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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 45 Documents
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The Implementation of Peer Tutoring as a Teaching Method in Banten to Enhance Students' Reading Comprehension of Narrative Text Syafrizal Syafrizal; Tosi Rut Syamsun
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.18731

Abstract

Detecting objects, text structures, important concepts, vocabulary errors, and other reading-related challenges are all improved by this instruction for Banten students. The researchers decided to use this topic in order to demonstrate the success of a strategy used to counteract pupils who were careful about reading while still achieving the goal of the study was to check out some Banten students’ narratives and to verify the expectations outlined in the earlier research. researchers employed research methodologies with quantitative methods within the test project. In the first session, the test group consisted of 16 out of the 32 social studies students in the sample and 16 were in the control group. The data was collected by pre-checking and post-testing, and Independent-Sample T-test while being subjected to the selection test known as the test. It was clear from the inquiry that the peer tutoring technique improved learners' reading concepts or comprehension of narrative texts. This is supported by the Independent Sample T-Test post-test findings. According to the results, H° is rejected while Ha is approved since the quantity of Sig (2-tailed) is 0.045, which indicates that the quantity is less than 0.05. This illustrates that employing peer tutoring has both a major impact and a substantial result.
An Error Analysis of Students' Linguistics Features in Writing Hortatory Exposition Text at MAN 2 Kota Serang Anisa Paramudita Cahya Kharisma; Ledy Nurlely; Ika Handayani
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15506

Abstract

The objective of this research was to determine (1) the types of errors that eleventh-grade students at MAN 2 Kota Serang often made while writing hortatory text and (2) the causes of errors in students' hortatory exposition text. The researcher used a qualitative method to analyze and describe the data for this research. As a design, the researcher employed content analysis. The researcher gathered data from students' document, questionnaire, and interview. The students' document was a hortatory exposition text that they wrote, the questionnaire included 10 open-ended questions, and the interview had a few questions regarding how tough it was to write a hortatory exposition text. The instruments were provided to 25 language class students in the eleventh grade of  MAN 2 Kota Serang. According to the result of the research, students made 178 errors. Surface strategy taxonomy was used to classify the error, which was classified into four categories: omission, addition, misformation, and misordering. The most common error produced by the student was misformation, which had 92 or 52% total errors. Besides that, the researcher found that inter-lingual transfer, intra-lingual transfer, and communication strategies were the factors that led students to make errors. The students’ interview, the researcher found that many students still have difficulties in grammar and vocabulary when they write hortatory exposition text.
The Implementation of "Listen English Daily Practice" Application in Learning Listening Comprehension Nurhidayat, Afinka Ramandani; Masrupi, Masrupi; Rima, Rosmania
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i2.21205

Abstract

The objectives of this research were to describe the implementation of Listen English Daily Practice in learning listening comprehension and to find out the students' responses in using the application. This research employed descriptive qualitative research, conducted at SMA Islam Al-Layyinah. The data was obtained from the observation, interviews, and documentation. The findings show that the implementation of application was carried out in three stages of followed the pre-listening, while-listening, and post-listening phases. The application was uesful to assist the students in learning listening comprehension in the classroom. Moreover, the application helped the students to enhance their listening comprehension ability. Apart from that, the use of the applications received positive feedback from the learners as the suggested that the application provided the familiar topics, interesting features of the app, joyful learning process, and easy to use.
The Role of Technology in Promoting Assessment Literacy in ELT Ledy Nurlely
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20013

Abstract

This article examines the role of technology in promoting assessment literacy in English Language Teaching (ELT). Assessment literacy is defined as teachers' understanding and competency in assessment practices and principles, which includes knowledge of assessment design, implementation, evaluation, and interpretation. The article highlights the importance of assessment literacy in ELT, as it enables teachers to make informed decisions about assessment methods, evaluate and interpret assessment results, and provide meaningful feedback to learners. Technology-assisted assessment is explored, highlighting the benefits and challenges of using technology to enhance assessment literacy in ELT. The article discusses how technology can provide teachers with access to assessment resources and materials, develop assessment skills and knowledge, and facilitate real-time feedback and assessment. Best practices for integrating technology in assessment literacy are presented, and examples of technology-assisted assessment in ELT are provided. The article concludes that technology has the potential to transform assessment practices in ELT, and enhance assessment literacy among teachers. It emphasizes the importance of assessment literacy in supporting students' language learning needs and the potential of technology to promote assessment literacy. The article recommends that ELT teachers should develop their assessment literacy and consider incorporating technology-assisted assessment methods into their teaching practices.
Theme-Rheme Organization of Background Section in Research Proposal Introduction Desih Nurdianti; John Pahamzah; Yusti Fargianti
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i2.17676

Abstract

This study aimed to investigate what thematic development pattern frequently applied on students’ proposal year 2019 seen from three levels of achievement: low, middle, and high. Qualitative research as a method by implementing content analysis. The data of the study were 6 students’ proposal from low, middle, and high level of achievement. The steps in analyzing the data are first: taking texts written by the students, second: reading the texts and segmenting each  text into clauses, third: identifying theme and rheme of each clause of the students’ texts, fourth: identifying thematic development pattern of the students’ texts by using thematic development pattern proposed by Danes (1974), fifth: consulting the identified thematic development pattern to the experts, and sixth: calculating the amount of the occurrence of each thematic development pattern. The result shows that Constan Theme Progression (CTP) became the most applied pattern on high achievers’ text with the total number of occurrences 7 (63%). Constan Theme Progression (CTP) also became the most applied pattern on middle achievers’ text with the total number of occurrences 5 (55%) as well as on low achievers’ text, Constant Theme Progression became (CTP) the most applied pattern with the total number of occurrences 6 (50%). In conclusion, the students at University of Sultan Ageng Tirtayasa academic year 2019 who learn English as a foreign language mostly applied Constant Theme Progression in their research proposal.
Various Wordings of Propaganda on Social Media: Cases from Instagram Application Daulay, Sholihatul Hamidah; Bahar, Tanzila; Putri, Ayunda; Batubara, Putri Fadilah
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i2.17800

Abstract

A communication tool with a poor reputation in society is propaganda. This is the result of a long history of the development of propaganda and its erroneous use to influence public opinion as propaganda is used, it gets worse. In actuality, propaganda is merely a method, or depending on who uses it and the objectives it seeks, a communication tool may be helpful or terrible to succeed. People's lives have been impacted by the advancement of communication technologies. New media, which eventually gave rise to social media, is one area of communication technology development. since thing. The mass media currently holds a very critical position in terms of providing access to individuals who require information. The existence of the mass media is thought to be able to aid humans by facilitating access for people to obtain the information they require, in accordance with human nature, specifically, curiosity about everything. Cangara (2002) asserts that social media is a tool employed in transmitting messages from the source to the audience. 
Promoting Motivation in Writing ELT Through Infographic Sutrisno Sadji Evenddy; Ezis Japar Sidik; Dhafid Wahyu Utomo
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20032

Abstract

This article examines the potential of infographics as a tool for promoting motivation in English language teaching (ELT), specifically focusing on the development of writing skills. Motivation is crucial in language learning, and educators are constantly seeking innovative approaches to engage students and foster a passion for writing. Infographics, with their visually appealing and information-rich nature, offer a promising avenue for achieving this goal. By incorporating infographics into writing instruction, educators can tap into their visual appeal and interactive elements to stimulate students' curiosity and enhance comprehension. Infographics also empower students by providing a sense of ownership and autonomy over their writing, allowing them to showcase their achievements in a visually compelling manner. However, implementing infographic-based strategies in writing ELT requires addressing challenges such as cultural relevance and accommodating diverse learner needs. Despite these challenges, infographics have the potential to revolutionize writing instruction by creating an engaging and inclusive learning environment that promotes motivation and improves writing proficiency.
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.

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