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Ezis Japar Sidik
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Department of English Education Faculty of Teacher Training and Education University of Sultan Ageng Tirtayasa Jl. Ciwaru Raya No. 25 Cipocok Jaya Serang Banten 42117
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Journal of Linguistics, Literacy, and Pedagogy
Published by Universitas Sultan Ageng Tirtayasa
ISSN : -     EISSN : 29646790     DOI : http://dx.doi.org/10.30870/jllp.v2i2.17800
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of Linguistics, Literacy, and Pedagogy (JLLP) is a biannually electronic journal, published every May and November in online versions by the English Education Department, Faculty of Teacher’s Training and Education, Universitas Sultan Ageng Tirtayasa, Banten – Indonesia with e-ISSN: 2964-6790. The journal publishes high-quality works on various issues in Linguistics, literacy, and pedagogy for research-based articles. Journal of Linguistics, Literacy, and Pedagogy (JLLP) invites researchers and practitioners to submit their manuscripts through our Online Submission System. The manuscripts being submitted to the Journal of Linguistics, Literacy, and Pedagogy should strictly be original and plagiarism-free publication, and not been submitted or published elsewhere. All received manuscripts will initially be checked by the editorial team before being forwarded through Double-Peer Review. Moreover, since the first publication, Journal of Linguistics, Literacy, and Pedagogy (JLLP) has used “Turnitin” Anti-Plagiarism Software to check the authenticity of the articles.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol 3, No 1 (2024): Mei 2024" : 6 Documents clear
The Influence of Flashcard on Students’ Ability to Use Present Tense in Writing at Primary School Permata, Aura Dwi; Juniardi, Yudi; Baihaqi, Akhmad
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.24415

Abstract

The main issue of this research is the low learning outcomes of students in English language learning, one of the factors behind this problem is the lack of learning innovations used. This research used flashcards as learning media to make students interested in learning English. This research used flashcards as media in learning simple present tense material  This research aimed to find out if there is a significant effect of flashcards on students’ simple present tense writing ability at SDN Rawu. To achieve that aim,  this research used quasi-experimental design. This study involved 64 students as the sample consisting 32 students in the experiment class and 32 students in the control class.  For data collection techniques, a pre-test was given to both classes at the first meeting and then the post-test at the last meeting. The result showed that the students in the experimental class obtained significantly higher scores than the control class. This is proven by the results of Paired Sample T-Test where the sig-2 tailed value was 0.00, while the alpha(a) was 0.05 showing that the sig. value is lower than 0.05 (0.00 < 0.05).  This demonstrates that the alternative hypothesis is accepted. It can be concluded that there is any significant influence of flashcards toward students’ writing abilities at SDN Rawu.  
Teacher Responses toward the Use of Picture of Things in Teaching writing at Junior High School Setiadi, Anita Puteri; Atmawidjaja, Nai Supartini
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.24473

Abstract

The Aim of this research is to describe the application of teaching media using pictures in English language learning in class 7 at SMPS Warungkondang Cianjur. The method used in this research is a qualitative descriptive method, by conducting interviews with a teachers who teach in class, to find out representatives of English teachers when teaching writing Things In The Classroom material in class using Picture teaching media by giving paper sheet containing pictures of objects. The results of the research show that according to the opinion of the interview by a teacher, students are quite enthusiastic in learning using pictures, but some students are hampered by a lack of knowledge in understanding vocabulary. So in conclusion, implementing the picture method in seventh grade can motivate students to learn English. Students are enthusiastic in learning, can understand objects in the material, and even learn new things when studying. 
Intertextuality in William Shakespeare’s Drama Antony and Cleopatra Rahmawati, Eri; Handayani, Rita
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.25763

Abstract

The aim of this research is to reveal the intertextuality of Antony and Cleopatra play by William Shakespeare. To reach the goal, this research utilizes intertextuality theory from Julia Kristeva. This research is library research and descriptive qualitative research. The result of this study points out that Shakespeare’s drama Antony and Cleopatra was written based on real events in Rome history. Intertextuality aspect of this drama is found in the resemblance between the character names and events in the drama with the history of Rome written by Plutarch Lives of the Roman Empire and the Lives of Caesars. Shakespeare got the inspiration from the history of Rome by Plutarch for the background of history, plot and intimate detail of the affair between Roman General Antony and Egypt Queen Cleopatra. In fact, the description of Cleopatra upon her vessel presented by the character Enobarbus in the play (Act II, Scene ii, 190-225) is nearly a word for word translation of a passage from Plutarch.
The Use of Nursery Rhymes to Improve Young Learners’ English Listening Skills at Primary Education Raiamanda, Ismi; Gailea, Nurhaeda; Utomo, Dhafid Wahyu
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.24091

Abstract

This research aims to find out how the process of the use of nursery rhymes improves young learners’ English listening skills, to find out the result of the use of nursery rhymes to improve young learners’ English listening skills and to discover why nursery rhymes can improve young learners’ English listening skills. This research was conducted at the elementary school level in the fourth grade of SDN Tunjung 1. Classroom action research with two cycles of quantitative and qualitative design was applied in this research. The data analysis was calculated in each cycle of the pretest and post-test, with 75 as the KKM score. The result of pre-test mean score in the first meeting of cycle I was 78,7, while the post-test meeting was 83,5. Then, the pre-test mean score in the first meeting of cycle II was 80, while the post-test meeting was 88,7. There are 18 students, or 78,26%, who passed KKM cycle I, 19 students or 82,60%, who passed KKM in the pre-test of cycle II, and 20 students or 86,95%, who passed KKM in the post-test of cycle II. The researcher concluded that the students improved by using nursery rhymes to learn English listening skills in the classroom.
The Effectiveness of Using Instagram in Teaching English Pronunciation at Senior High School Ningsih, Dwi Oktavia; Syafrizal, Syafrizal; Fargianti, Yusti
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.24134

Abstract

The research aimed to find out the effectiveness of using Instagram in teaching English pronunciation at SMA Negeri 4 Kota Serang. This study used a method that is quasi-experimental research. This study used a sample of tenth-grade students with a total of 60 students, 30 experimental students and 30 control class students. Both classes received a pre-test at the first researcher entering the class, and a post-test at the last researcher entering the class. The post-test results from the two classes would then be compared to find out the effectiveness of Instagram in teaching English pronunciation. Sig-2 tailed value from the experimental and control class was 0.01 and alpha (a) was 0.05, or 0.01<0.05, according to the results of the Independent Sample T-Test. It indicates that  was rejected and  was accepted. It is possible to conclude that Instagram was effective to improve students pronunciation.
The Use of Peer Feedback in Teaching Writing Procedure Text at High School Alfinia, Fitria Maya; Masrupi, Masrupi; Hamer, Welliam
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.21572

Abstract

This study aims to investigate the implementation and response of students on peer feedback at a high school of SMA Informatika Kota Serang. The researcher used qualitative research with a case study method. Observation, questionnaires, and interviews were used as the data collecting technique. The subject of this research were tenth grade students, which consisted of 18 students. Based on the findings, it was found that the implementations were implemented in stages as:1)pre-training stage,2)while editing stage,3)post-editing stage. Students were training their critical thinking as well as communication skills as they exchanged the paper with their peers. This way, students are able to know their mistakes. The teacher also supervises peer feedback activity in class, making sure the teacher rechecks students' work after receiving comments from their peers. Additionally, based on the students’ response towards peer feedback, it has been found that students responded positively towards peer feedback activity. Students found it helpful and fun. They gain new knowledge from being the reviewer and the comments receiver. The students were enthusiastic in using peer feedback in the classroom. Thus, the researcher concludes that the implementation by the teacher was easy to follow and students reacted positively towards the usage of peer feedback in helping them make procedure text.

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