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Langua: Journal of Linguistics, Literature, and Language Education
Published by Institut Sains dan Kependidikan Kie Raha Maluku Utara
ISSN : -     EISSN : 26231565     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Langua: Journal of Linguistics, Literature, and Language Education (ISSN 2623-1565) was established in 2018 and managed by English Education Program of Institut Sains dan Kependidikan (ISDIK) Kie Raha Ternate, Indonesia (formerly STKIP Kie Raha Ternate). In 2020, this journal was accredited by Indonesian National Journal Accreditation (Arjuna) by the Indonesian Ministry of Education and Culture. This journal is accredited as a fifth level (of six levels) Science and Technology Index (Sinta 5th). To increase the quality of this journal as a journal providing meaningful, useful, and responsible scientific and academic information, many attempts are afforded in terms of publication and management of the journal. Among the attempts is to set a clear scope and focus of the journal described as follows. As the name suggests, this journal focuses on publishing articles discussing topics around linguistics, literature, and language education. Since 2018, this journal has published many articles with topics narrowed to English linguistics, English literature, and English language education. However, start from 2024, we decide to consider other languages as well, as long as they are written in English. Additionally, the topic should be limited to the following foci: Theoretical linguistics; Applied linguistics; Systemic functional linguistics; Literature analysis; Second language acquisition; Foreign language teaching and learning; Language testing; Computer-assisted language learning; Artificial intelligence and language pedagogy; Language and Higher-Order Thinking Skills (HOTS); Language learning models and strategies; Language teacher development; Language curriculum and material development; Language and neuro-psychology; and Language therapy;
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 91 Documents
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The Effect of Problem Based Learning to Improve Student’s Speaking Ability on English Education Program STKIP Kieraha Ternate Yesri Anti Warsito
Jurnal Langua Vol 1 No 1 (2018): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.1411989

Abstract

Yesri Anti Warsito. 2018. The effect of Problem Based Learning to improve students’ speaking ability on English education program at STKIP Kie Raha Ternate. A final project of English education program, College of Teacher Training and Education Kie Raha Ternate. Advisor I. Zainurrahman, S.S, M.Pd and Advisor II. Suhaimi Tegamuni, S.S, M.Pd. The purpose of this study was to investigate the effect of problem based learning in improving students speaking ability. The present study attempted to answer the following question: What is the effect of problem based learning in improving students speaking ability ? The study was an quasy experiment with non-equivalent control group design.The participant in the study was 37 students, that is divided in two part there are experimental and control group. In collecting the data, the researcher used test, interview and documentasi. The researcher conducted the test before (pre-test) and after (post-test). The mean score of each test between experiment and control group was compared to know the students’ in speaking skill. The research result show there is significant difference of students’ speaking ability. The mean score of pre-test in experimental group was 24.62, result of pre-test in control group was 26.07, the post-test in experimental group was 24.69 and the post-test of control group was 26.62. It proved when they learned with problem based learning. They got better scores in post-test.
Translation Errors in English-Indonesian President’s Speech Text Produced by Students of the Sixth Semester of English Education Program at STKIP Kie Raha Ternate Ririn Yastiawijaya
Jurnal Langua Vol 1 No 1 (2018): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.1412220

Abstract

English students are always taught four language skills; listening, speaking, reading and writing. Besides the skills mentioned above, there is still one of the very important aspects encouraging the foreign language in teaching and learning process, namely translation. Thus, having ability in translation becomes a primary necessity for students who learn language especially foreign language. In Indonesia for example, English taught as a foreign language. However, there are often cases where translation contains errors and if there are errors in translation, the real message of the text is not communicated well. There could be misunderstanding because of error in translation. Based on the phenomenon, the researcher was interest to the research of the translation error. The researcher focused the research in the sixth semester student of English Education Program at STKIP Kie Raha Ternate consist of 31 students, because they have gotten the lectures of Translation, so at least they have already a bit knowledge. The data were taken from 18 students only as samples. The researcher collected the data by gave the students an English text to be translated into Indonesian. The research used descriptive qualitative method because the research attempted to find their errors in translating text. It means that the research aimed to find what kinds of error they might make. In analyzed the data, the researcher identified and classified the errors based on their types. The analysis of the data showed the student errors in translating English text. Based on the data analysis, the researcher found that the students committed errors in Omission (1700 or 97.3%), Misinformation (31 or 1.8%), and Addition (16 or 0.9%).
The Use of Directed Reading Thinking Activity (DRTA) to Improve Students Reading Comprehension of the First Grade of Smk Pembangunan Kota Ternate Mirna Ismail
Jurnal Langua Vol 1 No 1 (2018): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.1412229

Abstract

The Purpose of this research is to know the students reading comprehension can be improve by using directed reading thinking activity (DRTA) grade x of SMK Pembangunan Kota ternate .The research of implement classroom action research in two cycles. The subject in this research is the students of grade x of SMK Pembangunan Kota ternate school year 2018-2019 with amount students 20 people. This research is using in one class, each cycle consist of four phase that is: planning, action, observation and reflecting. Based on the result of classroom action research, in Cycle I there are 4 students who have met the KKM while 16 others have not yet reached KKM is due to, pay attention to the student when the teacher’s explanation related implementation learning procedure using Directed Reading Thinking Activity (DRTA) method, activeness each student in identifying text in lucking, students activeness in making question and give the opinions in lucking. As well as the mistake that often student do incomprehension of the text as much 80%. Then in cycle II on the number of students who evaluated the overall reach KKM. This means that increasing students’ comprehension by using Directed Reading Thinking Activity (DRTA) successfully.
The Implementation of Learning Model in Talking Stick by Using Short Story Text to Improve Students’ Reading Comprehension At SMP Negeri 15 TIKEP Lisnawati Harun
Jurnal Langua Vol 1 No 1 (2018): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.1412297

Abstract

This Research is a class act that uses short story text thorough learning model of talking stick to improve students’ reading comprehension. This subject is class VII SMP NEGERI 15 Tidore Kepulauan 2017-2018 school year the sample of 12 students. This study to be implemented in one class, each cycle consisting of four components, namely: planning, implementation, observation, and reflection. Data were collected through taking video, observation sheet and field note on each cycle. Based on the results of research, teaching by using short story text through learning model of talking stick can improving students’ reading comprehension of the students class VII SMP NEGERI 15 TIKEP. The results of the research subjects to study of reading and understanding the meaning of short story text on the actions of the first cycle still there are 6 students who do not achieve mastery, while 6 other students have achieved mastery. In the second cycle action, and from 12 students who following the learning, all of them achieved mastery. Which means all of students in the second cycle have completed if the value measured by KKM 70.
Reading Comprehension: A Study on the Correlation between Grammar and Logic Marina Udin
Jurnal Langua Vol 1 No 1 (2018): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.1415299

Abstract

This study aims to correlate the correlation between grammar and logic in reading ability. This research is a quantitative research using ex-post facto design. The population and samples are taken from the second semester English language study program, amounting to 15 people. Data was collected using tests; there were two tests, namely grammar tests and logic tests, and questionnaires. Data were analyzed using statistics (SPSS) version 16.0. The test results show that their grammar and logic correlation coefficients are -0,028 at a significant level of 0.922. This means that the two variables have a negative correlation, because the value of the result of the correlation between grammar and logic is -0.028 which means <0.05. There is a correlation between grammar and logic, but the negative correlation means that the student's grammar value is higher than the logic value.
The Implementation of Curriculum 2013 in English Subject at SMA Negeri in Ternate S Syamsia; Suhaimi Tegamuni
Jurnal Langua Vol 1 No 1 (2018): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.1443108

Abstract

This research focused on the implementation of curriculum 2013 in English subject at SMA Negeri in Ternate. In Ternate, curriculum 2013 has implemented. Such as some senior high school that the researcher took as samples in this research. This research used qualitative approach with descriptive method. The population of this research are 12 SMA in Ternate. And the samples of this research are 3 (three) of 12 SMA in Ternate. The data collection used in this research are: observation, quetionaire, and documentation. To analyze the data, the researcher used reduction data, presentation data, and verification data. The implementation of K 13 in English subject in school A and C Ternate can be neglected because the K 13 is not implemented. The implementation of K 13 in English subject in school B Ternate is implemented. The learning process of English based on lesson plan. From 9 items of main activities based on lesson plan there were 8 activities implemented and only one activity didn’t implemented it was basic competence and indicator. Hereby the researchers take conclusion that the implementation of K13 in English subject in school B is good.
The Influence of English Teacher Certification and Non-Certification towards the Students’ Understanding on English Grammar at SMAN 4 Halmahera Barat and at SMAN 3 Kota Ternate Mahdi Ahmad; S Sukariman
Jurnal Langua Vol 1 No 1 (2018): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.1443469

Abstract

This research used a comparative causal design which was contained test and interview. The objectives of this research are to know could the Teacher certification and non-certification Influence the students understanding on English grammar and to know what problems did the students find when they study English grammar by the Teacher certification and non-certification at that school. The data were collected by using test and interview for the students of that schools. The sample of this research at SMAN 4 HAL-BAR was 22 students and at SMAN 3 Kota Ternate was 21 students of the tenth grade both of the schools. By using grammar material to students who are taught by certified and non-certified teachers in these two schools, namely in SMAN 3 Kota Ternate and at SMAN 4 HAL-BAR the researcher have taken the results of the student evaluation test provided by the two teachers to be able to determine the results of the two schools before being combined with the results of the interview. From the results of this study show that the results of the evaluation of students at SMAN 3 Kota Ternate and combined with the results of the interview, are better than the results of evaluation and interview at SMAN 4 HAL-BAR. In this research, the researcher given conclude to us that the result of teaching grammar through teacher certification at SMAN 3 Kota Ternate is better than students’ result at SMAN 4 HAL-BAR by the teacher of non-certification.
The Use of Blog to Enhance Students’ Writing Motivation Sahrun Sudirman; Sarmina Ati
Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.2588117

Abstract

The low of undergraduate students’ writing motivation is one of the classic problems encountered in many universities around the world. This phenomenon can be observed from the frequency of text produced by university students in various levels. Teachers around the world had practiced many methods and strategies in hope that the students’ writing motivation could be enhanced. However, this classic problem is still faced in the classroom today. It is interesting that the students who seldom to write in the classroom but are very active in writing in social media. The researcher then decided to investigate whether blog can enhance the students’ writing motivation. 21 students were involved in this research. After observing the students’ blog in almost 5 months and gathering information through open questionnaires, it has been concluded that blog could enhance the students’ writing motivation but the lack of students’ knowledge on how to operate the blog could be the reason why the students’ writing motivation (in this research) enhancement occurred only in small degree.
A Study on the University Students’ Speaking Difficulties Z Zainurrahman; Sumarni Sangaji
Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.2588073

Abstract

Speaking difficulty encountered by the students in every level is one of the major issues in the teaching of EFL. Many researchers reported that the factors are ranged from linguistic domain to psychology. Many experts wrote textbooks and articles to discuss this issue in hoping that the teaching of English speaking in particular can achieve satisfactory result. However, speaking difficulties are found from time to time and this is not because of the material or the teaching strategies. Although the role of the teachers is important, but individual issue of the student also needs to be taken into account. This qualitative research involved 14 university students and they were taken randomly from a university. By using performance test evaluated with a speaking rubric, it has been found that the students’ grammar knowledge (linguistic domain) was extremely low. However, data from interview, which has been condensed into some keywords, revealed that the students’ performance in speaking activity has been affected by their psychological problem like hesitance and low of self-esteem. Moreover, the finding showed that vocabulary mastery played important role in speaking activity. Psychological reason and vocabulary mastery are two main issues discovered through this research.
Enhancing The Speaking Skill Using Metacognitive Strategy Ismit Karim
Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.2588112

Abstract

This paper reports a qualitative case study which aims to investigate the use of metacognitive strategy in developing the autonomous students’ speaking skill which is based on the participants' metacognitive awareness and kind of metacognitive strategy use. There were 6 autonomous learners who are considered as high-achiever students which took part as the participants through purposive sampling. The in-depth interview based on the Strategy Inventory for Language Learning (SILL) was chosen in order to grasps the data regarding their speaking learning using metacognitive strategies which then analyzed using thematic analysis. The findings revealed that most of the High-Achiever students were having difficulties in their speaking learning as they were just started to study proper English when they decided to attend the university. Thus, to allow them in make the best use of their metacognitive strategy, they applied cognitive knowledge strategies and socio-affective strategies in dealing with their metacognitive processes such planning, monitoring and evaluation in their speaking learning. Moreover, in developing their metacognitive awareness, the participants were found affected to two factors; Self-appraisal and self-management.

Page 1 of 10 | Total Record : 91

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