Langua: Journal of Linguistics, Literature, and Language Education
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;
Articles
91 Documents
<![CDATA[The Teacher's Problems in Implementing Curriculum 2013 at State Senior High School 3 of West Halmahera ]]>
<![CDATA[Suhaimi Tegamuni]]>;
<![CDATA[Kristin Natalia Ugu]]>
<![CDATA[ Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.2588114
<![CDATA[This research attempted to figure out the problems that teachers in senior high schools dealt with in implementing Curriculum 2013 and what efforts they had taken to overcome the problems. By employing descriptive qualitative method, the researcher took data by distributing questionnaire and by observing the classroom processes. Two senior high school teachers were involved as the participants. They were English teachers in the Senior High School 3 on West Halmahera. From the analysis of the data, it has been found that some problems regarding to the improvement of the students’ academic improvement and some efforts to overcome the problems were discussed.]]>
<![CDATA[Using Homophone Game to Improve Students' Pronunciation at Junior High School 5 of Tidore Archipelago ]]>
<![CDATA[S Syamsia]]>;
<![CDATA[Manawia Salamat]]>
<![CDATA[ Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.2588088
<![CDATA[This study was conducted to examine the effect of homophone game towards the students’ pronunciation improvement. Designed as a classroom action research, this study took place in the state junior high school 5 of Tidore archipelago. The researcher involved 20 students as the participants of the research. Through two cycles, the analysis of the data indicated that homophone game could improve the students’ pronunciation.]]>
<![CDATA[The Effect of Debate Technique to Students’ Speaking Ability ]]>
<![CDATA[Fatmawati Laisouw]]>
<![CDATA[ Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.2588101
<![CDATA[This research was conducted to study the effect of debate technique used in the speaking classroom. By so doing, this researcher expected that this research provided more information about the availability of using this technique to teach speaking, especially English speaking. This research involved 30 students at English Education Program in STKIP Kie Raha of Ternate. Tests (pre and posttest) were administered and also interview. Based on the data, it is found that there is significant difference between before and after the treatment. Although it is noted that most students still had less vocabulary and less self-confidence to talkative in the debate, the test scores showed that Debate Technique is available to be considered in teaching speaking.]]>
<![CDATA[The Use of Problem-Based Learning to Improve Students’ Reading Comprehension at the First Grade Students of Senior High School 1 of Middle Halmahera ]]>
<![CDATA[Greselia Kaganang]]>
<![CDATA[ Jurnal Langua Vol 2 No 1 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.2588119
<![CDATA[This research was conducted to see how the use of PBL could improve the students’ reading comprehension, especially the students who participated in this research. Designed as a classroom action research, 21 students in the mentioned school in the title were involved. The researcher was helped by a collaborator handing an observation sheet. This research took two cycles with four stages in each cycle. The result indicated that before the use of PBL as learning model, the participants-students’ reading scores were low and some of them were not passed the passing grade. After the use of PBL, the students’ scores increased and most of the students passed the passing grade. The researcher also gathered the students’ positive responses on the use of PBL in English classroom.]]>
<![CDATA[Gender and Semantic Interpretation ]]>
<![CDATA[Z Zainurrahman]]>
<![CDATA[ Jurnal Langua Vol 2 No 2 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.3542280
<![CDATA[The views that gender and language are related each other has been reviewed from at least two different disciplines: sociolinguistics and psychology. From the first discipline, it has been concluded that gender and language has no natural relationship for it is cultural values that shape genderlect. From the second discipline, it has been concluded that gender and language has natural relationship for different gender has different brain architecture. However, still, these views tend to focus more on the language production. Viewed from language comprehension, specified to semantic interpretation, this research involved 60 participants (30 males and 30 females) randomly taken from various affiliations with age ranged from 18-32 years old. 30 questions concerning semantic interpretation which are divided into entailment, presupposition, and basic syllogism are given. The result confirms various theories about ‘gendered-brain’ especially lateralization theory. This research has concluded that there is a natural relationship between gender and semantic interpretation.]]>
<![CDATA[Analyzing Communication Strategies used by Junior High School English Teachers in Teaching and Learning Process at the First Grade of SMP Negeri 7 Ternate ]]>
<![CDATA[Suhaimi Tegamuni]]>;
<![CDATA[A Armiyati]]>
<![CDATA[ Jurnal Langua Vol 2 No 2 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.3542285
<![CDATA[Communication takes a big role in the teaching and learning process. Communication Strategies act as a tool for solving communication problems. The teachers need to use strategies in communicating to keep conversations with both teachers and students. This research aimed at investigating the type of Communications Strategies (CSs) used by Junior High School English teacher. The data was classified into thirteen strategies based on Dornyei taxonomy. The subjects were two English teachers in the academic year of 2018/2019. This research was descriptive qualitative and the data was collected by observation, interview, and documentation. The results showed that there were five types of Communication Strategies (CSs) found in teaching and learning process used by junior high school English teachers. English teachers used non-linguistic means, code-switching, prefabricated, appeal for help and stalling or time gaining. The use of non-linguistic means was a strategy most often used by the teachers. This is since students still have less knowledge of English. The teachers were expected to use and choose the best strategies to overcome the communication problem in the classroom.]]>
<![CDATA[Improving Students’ Speaking Skill by Using the Cooperative Learning Method through Think Pair Share (TPS) at SMK Negeri 4 Halmahera Tengah ]]>
<![CDATA[S Syamsia]]>;
<![CDATA[Ardila Sidik]]>
<![CDATA[ Jurnal Langua Vol 2 No 2 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.3542291
<![CDATA[This research is conducted to find out the students’ speaking skills by using the cooperative learning method through think pair share (TPS). Based on the observation and interview conducted by the researcher to SMK NEGERI 4 Halmahera Tengah, some problems were still found in the students’ abilities in English, especially in speaking. The students’ speaking skills were relatively low. They had difficulties in expressing ideas opinions orally as they were afraid of making mistakes and not confident to speak English. They still had difficulties in pronouncing certain English words. To be able to speak, instead of pronunciation, the richness of vocabulary was also important. In this research, the researcher uses classroom action research ( CAR ). The Setting was SMK N 4 Halmahera Tengah and the subjects were all students of class XI of SMK N 4 Halmahera Tengah in the academic year 2018/ 2019 with a total of 20 students. Based on the results of the students' speaking skills in the first cycle showed that out of 20 students of class XI SMK N 4 Halmahera Tengah. just 7 students were passed KKM while 13 students were not passed KKM. So in the first cycle was unsuccessful and the researcher has to continue for the next cycle. The result of the second cycle showed that 15 of 20 students of SMK N 4 Halmahera Tengah class XI are able to pass the KKM or in other words, they can achieve their speaking in the second cycle, while 5 were not achieved the KKM value ( ≥ 75 ). It can be concluded that the cooperative learning process through think pair share ( TPS ) can improve students’ speaking skills at SMK N 4 Halmahera Tengah.]]>
<![CDATA[The Effectiveness of Using Short Story to Improve Students’ Vocabulary Mastery ]]>
<![CDATA[Heron Beno]]>
<![CDATA[ Jurnal Langua Vol 2 No 2 (2019): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.3542295
<![CDATA[This research aims to find out the effectiveness of using short story to improve students’ vocabulary mastery at the grade X students SMA Kristen Dian Halmahera in the academic year 2018/2019. The design used in this research was true-experimental design. The researcher involves random assignment of participants into two groups, experimental and control. Both groups are administered both a pretest and a posttest, but the treatment is provided only to experimental group. The researcher conducted this research from January until March 2018 in SMA Kristen Dian Halmahera. The subject was all of the students in X grade. The researcher divided into two classes. Each class consists of 20 students. In collecting the data, the researcher use test. The tests were given in pre-test, and post-test. The researcher analyzed the mean score of each test to find out the improvement of students‟ vocabulary mastery. The researcher conducted the action the students‟ vocabulary mastery increased optimally. It could be seen from the category of test in control class and experimental class. The category of pretest control class students’ score was 6, 65. The category posttest control class students’ score was 7, 65. While the category of pretest experimental class students’ score was 6, 15 and the category of posttest experimental class students' score was 8, 45. After applying the action the researcher was able to improve the students’ vocabulary mastery. The students were able to take the word meaning based on the context. By using short story in teaching vocabulary, students could easily understand and memorize new vocabulary.]]>
<![CDATA[An Overview on ELT Course Book ]]>
<![CDATA[Ismit Karim]]>
<![CDATA[ Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.3735848
<![CDATA[In the practice of teaching and learning, planned teaching material undoubtedly holds a very crucial role. A textbook is the example of the teaching material that has been used for five decades as the manual instruction as well as a source of information in the teaching and learning activity. Merriam-Webster dictionary defines a textbook as "a book about a particular subject that is used in the study of that subject especially in the school". Furthermore, regarding its importance the textbook provides the sources related to the skills, behavioural aspects, believes and knowledge covered by cognitive elements and teaching techniques supported by the curriculum. This article is written as a review on an English course book to find the cultural content presented in that book. Adopting content analysis, this review concludes that the course book offers cultural contents that allow the students to learn certain target culture in term of literature. Some minor drawbacks are highlighted as discussed in this paper.]]>
<![CDATA[The 3-2-1 Reading Comprehension Strategy: Students’ Reading Comprehension Development and Students’ Perception ]]>
<![CDATA[Z Zainurrahman]]>;
<![CDATA[Sriyani Djabir]]>
<![CDATA[ Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara ]]>
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DOI: 10.5281/zenodo.3735846
<![CDATA[The 3-2-1 reading comprehension strategy is a new strategy and the study on the strategy is still rare at least in 2019. This strategy presents in the right time when the teacher needs to apply new strategy in the reading classroom. This research was conducted as an attempt to improve the students’ reading comprehension. Designed as a non-observation classroom action research, this research involved 36 students in a junior high school. There were two tests administered in the classroom, the pre-intervention and the post-intervention test. The intervention is conducted by doing three sessions of reading comprehension practice with the 3-2-1 strategy. The comparison of means between the tests by using paired sample t-test showed that there is a significant difference between the means where the post-intervention test mean is significantly higher than the pre-intervention test mean. This implies that the 3-2-1 reading comprehension strategy can be a good consideration for reading teachers. The students mentioned that this strategy has positive impacts on their reading practice and result. However, it is also captured that this strategy is only suitable for reading short text. This opens opportunity to the next researchers to conduct research on the use of 3-2-1 reading comprehension strategy on reading longer text.]]>
