cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmawati
Contact Email
rahmawati@unprimdn.ac.id
Phone
+6281370467488
Journal Mail Official
rahmawati@unprimdn.ac.id
Editorial Address
Jl.Gunung Sari Kelurahan Karya Bakti Kecamatan Lubuklinggau Timur II Kota Lubuklinggau Sumatera Selatan
Location
Kota medan,
Sumatera utara
INDONESIA
Linguistic, English Education and Art (LEEA) Journal
Published by Universitas Prima Indonesia
ISSN : 25979248     EISSN : 25973819     DOI : https://doi.org/10.31539/leea.v4i2.1851
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) as an information and communication media for practitioners, researchers and academics who are interested in the field and development of linguistic, english education, and art
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 276 Documents
 24   25   26   27   28 
The Influence of the BALAGAR Strategy on the 3rd Grade Students of SD Negeri 006 Sosor Gonting in Understanding Sentence Meaning Hutkem Repelina; Rudy; Yenita Br Sembiring
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/fda3qq59

Abstract

This study aimed to determine the effect of the BALAGAR (Read Scene Picture) strategy on the sentence meaning comprehension ability of 3rd-grade students at UPT SD Negeri 006 Sosor Gonting and to compare the learning outcomes of students using the BALAGAR strategy with those using conventional methods. This study used a quantitative method with a quasi-experimental design. The research population involved all 35 third-grade students from UPT SD Negeri 006 Sosor Gonting, divided into experimental and control classes. Data collection techniques were carried out thru pretest and posttest, observation, and questionnaires. Data analysis was conducted using SPSS 29 software thru normality tests, homogeneity tests, hypothesis tests, and N-Gain analysis. The research results indicate that the BALAGAR strategy significantly affects the improvement of students' sentence meaning comprehension skills. This is evidenced by the hypothesis test results with an Asymp. Sig value < 0.05, thus H₀ is rejected and H₁ is accepted. The average score of the experimental class increased from 67.65 to 90.59, while the control class decreased from 46.11 to 40.56. The N-Gain analysis results for the experimental class obtained an average score of 0.7216 with a high category, while the control class obtained a score of -0.3068. Thus, the BALAGAR strategy has proven effective in improving the sentence meaning comprehension skills of third-grade elementary school students.  Keywords: BALAGAR Strategy, Read Picture Plays, Sentence Meaning Comprehension, Reading Literacy, Interactive Learning. Keywords: BALAGAR Strategy, Read Picture Plays, Sentence Meaning Comprehension, Reading Literacy, Interactive Learning.
From Policy to Practice: Teachers’ Perception of the Implementation of Merdeka Curriculum at Vocational High Schools in Lubuklinggau Yulfi; Ayu Oktaviani; Episiasi
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/dzxqmn34

Abstract

The aim of this research was to investigate English teachers’ perceptions about the implementation of the Merdeka Curriculum at vocational high schools in Lubuklinggau. This research used a descriptive qualitative method. English Teachers at several vocational high schools in Lubuklinggau who implemented the Merdeka Curriculum were included as subjects in the research. The schools were SMK Negeri 2 Lubuk Linggau, SMK Negeri 3 Lubuk Linggau, and SMK Negeri 4 Lubuk Linggau. In collecting data, questionnaires and interviews were used. Data from the questionnaire were analyzed using descriptive statistics. Interview data were reviewed descriptively to yield reliable, trustworthy findings. The result of this study was useful for evaluating the Education Office of Lubuklinggau and all elements that proposed the implementation of the Merdeka Curriculum. It showed that, among the English teachers’ perceptions toward the implementation of the Merdeka Curriculum, 4 English teachers were in the very good category, with a percentage of 66.66%. However, 2 English teachers were in the good category (33.33%). While there is no English teacher for the fair, bad, and very bad category (0%). It means that most of the English teachers at Vocational schools in Lubuklinggau who implemented the Merdeka Curriculum have a very good understanding and perception of its implementation at their schools. There are some important points related to English teachers’ perceptions, such as the fact that they are the main factor in determining the success of implementing the curriculum, so optimal socialization and training are very important for them. The government can also give greater attention to the provision of facilities and infrastructure for each school to support the learning process. Keywords: English Subject, Implementation, Merdeka Curriculum, Perception
EFL Learners Experiences in Using Real Life Application to Improve English Speaking Skills Rena Dwi Indra Suwandana; Muhammad Hifdil Islam; Zainuddin
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/eaqw5g60

Abstract

This study sought to investigate EFL learners' experiences with real-life apps and their impact on English speaking ability. This study used a descriptive qualitative method with four seventh-semester English Education Department students who actively used real-world applications for speaking practice. Semi-structured interviews and observations were used to collect the data, which was then analysed thematically. The findings demonstrated that real-life applications helped learners improve their speaking skills by providing authentic communication experiences, flexible learning options, and interactive speaking practice. The programmes improved learners' pronunciation, vocabulary knowledge, fluency, and communication confidence through continual speaking exposure and meaningful interaction. Furthermore, the findings revealed that real-life applications decreased speaking fear and encouraged students to participate more actively in communication events. The study concludes that real-life applications can be effective tools for improving English speaking skills in EFL learners because they foster communicative, learner-centered, and authentic learning environments that support both linguistic and psychological aspects of speaking development. Keywords: Authentic Communication, EFL Learners, English Learning, Real-life Applications, Speaking Skills
Investigating the Relationship between Reading Strategies and Reading Comprehension Achievement among Eleventh-Grade Students Indry Kaseger; Virginia Gabrella Sengkey
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/67vv8j53

Abstract

This study aimed to figure out the level of students’ reading strategies use and the level of the students’ reading comprehension. This study was also to figure out the correlation between students’ reading strategy use and their reading comprehension. This study employed a quantitative, descriptive design to determine the levels of both variables and a correlational design to examine the correlation between them. The instrument of this study was adapted from Mokhtari and Sheorey (2002) for the survey of reading strategies and the reading comprehension section in the TOEFL Junior Standard Test to measure students’ reading comprehension. This study was conducted on 45 students of the XI grade of one of the high schools in North Sulawesi. The result showed that the students' reading strategies were in the medium level (M=3.48) and their reading comprehension was at the very least level (M=51.11). Finally, it was found that there was a significant correlation between students’ reading strategies use and their reading comprehension, as the result showed p=.022 < 0.05, r=.342. Thus, it is important for the students to be aware of the importance of reading strategies and apply these strategies to have better reading comprehension. Keywords: Students’ Reading Strategies, Students’ Reading Comprehension
Teaching Reading Strategy Used by A Lecturer in The Classroom Dewi Syafitri; Moh Hafiz Albaridi; Eco Dzamar Irawan
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/9g0kqd68

Abstract

This study aims to analyze the lecturer’s strategies in teaching reading in the classroom to improve students’ reading comprehension. This research employed qualitative technique and the data were acquired by semi-structured interview to English lecturer. Data from the interview were transcribed, analyzed, classified and categorized into themes to find out the instructional strategies used by the lecturer. The results indicate that the lecturer used a variety of strategies including activating prior knowledge, pre-teaching important vocabulary, skimming, asking guiding questions, inference of meaning from context, discussion, scaffolding, translanguaging, multilingual support and adjusting instruction to students’ different ability levels. These strategies allowed pupils to absorb the text more gradually and more successfully. In short, the lecturer’s teaching strategies are systematic and student-centered, and the use of scaffolding, translanguaging and multilingual support adds to a more inclusive and effective reading class. Keywords: Multilingual Support, Reading Comprehension, Scaffolding, Teaching Reading Strategies, Translanguaging
An Analysis of Translation Equivalence in English–Indonesian Agribusiness Terminology: A Case Study at Universitas Timor Iis Aprianti; Yoni Rahayu; Muhammad Muslim Nasution; Soraya Grabiella Dinamika; Elitaria Bestri Agustina Siregar
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/jaf6dz75

Abstract

This study aimed to analyze the translation equivalence of English agribusiness terminology and its Indonesian equivalents used in the English for Agribusiness learning materials at Universitas Timor. The research employed a descriptive qualitative case study design. The data consisted of fifty English agribusiness terms and their Indonesian translations collected from instructional materials used in the Agribusiness Study Program. The data were analyzed by integrating Baker’s word-level equivalence, Nida’s dynamic equivalence, and Koller’s denotative equivalence to evaluate lexical, conceptual, and communicative correspondence between the source and target languages. The findings revealed that 19 terms (38%) of the terms were categorized as equivalent, while 29 (58%) were classified as partially equivalent, and 2 terms (4%) were classified non-equivalent translations were identified. The equivalent translations successfully preserved the lexical meaning and agribusiness concepts of the source terms, whereas the partially equivalent translations involved lexical additions to improve clarity and naturalness in Indonesian without altering the intended meaning. The study concludes that the English for Agribusiness learning materials at Universitas Timor provide a high level of translation equivalence and effectively support students' comprehension of specialized agribusiness terminology in English for Specific Purposes (ESP). Keywords: Agribusiness Terminology; English for Specific Purposes (ESP); English–Indonesian Translation; Qualitative Study; Translation Equivalence

Page 28 of 28 | Total Record : 276

 24   25   26   27   28 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA) Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal Vol 9 No 1 (2025): Linguistic, English Education and Art (LEEA) Journal Vol 8 No 3 (2025): Linguistic, English Education and Art (LEEA) Journal Vol. 8 No. 2 (2025): Linguistic, English Education and Art (LEEA) Journal Vol 8 No 1 (2024): Linguistic, English Education and Art (LEEA) Journal Vol 7 No 2 (2024): Linguistic, English Education and Art (LEEA) Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal Vol 6 No 2 (2023): Linguistic, English Education and Art (LEEA) Journal Vol 6 No 1 (2022): Linguistic, English Education and Art (LEEA) Journal Vol 5 No 2 (2022): Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): Linguistic, English Education and Art (LEEA) Journal Vol 4 No 1 (2020): Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal Vol 3 No 1 (2019): Linguistic, English Education and Art (LEEA) Journal Vol 2 No 2 (2019): Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal Vol 1 No 2 (2018): Linguistic, English Education and Art (LEEA) Journal Vol 1 No 1 (2017): Linguistic, English Education and Art (LEEA) Journal More Issue