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All Journal LINGUA LITERA : journal of english linguistics and literature
Yusmalinda Yusmalinda
STBA Prayoga Padang
Humanities Languange, Linguistic, Communication & Media

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The Implementation of Contextual Teaching and Learning (CTL) in the Teaching of Integrated Skills Yusmalinda Yusmalinda
LINGUA LITERA : journal of english linguistics and literature Vol 2 No 2 (2017): Lingua Litera
Publisher : STBA Prayoga Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (145.394 KB) | DOI: 10.55345/stba1.v2i2.22

Abstract

This article discusses about the implementation of contextual teaching learning (CTL) to solve three problems found in the teaching of integrated skills (Englishproficiency class): materials, methods (the integration of the four skills), and the students’ passiveness. Contextual teaching learning helps teachers relate materials or content to real world situations and motivate students to make connections between knowledge and its applications to their real lives or roles as family members, citizens, and workers and engage in the hard work that requires learning. This research was an action research done in three cycles and each cycle took five sessions with five phases: diagnosis, plan, action, and observation, evaluation and reflection. It was found that in the first cycle with five phases thethree problems found could be solved with the implementation of CTL, but there were still some students who were passive in the speaking activities in groupsbecause they had problems with their vocabulary, grammar, and self confidence. In addition, in the second cycle with five phases the problems found in the firstcycle could be handled, but there were still a few students that had the same problems found in the first cycle. Finally, in the third cycle with five phases againthe problems in the first cycle could be solved even though there was still one student who did not speak English actively.
An Analysis of Idiomatic Expression in Short Story The Black Cat by Edgar Allan Poe And A Jury Of Her Peers by Susan Glaspell VINCEN HALIM; Yusmalinda Yusmalinda
LINGUA LITERA : journal of english linguistics and literature Vol 1 No 2 (2015): Lingua Litera
Publisher : STBA Prayoga Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (86.266 KB) | DOI: 10.55345/stba1.v1i2.32

Abstract

The aim of this research was to find out the meanings of idiomatic expressions, the kinds of idiomatic expressions, and the dominant kinds of idiomatic expressions found in two short stories The Black Cat by Edgar Allan Poe and A Jury of Her Peers by Susan Glaspell. This study was a descriptive qualitative research. The sources of data in this research were words or phrases that are indicated as idioms found in short stories The Black Cat by Edgar Allan Poe and A Jury of Her Peers by Susan Glaspell. After analyzing the data, the writer found out three points. Firstly, the idioms found in the two short stories have different meanings from the meanings of its component parts. Secondly, there are five idiomatic expressions that are found in the two short stories. They are Intransitive Verbal Idiom, Transitive Verbal Idiom, Nominal Idiom, Adjectival Idiom, and Adverbial Idiom. Thirdly, after analyzing the five idiomatic expressions in the two short stories, the writer found that the dominant idiomatic expression is transitive verbal idiom that appears eighty one times in the short stories.
The Comparative Study of Unfocused Tasks and Focused Tasks in Improving Student’s Oral English Production Yusmalinda Yusmalinda
LINGUA LITERA : journal of english linguistics and literature Vol 1 No 1 (2015): Lingua Litera
Publisher : STBA Prayoga Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.806 KB) | DOI: 10.55345/stba1.v1i1.41

Abstract

This study aimed at analyzing the effectiveness unfocused tasks and focused tasks in improving students’ oral English production. Because these unfocused tasks and focused tasks focus on meaning, not on form, they are strong version of communicative language teaching. The research questions of this research are: (1) is there a significant difference of students’ oral English production between students who are taught through unfocused tasks and students who are taught through focused tasks? (2) What problems do students find to speak English unfocused tasks? (3) What facilitates students to speak English in unfocused tasks? (4) What are the solutions of problems found in unfocused tasks? This was a mixing method research where of the three types of mixed methods researchdesigns, the QUAN-qual model (the explanatory mixed methods design) was used. In this model, experiment and descriptive methods were used. This reserach was done at STBA Prayoga Padang where two groups of students at the same level were involved. One group was taught through unfocused tasks and the other group was taught through focused tasks. After doing the reserach, it was found that unfocused tasks and focused tasks can improve students’ oral English production. It was found that unfocused tasks have better effect on students’ oral English fluency and focused tasks have better effect on students’ oral English accuray in terms of grammar. However, unfocused tasks have better effect than focused tasks on students’ oral English production. In other words, there was a significant difference of oral English production of students who were taught through unfocused tasks and students who were taught though focused tasks.
Co-Authors VINCEN HALIM