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All Journal LANGUA: Journal of Linguistics, Literature, and Language Education Journal of Linguistics, Literacy, and Pedagogy
Ika Handayani
University of Sultan Ageng Tirtayasa
Humanities Education Languange, Linguistic, Communication & Media

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Improving Students' Vocabulary Mastery Through Climbing Up A Ladder Game Annisa Juliani; Ika Handayani; Yudi Juniardi
Jurnal Langua Vol 6 No 1 (2023): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.7731228

Abstract

Researcher described that climbing up a ladder game could be effect to increase vocabulary. The participant was eighth class in SMPN 5 Cilegon. The researcher applied CAR method which consisted two cycles and two meetings per cycle. Pre-test and post-test were used collecting quantitative data, coupled with observation sheet and documentation collect qualitative data. Climbing up a ladder game could increase the students’ motivation, improve their vocabulary mastery, and establish the class to be more active. The researcher used pretest before applying the game and the posttest after that to measure their ability. The result of pretest showed that the average score was 68,00. Then the result of posttest 1 (cycle 1) was 77,69 and the result of post-test 2 (cycle 2) was 83,58. The researcher found out improvement in vocabulary on the other hand students passed score in school after being given the climbing up a ladder game. It can be concluded that students’ vocabulary mastery could be improved by climbing up a ladder game.
The Similarities and Differences of “Say” and “Tell” (A Corpus Based Study) Ika Handayani
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i2.17878

Abstract

English foreign learners often have difficulty in distinguishing the collocation of the English words. The words produced may seem acceptable in terms of mean, yet it may not be common for native speakers of English. When one assumes that these words “tell” and “say” have similar in meaning, but in fact they have different in the use of context. The are several ways to find out the most appropriate collocations of various words one of them is by using corpora. This study used “English-Corpora.org (iWeb)”, “British National Corpus (BNC)”. This study is an attempt to explore the similarities and differences of two synonymous words by using English Corpora.org to find the collocation. The result shows the similarity is that both words have similar meanings and the concordance one. The similarity also seen in the findings of context. The word “say” is commonly found in the spoken context and fiction context. In the same context but different rate position, the word “tell” is commonly found in the fiction context and spoken activities. The differences are found in the collocation and the frequency rate
An Error Analysis of Students' Linguistics Features in Writing Hortatory Exposition Text at MAN 2 Kota Serang Anisa Paramudita Cahya Kharisma; Ledy Nurlely; Ika Handayani
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15506

Abstract

The objective of this research was to determine (1) the types of errors that eleventh-grade students at MAN 2 Kota Serang often made while writing hortatory text and (2) the causes of errors in students' hortatory exposition text. The researcher used a qualitative method to analyze and describe the data for this research. As a design, the researcher employed content analysis. The researcher gathered data from students' document, questionnaire, and interview. The students' document was a hortatory exposition text that they wrote, the questionnaire included 10 open-ended questions, and the interview had a few questions regarding how tough it was to write a hortatory exposition text. The instruments were provided to 25 language class students in the eleventh grade of  MAN 2 Kota Serang. According to the result of the research, students made 178 errors. Surface strategy taxonomy was used to classify the error, which was classified into four categories: omission, addition, misformation, and misordering. The most common error produced by the student was misformation, which had 92 or 52% total errors. Besides that, the researcher found that inter-lingual transfer, intra-lingual transfer, and communication strategies were the factors that led students to make errors. The students’ interview, the researcher found that many students still have difficulties in grammar and vocabulary when they write hortatory exposition text.
Co-Authors Anisa Paramudita Cahya Kharisma Annisa Juliani Juniardi, Yudi Ledy Nurlely