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NUR FADILLAH NURCHALIS
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LETS: Journal of Linguistics and English Teaching Studies
Published by Sekolah Tinggi Agama Islam Negeri Majene
ISSN : 27154408     EISSN : 27154416     DOI : https://jurnal.stainmajene.ac.id/index.php/lets/ar
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LETS: Journal of Linguistics and English Teaching Studies (p-ISSN: 2715-4408, e-ISSN: 2715-4416) is an open access and peer-reviewed journal published biannually by English Program of Education and Teaching Training Department of State Islamic College of Majene, West Sulawesi. LETS: Journal of Linguistics and English Teaching Studies publishes research papers which focus on the following issues: (a) language learning, teaching, and assessment, (b) second language acquisition, (c) language curriculum and material development, (d) linguistics and applied linguistics, (e) cultural issues in language studies, and English literature and cultural studies.
Arjuna Subject : Umum - Umum
Articles 78 Documents
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Test Construction Practices: A Narrative Inquiry Among English Teachers in Bangladeshi Tertiary Education Hossain, Ibrahim; Yesmen Chowdhury, Dr. Farzana
LETS: Journal of Linguistics and English Teaching Studies Vol. 5 No. 2 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v5i2.857

Abstract

Assessment is a crucial component of the teaching and learning process within any educational setting. Teacher-constructed achievement tests are used as the only means of assessment in many educational contexts. Such tests can measure the attainment of educational objectives, facilitate effective instruction, and provide positive washback. This research employs a narrative inquiry approach to explore the test construction practices and to identify the influencing factors that shape these practices. It explores the lived experiences of a group of novice and experienced English language teachers at the tertiary level in Bangladesh. Individual stories are analysed using Brown and Abeywickrama’s (2010) five language assessment principles. The findings of this study reveal a substantial gap between the principles of test construction and the actual practices and reveal that practices are predominantly shaped by institutional regulations rather than teachers' grasp of assessment theory and techniques. The findings of the study have implications for teachers in constructing practical tests, teacher trainers in designing training modules, and policymakers in developing appropriate assessment policies.
Kipo Moti: Nonverbal Communication of Mee Ethnic in Papua Mahmud, Adi F.; Dollah, Syarifuddin
LETS: Journal of Linguistics and English Teaching Studies Vol. 5 No. 2 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v5i2.880

Abstract

Nonverbal communication has a vital role in social interaction. The majority of communication in social life involves nonverbal language. This research aims to (1) explore in depth Kipo Moti as the nonverbal communication of the Mee tribe in Papua and (2) discover the context of the use of Kipo Moti as the nonverbal communication of the Mee tribes in Papua. Research uses a qualitative approach with a descriptive design. A total of one subject was selected using the purposive technique with particular consideration. Open-ended questions are used in in-depth interviews and document analysis from online sources. Three sections made up the interview: The first section of the interview concentrated on the overall characteristics of the Mee tribe in Papua; the second section focused on the culture of the Kipo Moti, which is the nonverbal language of the Mee tribe; and the third section focused more on the Kipo Moti use as a nonverbal tongue in various contexts. The interview transcript results are analyzed using three phases that are taken from Gay et al. (2009). first reading/memorization, describing, and classifying. Research results show that Kipo Moti for the Papua Mee tribe is a form of nonverbal communication that expresses feelings of appreciation, love, respect, and pride toward one another or others. Furthermore, the Kipo Moti language can be used in a variety of situations to indicate three symbols; First. A symbol of friendship. Second. A symbol of peace. Third. A symbol of agreement.
Desire, Death and Characterisation in Henry James’ Daisy Miller Nuru, Aminu Ahmed; Nuru, Ahmed; Abubakar, Abdulkadir; Yerimah, Christiana David
LETS: Journal of Linguistics and English Teaching Studies Vol. 5 No. 2 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v5i2.900

Abstract

The paper offers a close textual analysis of Henry James’ classic novella, Daisy Miller. The analysis explores the conflict of desire the female protagonist is exposed to in the society, and how the woman’s desire is linked with death. James’ Daisy Miller depicts the struggle of a woman to articulate and demonstrate her experience of ideal lifestyle in a foreign environment. In this realist fiction, the female protagonist is seen in constant conflict with both the men and women surrounding her as she sticks to the path she feels is ideal for her. She finds herself battling with a new culture different from her own. At the end, the research concludes that Daisy’s death in the novel is an attempt by the author to achieve a “pure” work of art. His motive is clear: he does not intend to deviate from what his society considers pure literature. His attitudes on gender and sexuality seem largely to conform to the accepted social structures of his time.
Connecting World Lexicons: Figurative Language’s Role in BBC News Listening for Intercultural Competence Stevani, Margaret
LETS: Journal of Linguistics and English Teaching Studies Vol. 5 No. 2 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v5i2.901

Abstract

This research investigated the dynamic relationship between figurative language and intercultural competence among university students engaged with BBC News broadcasts. The research focused on language acquisition and listening skills to explore how metaphors, similes, and idiomatic expressions could facilitate communication in diverse linguistic contexts. Guided by a constructivist model and serving in the dual roles of a United Nations ambassador and an English lecturer, the focus was on nurturing critical thinking and autonomous learning within a cohort of 23 English education students in North Sumatra, Indonesia. The primary objective was to emphasize the significance of English proficiency in fostering global partnerships. The findings revealed effective listening skill strategies, including selective attention, recalling prior knowledge, evaluating and repeating the phrases, and contextualization. These strategies yielded benefits such as cultural discovery, enhanced language comprehension, and empathy building. Observations emphasized the importance of background cultural knowledge, managing passage length, and addressing cultural competence topics. Understanding figurative language was essential for cultural students, enhancing creative thinking and fostering comprehensive global citizenship.
Students' Difficulties In Reading Short Stories In Junior High School Wawonii Tenggara Roy, Aiswarya; Tohamba, Citra Prasiska Puspita; Muflihun, Muflihun; Almuthmainnah, Almuthmainnah
LETS: Journal of Linguistics and English Teaching Studies Vol. 5 No. 2 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v5i2.923

Abstract

This study aims to investigate students' difficulties in reading short stories at Junior High School Wawonii Tenggara. This study was conducted in grade 8 of Junior High School Wawonii, with a sample of 5 students selected purposively. This research has conducted last for one week, namely May 15-18, 2023. To achieve thisgoal, the researcher used a qualitative design and the semi-structured interview methods to collect data. To analyze the data, the researcher used data condensation techniques, data display, and drawing conclusions. The results of this study indicate that there were three students' difficulties in reading short stories: difficulty in understanding a word or piece of vocabulary, difficulty in understanding long sentences, difficulty on understanding main ideas, and each student has his/her own efforts to solve the problems faced when reading short stories.
Online Quizizz for Teaching Reading at Junior High School Rafiqa, Rafiqa; Nurunnisaa Alimah A.; Muhammad Danial
LETS: Journal of Linguistics and English Teaching Studies Vol. 5 No. 2 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v5i2.977

Abstract

This study aimed to determine the effectiveness of using Quizizz in teaching reading in English subjects and to determine students' perceptions of using the application in learning. The study was conducted in SMP Negeri 3 Majene and used a quantitative method with a quasi-experimental design. The population in this study were all eighth-grade students of SMP Negeri 3 Majene. The sampling technique used Cluster Sampling by selecting two classes representing the entire population with 30 students in each group. Research data were collected through test and non-test instruments given to students using pre-test, post- test, and student perception questionnaires. The mean score for the pre-test for the Experiment Group was 66.90, while the average score for the post-test was 83.70. The research data were analyzed using parametric analysis as an Independent sample T-test, with the test results showing that sig. (2-tailed = 0.000) < 0.05. with the conclusion that the Quizizz application can be significantly used effectively in learning reading. As for the results of the student perception questionnaire, namely 88.35%, which is included in the good and positive categories. The conclusion is that Quizizz is more effective than conventional learning and is considered good for English learning.
A Systematic Literature Review: The Effectiveness of Vocabulary Size Tests on Students English Vocabulary and Writing Skills Nitami, Kadek Dian; Santosa, Made Hery
LETS: Journal of Linguistics and English Teaching Studies Vol. 6 No. 1 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v6i1.1002

Abstract

This research aims to examine the benefits of integrating vocabulary size test in the context of learning English learners as well as the relationship between vocabulary and writing skills. Using the systematic literature review (SLR) method, this research analyzed 18 selected articles published between 2019-2024. The results of the research show that the web-based vocabulary measurement is proven to be effective and efficient in measuring the Vocabulary of English students. Its advantages include accessibility, time efficiency and ease of use. In addition, a strong positive correlation was found between vocabulary and students' writing skills at various levels of education. The integration of this technology not only increases student learning motivation but also has the potential to strengthen students’ writing skills. In conclusion, developing a vocabulary size test website is an important strategy in modern English language learning since it facilitates increased mastery of vocabulary which ultimately supports the development of students' writing skills.
An Analysis of Figurative Language of Poetry in English Textbook for Senior High School Faurina Anastasia; Mardatila; M. Riskiyadi Siregar
LETS: Journal of Linguistics and English Teaching Studies Vol. 6 No. 1 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v6i1.1026

Abstract

Figurative language of poetry found in English textbook was the object of this research. This study used qualitative method and content analysis approach to identify and analyse figurative language in poetry. The data collection technique used English textbook for senior high school. Three poetry were selected as samples, identified into the types of figurative language, and then analyzed into Perrine’s theory of twelve types of figurative language. The technique analysis used the data coding to identify and analyse figurative language in the poetry. The findings of this study show that there are five types of figurative language found, namely: personification, simile, irony, metaphor, and symbol. From the five, the most used is metaphor. The significance of this research are identify and analyse the types of figurative language of poetry that presented in the English textbook used in senior high school; it can aid educators in developing targeted instructional strategies to improve students’ comprehension and appreciation of poetic devices; and the research can contribute to the evaluation and potential enhancement of the existing English textbook by providing insights into dominant types of figurative language used in the poetry content.
Mind Mapping Practices in Collocation Teaching and Learning: In Focus of EFL Contexts Berta, Getaneh
LETS: Journal of Linguistics and English Teaching Studies Vol. 6 No. 1 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v6i1.1105

Abstract

The objective of the study was to explore EFL teachers’ and EFL students’ adjective-preposition and verb-noun combinations collocations in teaching and learning practices through mind mapping. The study was conducted in Majete General Secondary School which is found in North Shoa, Amhara Region, Ethiopia. Eighty-three grade twelve EFL students who were chosen through a simple random sampling technique participated in the study. Moreover, two EFL teachers also took part by providing their views on the issue. Additionally, data were collected through questionnaire, interview and observation. Consequently, quantitative and qualitative data analysis methods were used to analyze the data obtained from the sources. As the findings indicate, even though EFL teachers and EFL students taught and learned adjective-preposition and verb-noun combinations collocations, neither the EFL teachers aided the lessons through mind mapping nor the EFL students use a mind map as note-taking technique. Hence, since the diagram plays a pivotal role in helping EFL teachers to deliver language contents interestingly and EFL students learn and remember language contents through association, textbook writers and pedagogues should present collocations of language contents through mind mapping. Additionally, it is recommended that EFL teachers and EFL students deploy it in their language teaching and learning practices.
Improving Tenth Grade Students' English Recount Text Writing Skills through Interactive Tasks Oinuma, Sachi
LETS: Journal of Linguistics and English Teaching Studies Vol. 6 No. 1 (2024): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v6i1.1151

Abstract

This study investigates the effectiveness of innovative methods to enhance tenth grade students’ English writing proficiency at SMK IPTEK Weru Sukoharjo, focusing on recount text. Using Classroom Action Research (CAR), the study employed both qualitative and quantitative approaches, including observations, interviews, and pre-test and post-test. The findings indicate that interactive and collaborative writing exercises, supported by multimedia resources and constructive feedback, significantly improved students’ writing skills and engagement. However, the challenges using vocabulary and organizing recount narratives highlights areas for further pedagogical improvement. The study underscores the importance of dynamic, student-centered English writing instruction tailored to vocational education to better prepare students for future academic and professional pursuits.

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