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<![CDATA[IMPROVING STUDENTSâ WRITING SKILLS THROUGH WRITING JOURNAL ARTICLES ]]>
<![CDATA[Iftanti, Erna]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.2016.8.1.1-22
<![CDATA[In Indonesian context, writing is considered as painful activity indicating that oral culture is much better than writing one. The studentsâ works are sufficiently kept in the libraries, although to publish those is much more worthy. Therefore, it is necessary to improve the studentsâ writing skills through a meaningful way namely writing journal article. This review article is therefore intended to discuss ways of improving studentsâ writing skills through writing journal article. The result of consulting different existing related literature can be concluded that the ability of writing can be variously defined based on the pedagogical objectives and approach. Meanwhile, the skill of writing journal article is classified as one of the writing skills derived from Process/Cognitive approach. Amongst the underlying ways to publish the studentsâ manuscripts is by taking a look at the structure of a journal article, the writing guide and the writing style of a journal publication to which the manuscript is intended to publish. By implementing the above mentioned tips of writing a journal article, the EFL students will not only improve their writing skills but make their works much worthy as well. In a nutshell, in addition to publish the studentsâ works, to write journal article is essential to improve their writing skills.Key words: writing skills, writing journal articles, pedagogical approach of writing]]>
<![CDATA[REINTRODUCING THE IMPORTANCE OF TEACHING ENGLISH AT PRIMARY SCHOOLS IN INDONESIA ]]>
<![CDATA[Istiqomah, Faizatul]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.2016.8.1.23-30
<![CDATA[There has been a long debate about children learning a foreign or second language (SL) at an early age. Some claim that learning a foreign language (FL) can burden children who are still struggling in mastering their native language (NL). In case of Indonesian context, English has been excluded from the 2013 curriculum. Arguments supporting the elimination seem baseless and worth revising. Considering the benefits of learning English which outweigh the drawbacks in terms of improving the quality of the next generation, Indonesian government should recommend English to be taught in elementary schools. Some important points regarding human or teachers and teaching resources need to be taken into account further.]]>
<![CDATA[AN AUTHENTIC ASSESSMENT ON SENTENCE COMPLEXITY TOWARD INDONESIAN EFL STUDENTâS WRITING PRODUCTION ]]>
<![CDATA[Mahendra, Made Wahyu]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.2016.8.1.45-60
<![CDATA[Linguistically, the more complex clause a sentence implements, themore complex the grammar it embed. A simple clause, as opposingthe complex clause, consists of a subject and a verb with optionalobject or complement. However, Biber et.al. (2011) has provedthat complexity of a clause attached in a sentence fails to indicatethe complexity of a sentence in writing composition. Furthermore,they indicated the stage of the acquisition of complexity features ofwriting, including that of in L2 of English. This present study aimsat investigating how the frequency of complex sentence produced byGanesha University of Education students different from that of byprofessional academic writer, to assess studentsâ writing ability. Thecomplexity features of writing comprise: 1) fnite dependent clausetypes; 2) non-fnite dependent clause; and 3) dependent phrase types(non-clausal). Theoretically, the implication of the study aims to beneftthe development of teaching writing through authentic assessmentprocess. Providing assessment with diagnostic feedback on areasof needed improvement through authentic assessment in Englishlanguage teaching has become a solution due to its signifcance forlanguage learner (Brown & Abeyvikrama, 2010: 254). Corpus-basedanalysis is conducted allowing great number of data to be analyzed togenerate more reliable generalization (Baker, 2010). The corpus dataand the frequency of sentence complexity as represented by selectedfeatures of (Biber et al., 2011), are annotated using CLAWS part-of-Made Wahyu Mahendra, An Authentic Assessment....46.speech tagger hosted by Ucrel, and are calculated by Ant.Conc 3.2.4corpus software. The fndings projects surprisingly occurrence inwhich undergraduate students utilizes clausal sentence rather thanphrasal sentences. It becomes indication that the students are in theearly developmental stage of complexity in writing. ]]>
<![CDATA[SOLIDARITY EXPRESSIONS EMERGED IN ADDRESSING SYSTEM AS LINGUISTIC SIGNAL ]]>
<![CDATA[Agung, Winantu Kurnianingtyas Sria]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.2016.8.1.31-44
<![CDATA[Language has the particular roles relevant to the situation and eventwhen the communication holds. In taking a part into a communication,the speaker must understand in what context they speak whether hespeaks in formal or informal context. Moreover, the role-relationshipbetween the speaker and hearer, for instance, the communicationbetween parents to children, a boss and his employee. Then, the settingof the communication, for example, at home, offce, market, etc alsobecomes the major factors in conducting communication. Languageallows community not only to communicate with others but alsoto establish personal identity among individuals and communities.The social class or social stratifcation exists in the term of powerand solidarity. The existence of power and solidarity reï¬ects in theway people communicate with others and it can be seen through thelanguage they use. ]]>
<![CDATA[THE EFFECTIVENESS OF USING COMIC IN TEACHING READING TO THE SECOND GRADERS OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Mirasari, Novita Putri]]>;
<![CDATA[Basuni, Muh.]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.2016.8.1.61-72
<![CDATA[Reading is important skill to help people learn from human knowledgeand experience. Through reading, knowledge has greatly contributedto the growth of mankind. Reading, in particular, helps languagelearners obtain a lot of knowledge by actively and critically relate theideas of the text. Nevertheless, it is not easy to read for comprehension.This study is intended to measure the effectiveness of using comic inteaching reading to the second graders of Junior High School. Theresearch design was pre-experimental one group pretest post test.Thepopulation of this study was all student of are all of second gradestudents at SMPN 1 Sumbergempol.The sample was VIII E classconsisting of 27 students.The research instruments was a test. Thedata analysis was using T test. The result showed that the studentsâmean score in teaching reading before treatment just only 67.48. Whilethe studentsâ score after treatment was 84.52. At the signifcance levelof 0.05, the score of t table is 2.056. By comparing the âtâ that theresearcher has got calculation t count (8.625) and the value of âtâ onthe t-table tt = 0.05 (2.056). It is known that t-count is bigger thant-table = (8.625 > 2.056).Because the tcount is bigger than ttable thealternative hypothesis (Ha) is accepted and the null hypothesis (Ho)is rejected, it means that there is different reading mean score of thesecond grade at SMPN 1 Sumbergempol between before being taughtby using comic and after taught by using comic. It can be concluded that using comic in teaching reading is effective. ]]>
<![CDATA[THE EFFECTIVENESS OF USING RECIPROCAL TEACHING ON THE READING COMPREHENSION TO THE SECOND GRADERS OF MTsN ]]>
<![CDATA[Defiana, Nita]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.v8i1.296
<![CDATA[Reciprocal Teaching technique is effective in teaching reading comprehension. In this research the result showed that the studentsâ Mean score in teaching reading without using Reciprocal Teaching technique is only 75.00.While the studentsâ mean score after they are taught using Reciprocal Teaching technique was 82.17. The result of signifcant level is 0,07%. By comparing signifcant level 0,07% and t table at 0.05 %. It is known that signifcant level is bigger than t table = 0,07% >0.05 %. Itâs means that Ha which states that there is signifcant effect of using Reciprocal Teaching as a technique of teaching reading narrative text toward studentsâ reading comprehension of the second Grade students of MTs N Pulosari is accepted. Whereas Ho which states that There is no signifcant effect of using Reciprocal Teaching as a technique of teaching reading narrative text toward studentsâ reading achievement of the second grade students of MTs N Pulosari is rejected. Based on the explanation above, Reciprocal Teaching technique surely showed the real effectiveness in teaching reading comprehension of the second graders of MTs N Pulosari.]]>
<![CDATA[THE EFFECTIVENESS OF USING TEAM ASSISTED INDIVIDUALIZATION TECHNIQUE ON THE STUDENTâS ACHIEVEMENT OF SIMPLE PAST TENSE ]]>
<![CDATA[Hamidah, Luluk Nur]]>;
<![CDATA[Rahayu, Nanik Sri]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.v8i1.297
<![CDATA[Grammar is the description of the ways in which words are formed and can change their form and can be combined into sentences in order to express different meanings.The students need ability how to have a good grammar especially in simple past tense. Simple past tense is the form of a verb used to describe actions in the past. After knowing the highly complex grammar especially in simple past tense, teacher needs to move to how to select the materials and activities to be used in grammar class. One of techniques used in teaching grammar is Team Assisted Individualization technique, Team Assisted Individualization technique belongs to the cooperative learning. Team Assisted Individualization technique is a technique in which the students are placed into the small groups and then followed by the giving the help individually for the student who need it. The score âtâ at the signifcance level of 5%, the calculation t-count is 9.49, and the value of âtâ on the t-table with the signifcance 5% with the value of Df = 50, it can be found that t-table = 2.01. It means that there is difference grammar score between experimental and control class. Based on the explanation above, the Team Assisted Individualization technique surely shows the real effectiveness.]]>
<![CDATA[IMPROVING THE STUDENTS VOCABULARY MASTERY THROUGH MODIFIED DOMINO CARDS AT ELEMENTARY SCHOOL ]]>
<![CDATA[Madayani, Nany Soengkono]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.v8i1.298
<![CDATA[This study examines the use of Modifed Domino Card as an interesting and enjoyable teaching media which has the necessary aspect of competition and forces the learners easy to learn the vocabulary, store it in memory and recall it (Lebedova: 2011) in improving the fifth year studentsâ vocabulary mastery at Elementary School. The result of the research shows that Modifed Domino Card can improve the studentsâ vocabulary mastery. There was an improvement on the mean score of the test. In the frst cycle it was 61.38 and improved to 90 in the second cycle. This technique could make the students pay attention to the lesson properly. It also improved studentsâ participation in learning vocabulary. They were not shy anymore but were highly motivated to join the instructional process. The English teachers who want to apply Modifed Domino Card should prepare the card well and as interesting as possible and do the following steps: (1) dividing students into group, (2) spreading a set of cards to each group, (3) matching the picture and the defnition, and (4) giving test.]]>
<![CDATA[THE EFFECTIVENESS OF BINGO GAME ON THE FIFTH GRADERSâ VOCABULARY MASTERY ]]>
<![CDATA[Munawaroh, Nila Shofyatul]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.v8i1.299
<![CDATA[Learning vocabulary at elementary school means the students get somevocabularies. The teacher introduces the new word to the studentsand makes the students memorize the vocabulary. Bingo Game isone of technique in teaching vocabulary. This game can be practicedby asking students to remind words they have remembered after thelesson. This study aimed at knowing the effectiveness of Bingo Gameto teaching vocabulary at elementary school. The research designof this research was pre-experimental research design by using onegroup pre-test post-test with quantitative approach. The fnding ofthis study showed that the mean score of the students after they aretaught by using Bingo Game (92.80) was higher than before they aretaught by using Bingo Game (75.60). Statistical computation usingT-test showed that the score of tcount was higher than ttable (7.247 >2.021) with standard signifcant 5% and degree of freedom was 32.It was concluded that Bingo Game is effective to teach vocabulary atelementary school. ]]>
<![CDATA[AN ANALYSIS ON COHESION IN EDGAR ALLAN POEâS SHORT STORY âTHE FALL OF THE HOUSE OF USHERâ ]]>
<![CDATA[Sari, Yulvi Triana]]>
<![CDATA[ Lingua Scientia Vol 8, No 1 (2016) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa ]]>
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DOI: 10.21274/ls.v8i1.300
<![CDATA[The devices function as a way of getting text âhang togetherâ as a whole as well as indicators of text unity. The organization of those devices are categorized as cohesion which is also considered as one of the elements helps the readers to be able to perceive and interpret language well especially in written form. The present study aims to identify the types of cohesion found and the most frequently used in Edgar Allan Poeâs short story which occur within sentences, between sentences and between paragraphs. The fndings reveal that the types of cohesion found are grammatical cohesion which comprises reference, ellipsis, substitution and conjunction, the most frequently used is reference between sentences. Meanwhile, on the lexical cohesion which cover reiteration and collocation, it is found that the most widely found is reiteration namely synonymy between paragraphs.]]>
