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LinguA - LiterA
Published by STKIP PGRI TRENGGALEK
ISSN : 2620410X     EISSN : 27743713     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Lingua-Litera particularly focuses on the main problems in the development of the English Language Teaching Learning and Literature areas as follows: 1.Second or Foreign Language Teaching and Learning; 2. Language in Education;3. Language Assessment; 4. Curriculum Design and Development; 5. Material Development and Methodology in Language Teaching; 6. Language Teaching and Learning Technology; 7. English For Young Learners; 8. Language Planning; 9. Second Language; 10. Acquisition; 11. English for Specific Purposes; 12. English for Language Proficiency; 13. Discourse Analysis; 14. Translation; 15. Linguistics; 16.Literature
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 8 Documents
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Search results for , issue "Vol. 4 No. 2 (2021): LinguA - LiterA" : 8 Documents clear
The Use of Content Words in the Dialogues of Comic Teasing Master (Former) Takagi-san Feri Diki Arfendo; Yatno Yatno
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.237

Abstract

Content words contribute the meaning in sentences and comic is used to provide information, consolation, and education. The purpose of this study is to find out the types of content words and the use of content words in the dialogue of comic Teasing Master (former) Takagi-san. A total of 26 dialogues were extracted from 14th chapter in comic Teasing Master (former) Takagi-san. The method used in this study is lexical semantic approach and data collection method is documentation. The first result show for the types of content such as Verb (21) and Noun (18) are the most dominant content words, followed by Adverb (12) and Adjective (6). The second result show for the use of content words such as Noun: Subject (3), Object (10), Interjection (3), Gerund (1), Idiom (1). Verb: Simple Present (11), Progressive tense (4), Simple Past (2), Present Perfect (2), Past Perfect (1), Past Future Perfect (1). Adverb: Modify verb (7), Modify Sentence (2), Modify Adjective (3). Adjective: describe the quality of subject (3),Describe object (3). This research will be helpful for other researcher whoever will make study about semantic especially in content words.
Instagram Feed to Teach Descriptive Writing Nafita Santoso; Dina Kartikawati
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.249

Abstract

The study aims to know about the effect between before and after taught using the Instagram feed. This study used pre-experimental with non-parametric. The researcher used one-group pre-test and post-test design. In this research, the population consists of grade tenth SMK Sore Tulungagung and 15 students in one class for the sample. The researcher used Cluster Sampling. The instruments used in this study were tests and Instagram feed. The analysis of the data obtained using Saphiro Wilk, Levene Test, and Wilcoxon Test in SPSS 21.0.  The finding of this research showed that the pre-test standard error mean is 0,235 < 5,40, and the post-test standard error mean is 0,133 < 8,47. The Asymp. Sig was 0,001, it was smaller than 0,05 (0,001 < 0,05). It can be concluded that the hypothesis is accepted. This means that there was a difference between the results of learning descriptive text writing for pre-test and post-test. Overall, it might be concluded that using Instagram as a teaching tool for writing the descriptive text was a good idea. Teaching writing descriptive text using Instagram Feed was effective for students at tenth-grade SMK Sore Tulungagung for the 2020/2021 academic year
A Grammatical Error Analysis of the Students' Recount Text at the Eleventh Grade Students Moh Choirul Huda; Piping Rahadianto
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.251

Abstract

This study is aimed at analyzing the types of grammatical error, which is viewed from 4 categories such as Omission, Addition, Misselection, and Misordering, that the students do and which types of grammatical error which the students most frequently do in writing a recount text. The research design is a descriptive research with quantitative approach. The participants are the eleventh grade students of MA Sunan Giri Gondang in academic year 2020/2021 consisting of 20 students. To collect the data, the researcher uses writing test as the instrument then analyzes it based on these procedures, i.e. identifying, describing, and explaining. The findings show that there are 182 errors made by the students which are divided into some categories, i.e. Omission category was 47 (26%), Addition category was 20 (11%), Misselection category was 114 (63%), and Misordering was 1 (1%). Meanwhile, the most frequent error made by the students was Misselection category. Based on the findings, The teachers should pay more attention to the students’ grammar especially in language features of Recount text and motivate more the students to learn grammar by applying various kinds of teaching method. Furthermore, this research also can be as a reference for other researchers when conducting similar research with different participant
Volarian Game: Engaging EFL Learners’ Vocabulary Learning During the Covid-19 Outbreak Hayatul Rizqiana
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.254

Abstract

This research aims at developing a Volarian game to engage EFL learners to learn vocabulary during the Covid-19 outbreak. This research was conducted with Research and Development (R&D) and tested in Class Action Research (CAR). Then, the researcher distributes pre-motivation and post-motivation questionnaires to know the students’ engagement in learning vocabulary during study at home before and after using Volarian. In the pre-motivation questionnaire total score indicated a point of 1036. The number 1036 is in the strongly disagree and disagree score range which means that student engagement in learning vocabulary during study at home is low. However, in a post-motivation questionnaire result, a total score indicated a point of 1853. The number 1853 is in the agree and strongly agree score range which means that after the student using Volarian can engage them to learn vocabulary during study at home. Accordingly, based on the recapitulation of pre-motivation and post-motivation questionnaires show that the results of field-testing by using CAR (Class Action Research) method prove that there is an engagement of students in learning vocabulary during distance learning before and after using Volarian.
The Influence of Grammatical Sensitivity and Learning Style on Writing Ability Moh Hanafi; Ayu Septiana
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.260

Abstract

This study was conducted to see the relationship of grammatical sensitivity and learning style on writing ability. A correlational research design was chosen as the design of this research with three variables to be tested, that is, grammatical sensitivity, learning style and writing ability. The data analysis showed that the mean score of grammatical sensitivity was 18.81 which is on medium level of grammatical sensitivity. Moreover, the students were mostly visual learning style students. Meanwhile, the writing test showed that they had good writing ability with mean score of the class 81.57. Based on the result of the data analysis of regression, it was found that 1) Partially, there is significant correlation between the students’ grammatical sensitivity and writing ability; 2) Partially, there is no significant correlation between students’ learning style and writing ability; 3) Simultaneously, there is a significant influence of grammatical sensitivity and learning style on students’ writing ability.
Does Kahoot Challenge Mode Motivate Students’ Better Than Google Form in Doing Online Homework? Oza Anggia Fatmawati
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.266

Abstract

Kahoot and Google Form, such as E-learning application commonly used in conducting online quizzes. This study is aimed to prove out whether the students’ implemented Kahoot Challenge Mode have better motivation than students implemented Google Form for their autonomous homework. The research design of this research is quantitative research method, and the approach is quasi-experimental. The sample is the second semester of English Language Education Department at STKIP PGRI Trenggalek. The researcher uses questionnaires to gain detail information about the students' perception of the implementation of Kahoot Challenge Mode and Google Form toward their motivation in their autonomous homework. The researcher uses the independent sample t-test formula to calculate the test result. After obtained the result, the researcher concluded that there is an effect on students’ motivational learning by using Google Form. The interpretation of this research was a positive influence on the motivation of English Language education students' studying program through Google Form but not with Kahoot Challenge Mode. So, the conclusion is that students who do independent assignments through Kahoot Challenge Mode do not have better motivation than students who do independent assignments using Google Form.
Developing DIGCONAR (Digital Comic Narrative) As An Alternative Media for Teaching Writing Narrative Text in Pandemic Covid - 19 Period Eka Wulandari; Sri Utami Dewi
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.267

Abstract

This research was to develop DIGCONAR learning media. R&D was the design of this research, which aims to develop educational products. In this research, there are five steps, namely need analysis, studying recent theories of education product development, developing the educational product, validating educational product, and field-testing educational product. In addition, a quasi-experimental design was used in this research to obtain data. The sample used was students X grade of SMA Negeri 2 Trenggalek 2020/2021 academic year, 36 students of MIPA 2 and X MIPA 3. The instruments that use in this research are questionnaire, interview, pre-test and post-test. To obtain the data, researchers used instruments in the form of questionnaires, interviews, pre-test and post-test. Data processing is carried out qualitative and quantitative way. The result of need analysis score was 4112. Then, the result of field-testing was 3341 it shows that students strongly agree with the product of DIGCONAR. The result of t-test; the sig.(2-tailed) showed 0.000 < 0.05 in post-test result, so it can be conclude that Ho is rejected meanwhile Ha is accepted. From description above, it means that DIGCONAR was an effective learning media for teaching writing narrative text in pandemic Covid-19 period
RECTEMA (Recount Text Maze): An Educational Game to Facilitate Reading Recount Text Aldian Fatka Arsandy; Astried Damayanti
LinguA-LiterA: Journal of English Language Teaching Learning and Literature Vol. 4 No. 2 (2021): LinguA - LiterA
Publisher : STKIP PGRI Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55933/lng.v4i2.268

Abstract

The objective of this research was to develop RECTEMA (Recount Text Maze): an educational game to facilitate the eighth-grade students of SMPN 1 Suruh in reading recount text. The design of this research was R&D which aims to develop learning products and is equipped with quasi-experimental to test the effectiveness of these products. The sample of this study was class VII students at SMPN 1 Suruh for the academic year 2020/2021 which consisted of 17 students in class A and 17 students in class B. The instruments used in this study were questionnaires and interviews. The results of the questionnaire data were analyzed quantitatively. Meanwhile, the results of the interview data were analyzed qualitatively. This learning product was developed through 5 stages, namely needs analysis based on student needs, theories related to products, product development, evaluation of product results by experts, and product testing in the field. This study uses the assistance of SPSS 25 to process the data that has been collected and the results of the t-test sig. 2 tailed is 0.000 (<0.05), this means there is an effect between the experimental group and the control group. Based on the explanation above, RECTEMA (Recount Text Maze) is an effective product as a learning medium for recount text

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