Article Per Year (5 Year)
p-Index From 2019 - 2024
0.61
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This Author published in this journals
All Journal ELP (Journal of English Language Pedagogy) Journal of English Language and Education
Leli Lismay
IAIN Bukittinggi
Education Languange, Linguistic, Communication & Media Other

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LOGICAL FALLACIES ON STUDENTS’ ARGUMENTATIVE WRITING Leli Lismay
ELP (Journal of English Language Pedagogy) Vol 5 No 2 (2020): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v5i2.321

Abstract

In writing an argumentative paragraph, there will be some fallacies that can be explained as students’ misunderstanding in interpreting source language to target language, in this context English is as a target language. This misunderstanding called logical fallacies where it can broke the meaning in TL. Therefore, the aim of this research was to identify and analyze types of logical fallacies done by the fourth semester students in argumentative writing at English department of IAIN Bukittinggi. The design of this research was descriptive quantitative. The population was the fourth semester students who take writing for professional context subject. The sample was 28 students. The instrument used was documentation of student’s argumentative writing tasks. The result showed that, some informal logical fallacies found in students’ writing. 76% students wrote inductive fallacy on their writing which means that students drew a conclusion without providing enough evidence on their writing.
THE STUDENTS’ PERCEPTION ON TEACHERS’ BASIC TEACHING SKILLS IN ENGLISH CLASSROOM Bestiara Bestiara; Arifmiboy Arifmiboy; Leli Lismay
ELP (Journal of English Language Pedagogy) Vol 6 No 2 (2021): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v6i2.392

Abstract

The research was conducted due to difference students’ perceptions on teacher basic teaching skills in English classroom at SMKN 1 Tanjung Raya. The design of this research was a survey research. Data were obtained through questionnaire using the likert scale. The sample was collected from 96 students at SMKN 1 Tanjung by using simple random sampling. Additionally, the analyzing of the data was done by identifying the respondent’s responses, analyzing the data and making a conclusion. The finding remarked that the students viewed teacher ability in explaining lesson was good with score 77.38%. It indicates the teachers mostly applied all the indicators of explaining skill in teaching and learning in the classroom. Furthermore, teacher ability to guide discussion skill was good enough with mean score is 73,37%. It assumed that during teaching and learning process, the teacher did a good enough to guide the discussion in the class.
The Effect of Using Infographic on Students’ Writing Summary Skill Ayu Fitriani; Melyann Melani; Leli Lismay
Journal of English Language and Education Vol 6, No 1 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v6i1.108

Abstract

This research was due some of problems in the English learning process. Firstly, the students had difficulties in writing summary because the students did not have the skill to writing summary. The students did no how to begin writing summary. Secondly, teacher seldom used media in learning English. And thirdly, the students had poor vocabulary mastery. This research used quantitative descriptive research. The data was taken through the test. The population in were 92 students of XI TKJ 30, XI KC2 26 and XI PH 36 students.. The researcher used purposive sampling. Because only one class that is taught by the teacher with giving feedback. It is class XI TKJ 2 which consist of 30 students. Based on the results of the research, the finding reveals that students used infographis with result (2,177%) was higher than t-table (1,673%) , there was significant effect of using infographic on students writing summary. Then, the result of post-test both classes experimental and control class was obtained (2,163%) which was higher than t-table(,637%). So that, the students who are taught by using infographic is better the students who are taught by using conventional.
Co-Authors Arifmiboy, Arifmiboy Ayu Fitriani Bestiara Bestiara Melani, Melyann