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Al-Lisan
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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Articles 5 Documents
 1 
Search results for , issue "Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)" : 5 Documents clear
Similes of Woman and Man in the Book of Song of Songs Dayan Domisianus Toar; Barli Bram
Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i1.3090

Abstract

The study aimed to identify the types of similes of woman and man in the Bible book, Song of Songs, and their underlying principal metaphor. While the Songs of Songs’ figurative language is commonly analyzed through the lens of historical and pure literary approaches, the authors analyzed it using the cognitive linguistics framework. Qualitative content analysis was employed as the method. The findings showed that the similes of the woman (35) outnumbered similes of the man (12), and they grouped into 7 types, namely Architectural, Artefactual, Botanical, Celestial, Comestible, Topographic, and Zoomorphic. The similes are mostly zoomorphic (13) and botanical (12). The similes represented the woman mainly as A Protected City, while the man as A City Protector. It was argued that the underlying metaphor of all similes of woman and man in the Song of Songs is Love Is Protection. The findings may contribute as an alternative way of reading and understanding figurative language in the Song of Songs.
Investigating Factors Underlying Boredom in Learning English: The Case of Secondary School Achmad Kholili
Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i1.3185

Abstract

Former studies have demonstrated that the success of language learning is influenced by several factors such as cognitive, affective, and social factors. Learners with high motivation in learning will surely influence their success in language learning. On the other hand, those who have a poor motivation to learn will result in poor academic achievement. One of the affective factors that have also affected learners’ progress in language learning is boredom in language learning. Drawing on the qualitative lens, the current study has attempted to investigate factors underlying this notion at the secondary school level. Six learners voluntarily participated in this study as the research participants. In the meantime, a written reflection (WR) and Focus-Group Discussion (FGD) were distributed to them so as to know such factors underlying their boredom in learning English. The findings indicated that factors underlying learners’ boredom in language learning include classroom factors, linguistic factors, teaching and learning factors, and environmental factors. These findings have given an empirical contribution to the school. Suggestions are also put forward at the end of this paper.
Utilizing English Videos as Listening Instructional Media to Promote EFL Students' Listening Proficiency Intan Dewi Rakhmawati; Sayit Abdul Karim; Punta Riyadi Suryantara
Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i1.3272

Abstract

The delivery of listening instructions proved difficult for students, who also lacked interest in English subjects. One potential solution to improve their listening skills could be the use of effective learning media that engages their interest in the subject matter. The purposes of this study were to investigate students’ listening proficiency and figure out students’ perceptions of utilizing videos as media for learning English listening subjects. A quantitative research design was applied to gather the data required through a test and questionnaire. Furthermore, a test was used to gather data related to students' listening ability, and a questionnaire was used to find out students' perceptions of utilizing videos as sources of learning listening. Respondents in this study were twenty-five students from the eleventh grade of SMK N 1 Pleret, Yogyakarta. The findings of the present study revealed that the total mean score (????̅) of the students' test results was 76,8, which is categorized as a "Fair" level of achievement. Other findings revealed that the use of video brings a positive impact on students' learning situation because the use of videos made it possible for students to actively participated in their listening class activities. The results indicated that students enjoy watching videos, and believe that watching videos could enhance their listening proficiency.  Besides, videos provide visual elements which can be the key element in assisting students to enhance their listening ability.
Critical Discourse Analysis of Moral Values in EFL Textbook for Senior High School M.A. Silmi Mahrudin; Didin Nuruddin Hidayat; Nida Husna; Alek Alek
Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i1.3287

Abstract

This study aims to determine the description of the moral values contained in the English textbook for class XI Senior High School, which the Ministry of Education and Culture of the Republic of Indonesia approved. The present study uses Critical Discourse Analysis (CDA) with a qualitative design method. This study uses critical discourse analysis to determine the moral values in visual and verbal texts. The study found the English textbook contains moral values in behaving in the surrounding environment, both in individual and in groups. Another thing is that most of what is listed in this English textbook contains moral values such as a sense of responsibility for oneself and others. The other findings, a sense of concern for the surrounding environment and concern for others, are described from visual and verbal texts. Thus, the moral values found in this textbook need to be known by teachers and students so that they can think more critically and read about understanding moral values such as a sense of responsibility, care, and concern.
Analisis Keterbacaan Buku Bahasa Arab Berbasis Karakter Triya Fadhilah Dhianty Putri; Rinaldi Supriadi; Mohamad Zaka Al Farisi
Al-Lisan: Jurnal Bahasa Vol 8 No 1 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i1.3313

Abstract

One strategy in determining the success of learning is textbooks or schoolbooks. However, we often find books that are not up to standard and impact student understanding. Understanding the book’s contents is so closely related to the ease or difficulty of the material, or is called readability that the contents of the text need to be evaluated and adjusted to the competence of students so that learning objectives are achieved not only increase in the academic field but also students' moral behavior. This research aims to describe the readability of discourse based on the fog index formula statistically and compiled descriptively and then to analyze the character values based on the profile of Pancasila students published by the Standards, Curriculum, and Education Assessment Agency (BSKAP). This research was designed using a qualitative descriptive method with a content analysis model. The results of the study readability level in this book are 2.44, which means that this value belongs to the very easy-to-read category. This book fulfills the character values of the Pancasila students’ profile; namely: (1) having faith, fearing God Almighty, and having noble characters, (2) global diversity, (3) working together, (4) being independent, (5) critical reasoning, and (6) being creative.

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