018): Volume IV No 1 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i1.750

Abstract

The study investigated about the correlation between mastery the vocabulary and fluency in speaking. Vocabulary is the words and exposes in articulation. Therefore, it is related to the utterances delivery fluently. The study applied qualitative method by using a case study. The researcher administrated observation and documentation as instrument of collecting the data. The instruments were carried out to describe the correlation between vocabulary mastery and speaking fluency. The researcher took 11 students as the samples of the study by purposive sampling technique. In addition, the correlation data in speaking tests were analyzed by using speaking assessment measurement systems. There were five times of observation sections. Then, the researcher also documented the final round of speaking test in class. The criteria of speaking assessment measure were; task achievement, fluency, language in use (i.e. vocabulary, pronunciation, and intonation), and duration. The result of the study showed that there are 3 students had score 41-60 (C in numeral core), 2 students had 61-80 (B in numeral score), and 81-100 (A in numeral score). In Conclusion, the result indicated that there is positive correlation between vocabulary and speaking skill. Vocabulary affected the students who fluent in speaking, and influenced vocabulary acquisition.
LOGICAL FUNCTION DALAM TEORI SYSTEMIC FUNCTIONAL GRAMMAR (SFG) Adha, Ruly
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 1 (2018): Volume IV No 1 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i1.751

Abstract

Systemic Functional Grammar merupakan teori yang diperkenalkan oleh M.A.K. Halliday, ahli linguistik Australia. Teori ini masih tergolong belum begitu lama dipakai walaupun Halliday sudah mempublikasikannya sekitar tahun 80an. SFG merupakan teori tata bahasa yang lebih menekankan pada fungsi atau peran bahasa itu sendiri. Di dalam teori SFG, manusia menggunakan bahasa dengan tujuan untuk memenuhi tiga fungsi dalam kehidupannya yang dikenal dengan metafunctions, yaitu fungsi untuk merepresentasikan pengalaman yang disebut ideational function, fungsi untuk menukarkan pengalaman yang disebut interpersonal function, dan fungsi untuk mengorganisasikan pengalaman yang disebut textual function. Ideational function dibagi lagi menjadi dua, yaitu experiential function dan logical function. Tulisan ini hanya membahas tentang logical function dalam teori SFG. Logical Function merupakan fungsi yang berkaitan dengan hubungan logis antara satu klausa dengan klausa lainnya yang meliputi dua aspek, yaitu interdependency relations dan logico-semantic relations. Kedua aspek tersebut akan dijelaskan secara detail dalam tulisan ini.
THE TEACHERS’ TECHNIQUES IN PROVIDING CORRECTIVE FEEDBACK ON STUDENTS’ PRONUNCIATION ERROR Razali, Khairil; Husna, Nurul
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 2 (2018): Volume IV No 2 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i2.752

Abstract

This research aimed to analyse the teachers’ implementation of corrective feedback and to identify the types of corrective feedback provided by teachers on students’ pronunciation errors in the classroom. The writer conducted the research at MAS Darul Ulum Banda Aceh. The participants of the research were 1st and 2nd year teachers. The data was collected by doing observations in X and XII classes. The writer found that each of both teachers only used 3 kinds of corrective feedback. The first teacher used recast and metalinguistic while the second teacher used elicitation and clarification request. However, both teachers shared the type of explicit feedback. There are 6 types of corrective feedback proposed by Lyster and Ranta (1997): recast, metalinguistic, clarification request, elicitation, explicit and repetition. The use of each types was different in percentage.
SEMANTIC ANALYSIS ON LEXICAL RELATIONS IN PUJAKESUMA LANGUAGE Rafida, Tien
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 2 (2018): Volume IV No 2 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i2.754

Abstract

Human beings need language as their communication because language as the branch of linguistic. When all people speak in a communication is a process and then, there must be both sender and receiver. Sometimes, all people only talk interaction not only directly interact and something more meaningless. In the branch of linguistics, semantic is the study about all the aspects of meaning outside the grammatical of language which different with morphology and syntax that concern with grammatical of language. In this paper, the writer interest to discuss about semantic analysis on lexical in Pujakesuma because semantics is one of the important aspect in linguistics and lexical of Javanese society nomads in Sumatera Utara (Pujakesuma) is also have different meaning to be analyzed.
STUDENTS’ PERCEPTION ON THE USED OF LIQUID CRYSTAL DISPLAY (LCD) PROJECTOR IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM Idami, Zahratul
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 2 (2018): Volume IV No 2 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i2.756

Abstract

In line with information and communication technology development, foreign-language teachers should prepare more exciting ways to enhance students’ motivation in learning foreign language. One of the innovative media is Liquid Crystal Display (LCD) projector. Thus this article aims to find out and to describe students’ perception on Liquid Crystal Display (LCD) projector in learning English Foreign Language (EFL). This research conducted for the second year students of SMA Negeri 1 Bireuen in academic year 2018/2019 with total population 331 students and 90 of them were the sample. This was a qualitative descriptive research, and questionnaire was used as the instrument to obtain the data. Moreover, the simple calculation of descriptive statistics was used in analyzing the data, such as mean and percentage. The result revealed that the availability of Liquid Crystal Display (LCD) projector in EFL classroom built a more conducive and vivid learning atmosphere, so the students’ motivation was also improved.
THE INFLUENCE OF SOCIAL FACTORS ON STUDENTS’ ACHIEVEMENT IN LEARNING ENGLISH Farianti, Suci
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 2 (2018): Volume IV No 2 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i2.757

Abstract

The research focused on the social factors which can influence the students’ achievement in learning English. Social factors are believed as the factors which play a crucial role in language learning and it can give impacts on foreign language learning. In this case, this research was conducted to investigate the impacts of social factors of parents’ economic level, Parents’ education level, parents’ occupation level and the environment on students’ achievement in learning English as a foreign language. The objects of the research were 10 students with special need and their parents at the eighth grade of SLB Negeri Pembina Aceh Tamiang. In conducting the data, the test and the questionnaire were designed. The twenty question items of the test were given to the students and an eighteen item of questionnaire were given to the parents’ to find out the require information on the social factors. In addition, in analyzing the data, all available data were processed by SPSS 17.0 for descriptive, correlation, ANOVA, and predictive analysis. Furthermore, based on the finding and the result of the research, the hypothesis (H0) of the research was rejected. In other word, there was no a significant correlation between social factors namely parents’ economic level, parents’ education level, parent’s occupation level and environment on students’ achievement in learning English. Therefore, it can be stated that the variety of the students’ scores were not influenced by the social factors discussed on this research in which it was probably influenced by other factors such as the personality of the students, the students’ disability, etc.
THE USE OF LITERATURE IN DEVELOPING STUDENTS’ CHARACTERS THROUGH AUTHENTIC ASSESSMENT Wiandari, Fadhillah; Pratiwi, Siti Habsari
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 4 No 2 (2018): Volume IV No 2 Tahun 2018
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v4i2.758

Abstract

Students’ character can be developed in the learning process. Literature at schools in Indonesia is always considered complimentary and unimportant, even though literature is very influential in developing students’ skill in language. Literature is an important source that can influence the development of students’ character. This paper argues that the authentic assessment of the literary sources being taughtat schools helpsteachers to deal with ways of developingstudents’ character. Thus, this paper is to demonstrate the authentic assessment of literary sources taught atthe third grade of elementary schools at MIN 2 Aceh Tamiang in developing students’ character. The study used a mixed method; the use of experimental and qualitative methods. Experimental method was used to assess cognitive domains while qualitative descriptive was used to show affective and psychomotor domains. The findings show that in the cognitive domain, the assessment of poetry and drama are best carried through written, oral, and assignment tests. The affective domain is best performed through observation and journals while the psychomotor domain is done effectively through portfolios and performance appraisals. The paper shows that the literature teaching through authentic assessment at schools develops students’ responsibility, hard work, creativity, friendliness, and discipline. The finding also reveals that the scores obtained by students have reached the minimum scores of passing after the use of authentic assessment.
Students’ English Speaking Anxiety Based on Personality Traits for Islamic Boarding School Kurniasy, Dessy; Susan, Rianty
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 5 No 1 (2019): JL3T Vol.V No. 1 2019
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v5i1.876

Abstract

This study was carried out to investigate English speaking anxiety experienced by students based on their personality traits (extrovert-introvert dimension) in boarding school. The method used in this study was quantitative approach with descriptive design. The population in this study were 120 students in the fifth grade student of MUQ Langsa where 92 students as the sample taken by using random sampling technique. The data were collected by “Mark Parkinson (1997) Personality Questionare” that consists of 16 statements and “Foreign Language Classroom Anxiety Scale (FLCAS)” by horwitz. et.al (1986) that consists of 33 statements. The finding indicated that the percentage of students who exhibit each dimension of personality from the highest to the lowest; they were introvert dimension (ID) of personality 67,4% and extrovert dimension (ED) of personality 32,6 %. The result of English Speaking Anxiety level divided into five categories. There were 11 students or 12 % in low level, 32 students or 34,8 % in medium level, 47 students or 51,1 % in high level, 2 students or 2,2 % in very high level and there was no one in very low level of the English speaking anxiety. Based on these finding it can be concluded that English speaking anxiety of the students was high level range and introvert was the dominant personality dimension possessed by the students.

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