Journal of Linguistics, Literacy, and Pedagogy
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.
Articles
45 Documents
<![CDATA[Using Wattpad as a Media to Foster Better Literacy Skills: Extensive Reading and Creative Writing ]]>
<![CDATA[Widiasmara, I Komang]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023 ]]>
Publisher : <![CDATA[Journal of Linguistics, Literacy, and Pedagogy ]]>
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DOI: 10.30870/jllp.v2i2.22300
<![CDATA[Numerous digital platforms have been invented to provide flexible and joyful learning process. For instance, online learning platforms enable students to read and write related to their passion. In providing digital literacy for learning, one of the most valuable platforms can be used is Wattpad, an online reading and writing platform with various genres. Wattpad offers free features to have extensive reading and creative writing. This platform is an effective media to foster students’ reading interest and emerge students to express creativities in writing. This study attempted to investigate the effectiveness of digital platform Wattpad as a learning media to foster literacy skills such as reading and writing. The research used descriptive qualitative method and the data were collected by library research which reviewed related studies about Wattpad. Based on several studies reviewed, it was found that there is a positive feedback of using Wattpad as a learning media to improve literature skills. Those empirical studies revealed that by using Wattpad students can improve their learning habits in terms of reading and writing. Therefore, Wattpad is an alternative media to provide an enjoyable learning experience which has purposes for any aspects such as for career, education, learning, creativity and entertainment.]]>
<![CDATA[First Language Phonological Acquisition on a Two-Year-Old Child ]]>
<![CDATA[Rosmania Rima]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20432
<![CDATA[This paper discusses mainly the development of the language phonological acquisition of a two-year-old child during the linguistic period, especially on vowels and the factors that influence phonology acquisition. This study looks at the following questions: 1) How does a two-year-old acquire vowels? 2) What factors influence a child's phonological acquisition? First language acquisition (FLA) is the process of mastering a first language by children. In the early stages of development, humans begin to acquire their mother tongue or first language, which usually occurs between mother and child, other family members can follow, and it is done orally in the family environment informally. This study employs a case study approach to qualitative research because it displays the research findings based on facts found in the speakers' everyday lives and the process of language acquisition in the phonological features of the subject. This was gained through observation and diary notes. According to the findings of this examination, the subject has learned the vowels [a], [u], [e], [I], and [o]. Child’s phonological components of language acquisition are impacted by environmental variables, shown by the amount of vocabulary he obtains from family members, caretakers and surroundings.]]>
<![CDATA[Short Story for Developing Students Vocabulary in Reading Comprehension of Narrative Text in Banten ]]>
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Tosi Rut Syamsun]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v1i2.17679
<![CDATA[This research was conducted to analyze of short stories for developing students’ vocabulary in reading comprehension of narrative text in the tenth grade of Junior High School. Reading comprehension in English needs to be designed to prepare them to face global competition. Learning vocabulary for students is highly important because by reason of knowing mastery of vocabulary we can comprehend reading English handily. The research was conducted to investigate reading comprehension learning using short stories to find out students' opinions about using short stories as a medium of reading comprehension to assist them in writing narrative texts. The participants of this study were 10 students from tenth grade A, namely (male = 5, female = 5) in Junior High School. This study was designed using descriptive qualitative research because the data were taken from observations, interviews, and documentation. The findings of this study indicate that short stories as a teaching method can be used to develop students' reading comprehension.© 2022 JLLP and the Authors - Published by JLLP.]]>
<![CDATA[Students’ Perception on Using English Swara YouTube as a Learning Media of Speaking Skill at the 12th Grade at SMAN 1 Cikande ]]>
<![CDATA[Galuh Novalia]]>;
<![CDATA[Siti Suharsih]]>;
<![CDATA[Eri Rahmawati]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20716
<![CDATA[This research aims to find out how SMAN 1 Cikandestudents perception about using English Swara YouTube as a learning media of speaking skill, as well as to find out the benefits that students get. Qualitative descriptive was used in this research. The instrument applied during the study were used questionnaires and interviews. The population of this research were XII IPA 2 Class of SMAN 1 Cikande with 36 participants. The finding of this research demonstrated that students had a favorable opinion of using English Swara YouTube as a learning medium of speaking skill. The respondents positively responded to using English Swara YouTube based on their own learning experience. English Swara YouTube had good impact in practicing speaking after students watched the material from English Swara YouTube. using English Swara YouTube as a learning media for speaking skill, they found it interesting and effective. This study also shows the benefit that they get from using English Swara YouTube as a learning media of speaking skill, it can increase the number of new words and minimizes students' fears to pronounce words. A suggestion for future research is to explore more about students' perception of using English Swara YouTube as a learning media in all English skill such as listening, writing, not only speaking, and explore further the obstacles that students face. KeywordsPerception, English Swara YouTube, Speaking Skill]]>
<![CDATA[Merging Feedback in Process Approach to Develop Students’ Ability in Writing an Effective Paragraph ]]>
<![CDATA[Rita Handayani]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v1i2.18028
<![CDATA[Many studies have been conducted to demonstrate the efficacy of either the process approach or feedback on students' writing achievement. Earlier studies primarily used feedback to improve students' grammatical and writing accuracy. However, studies that focus on providing feedback to improve the content of students' writing are hard to come by. This study aims to bridge that gap. The process approach was used in this study, with feedback focusing on the content and organization of students' writing. Purposive sampling was used to select 35 second-semester students from the English study program at Sultan Ageng Tirtayasa University. Data was gathered through the use of questionnaires, observations, and writing tests. To determine the validity and reliability of the data, a detailed assessment rubric criterion and an assessment of writing results given by two raters were used. The results of this study show that combining process approaches with feedback has a significant impact on improving students' skills in writing effective English paragraphs. The most significant improvements are on the aspect topic development, topic sentence writing, and ideas organization. This suggests that combining a process approach with feedback is beneficial in improving students’ skill in writing effective paragraphs.]]>
<![CDATA[Teachers' and Students' Points of View on Audio for Listening Skills in Metacognitive Strategy Instruction ]]>
<![CDATA[Bella Ayu Herawati]]>;
<![CDATA[Delsa Miranty]]>;
<![CDATA[Eri Rahmawati]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v1i1.15552
<![CDATA[Listening is one of the four skills in English, which plays the most important role. Listening is a skill that everyone must master because it is how everyone receives and retrieves ideas. In honing listening skills, students need the right strategies and materials to understand what they are learning. In honing listening skills, students need the right strategies and materials to understand what they are learning. In honing listening skills, the teacher also plays an important role. The teacher's role is to determine the strategies and materials to teach students in class. One strategy that can be applied is a metacognitive strategy. Therefore, the use of metacognitive strategies can be applied by teachers to teach in the eleventh grade by using interesting materials or tools such as using audio, namely songs. By using metacognitive strategies, learning activities will not only be teacher-centered but also student-centered as well, and using songs will be able to make learning English fun, and students will become active in learning.]]>
<![CDATA[Metaphorical Analysis and the Meaning of Song “Another One Bite the Dust” By Queen ]]>
<![CDATA[Zulaika, Adristi Yajna]]>;
<![CDATA[Artanti, Chairinnisa]]>;
<![CDATA[Alivia, Cut Putri]]>;
<![CDATA[Annisa, Dira]]>;
<![CDATA[Putri, Dian Marisha]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023 ]]>
Publisher : <![CDATA[Journal of Linguistics, Literacy, and Pedagogy ]]>
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DOI: 10.30870/jllp.v2i2.20292
<![CDATA[A metaphor is a figure of speech that contrasts two unrelated items and helps communicate complex ideas or emotions by drawing on familiar or concrete concepts. Metaphor is often utilized in poetry, novels, films, songs, etc. This study provides a metaphorical analysis of the lyrics of "Another One Bites the Dust," a hit song by the British rock band, the Queen, published in 1980. Using a semantic approach, the study investigates the numerous layers of meaning provided by the song's lyrics, which have been interpreted variously by fans and critics throughout the years. The paper offers a detailed analysis of the song's metaphors and the function of the metaphors, including analyzing the metaphor "another one bites the dust" as a euphemism for death in one Santa Fe High School shooting in 2018, one of the deadliest mass shootings in the United States. The study concludes by reflecting on the song's lasting popularity and cultural relevance and the difficulties and opportunities associated with understanding metaphorical meaning in popular music. Based on the analysis, the writers discovered 15 metaphor data and 4 metaphor functions in the lyrics of "Another One Bites the Dust.”]]>
<![CDATA[Student’s reflective thinking (An analysis of student’s reflective journal in English paragraph writing) ]]>
<![CDATA[Dina Rachmawati]]>;
<![CDATA[Audrey Akbaria Adinda Putri]]>;
<![CDATA[Murti Ayu Wijayanti]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v2i1.20462
<![CDATA[This study outlines a content analysis that focused on students' level of reflective thinking, how much it contributed to the level of their writing and how they felt about using reflective journals. 15 students from the 2019/2020 Paragraph-based Writing course participated in this study, which was performed at the English Education Department of a state University located in Banten province. Students' writing samples and reflective journals were gathered through documentation, and responses to a questionnaire were gathered from them. The theme analysis technique, Oshima and Hogue's (2006) theory of paragraph writing, and Hatton and Smith's (1995) theory of reflective thinking level were all applied in this study. Three conclusions came from the data analysis. First, most of the students' reflective thinking skills fell under Descriptive Writing and First, the proportion of students' reflective thinking was identified between the levels of descriptive writing and descriptive reflection. Second, the analysis demonstrated that a rise in the number of cases at the Descriptive Reflection level was consistent with an improvement in the quality of students' writing. Meanwhile, the rise in the number of descriptive writing level incidents coincided with a decline in the level of students' writing. Third, despite being viewed as demanding and stressful, the usage of reflective journal in the class was viewed favorably because it helped students remember lessons and recognize their errors, which helped them to produce well-organized paragraphs. The results suggested that reflective journaling helped students to enhance their writing skills and may be used as a substitute for developing other language skills.]]>
<![CDATA[The Effectiveness of Using Project-Based Learning (PjBL) on Students’ Ability in Writing Descriptive Text at SMPN 26 Kota Tangerang ]]>
<![CDATA[Melynda Hani Salsyabila]]>;
<![CDATA[Murti Ayu Wijayanti]]>;
<![CDATA[Ledy Nurlely]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022 ]]>
Publisher : <![CDATA[English Department - Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jllp.v1i2.17171
<![CDATA[The research objective of this research aimed to determine the effectiveness of using Project Based Learning (PJBL) toward students’ ability to write descriptive text at 7th-grade students of SMPN 26 Kota Tangerang. This research was taken with quasi-experimental as the research design. The sample of this research was seventh grade students of SMPN 26 Kota Tangerang. There were VII E as an experimental class and VII H as a control class which consisted of 36 students each class. This research used quantitative approach. The design that a researcher used in this research was quasi-experimental study by proposed pre-test and post-test. The result of this research found that it is effective to used project-based learning (PJBL) toward students’ ability in writing descriptive text at 7th grade students of SMPN 26 Kota Tangerang. It can be proven through the hypothesis testing by compared with . Based on the calculated value was 8,83 and the degree of freedom value 70 with the level significance 0,05 (5%) was 1,99. The result showed ≥ =≥ 1,99. Therefore, project-based learning is effective to improve students’ ability in writing descriptive text. ]]>
<![CDATA[The Effectiveness of BBC Podcast in Teaching Listening Comprehension at Junior High School ]]>
<![CDATA[Ramadhan, Muhammad Arfan]]>;
<![CDATA[Hamidiyah, Aisyah]]>;
<![CDATA[Aisah, Siti]]>
<![CDATA[ Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023 ]]>
Publisher : <![CDATA[Journal of Linguistics, Literacy, and Pedagogy ]]>
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DOI: 10.30870/jllp.v2i1.21207
<![CDATA[The aim of the research is to investigate the effectiveness of the use of BBC Podcast in teaching listening comprehension for 9th grade students. Using quantitative research by applying true experimental design, this study has two groups (Experimental and Control) with 30 (thirty) students in each group. The instruments in this study are the pretest and posttest. The item tests were tested the validity and the reliability using the IBM SPSS Statistics 25 application with the Pearson Moment Product formula. Valid and reliable test items were used for the pre-test and post-test given to the experimental and control classes. In testing the hypothesis, the researcher used paired sample t-test as formula. Based on the results of the calculations, the value of sig from both groups are 0.000. and 0.000, because 0.000 & 0.000 < 0.05, it can be concluded that Ha is accepted, and Ho is rejected. It indicates the use of BBC Podcast is effective to improve students’ listening comprehension at 9th grade students.]]>
