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JELLT (Journal of English Language and Language Teaching)
ISSN : 25796038     EISSN : 25796046     DOI : 10.36597
Core Subject : Education,
JELLT (Journal of English Language and Language Teaching) is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation.
Articles 10 Documents
Search results for , issue "Vol 3 No 2 (2019)" : 10 Documents clear
THE IMPLEMENTATION OF COLLABORATIVE TEACHING MODEL IN TEACHING GRAMMAR AT SMK MUHAMMADIYAH PIYUNGAN Umi Solikhah
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.289 KB) | DOI: 10.36597/jellt.v3i2.5991

Abstract

This research aims to 1) describe the implementation of collaborative teaching model in teaching grammar at SMK Muhammadiyah Piyungan.and 2) describe the strengths and limitations of the collaborative teaching model implemented in teaching grammar at SMK Muhammadiyah Piyungan. The research was categorized into descriptive qualitative using case study design. The subjects of this study were 18 students of class X TKR A of SMK Muhammadiyah Piyungan in Academic Year 2018/2019. The main data of this research were gained by conducting classroom observation and questionnaire for the students that were analyzed descriptively qualitatively. The findings of the study indicated that the implementation of collaborative teaching model in teaching grammar at SMK Muhammadiyah Piyungan followed teaching procedures of PPP method. They were Presentation, Practice, and Production. Besides, the researcher found the strengths and limitations of the collaborative teaching model implemented in teaching grammar at SMK Muhammadiyah Piyungan. The strengths were 1) The students had more opportunities in asking the materials; 2) The students got their attention back when the pre-service teacher 2 (LZ) and pre-service teacher 3 (DM) approached them; 3) The pre-service teachers helped each other in managing the students; 4) The students felt happy toward the learning process. Otherwise, this model also brought the limitation such as the students might get confused because there was more than one teacher in the classroom.
THE IMPLEMENTATION OF VIDEOS TO IMPROVE THE EIGHTH YEAR STUDENTS’ SKILL IN WRITING RECOUNT TEXTS AT SMP N 1 PLERET Vivi Fajar Wati; Nanang Bagus Subekti
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (313.666 KB) | DOI: 10.36597/jellt.v3i2.5996

Abstract

The aims of this research are to describe (1) students’ writing skill before using video, (2) the implementation of using video technique to improve students’ writing recount text, (3) the improvement of the students’ writing skill after using video, and (4) the significant of differences between the students’ writing before and after using video. This study is action research. The researcher collected the data by doing observation during the implementation, interviews with the teacher and the students, and test for the students and documents. The finding of this research consisted of two cycles. First and second cycle provided five stages, they are observing, questioning, experimenting, associating, and communicating. In observing stage, the researcher showed the example of recount text to the students. In questioning stage, the researcher asked the students to give their opinion about the text. In experimenting stage, the researcher explained material about recount text to the students. In associating stage, the researcher provided the activities and asked the students to make recount text as a test 1. In communicating stage, the researcher asked the students to communicate their work. And second cycle, in observing stage, the researcher showed video about recount text. In questioning stage, the researcher asked the students to give their opinion about the video. In experimenting stage, the researcher explained about the generic structure and language feature of the video. In the associating stage, the researcher provided the activities and asked the students to make recount text as a test 2. In communicating stage, the researcher asked the students to communicate their work. The results of this study in teaching writing recount text using video were that firstly, teaching writing recount text improved the students’ writing in three aspects: content, organization, and language features. Secondly, the students became motivated in teaching and learning process using video.
IMPROVING STUDENTS’ WRITING SKILLS THROUGH SEMANTIC MAPPING TECHNIQUE IN GENRE-BASED APPROACH Windi Isnandi Yanur; Nanik Supriani
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.732 KB) | DOI: 10.36597/jellt.v3i2.5997

Abstract

The aims of this study are (1) to find out the problems of the students in writing, and (2) to find the effective ways of teaching applying semantic mapping technique in genre-based approach to improve writing skill for the tenth graders in SMK Nasional Berbah, Sleman. The study belongs to classroom action research. The object of this research was class X TP of SMK Nasional Berbah, Sleman. The researcher used semantic mapping technique that was combined with genre-based approach to resolve the students’ problem in writing. The researcher used qualitative analysis. The finding showed that (1) The problems in writing were (a) most of the students thought that writing was difficult task,(b) the students had difficulties to write a text, (c) the students still lacked of vocabulary, (d) the students had difficulties in developing ideas, (e) the students often made errors in grammatical rules when they wrote a text. (2) The effective ways of teaching applying semantic mapping technique in genre based approach consisted of four stages. (a) In BKOF, the researcher showed the picture about Parts of Motorcycle and drilled about specific words to the students. (b) in MOT, the researcher gave example of recount text and also some questions related to the topic. (c) in  JCOT the researcher asked the students to make a list of main points and developed each point into some sentences. (d) in  ICOT, the researcher asked the students to write a recount text individually based on their own ideas. The result of this study showed that semantic mapping technique could help the students to generate ideas, develop students’ ability in writing, and increase the students’ knowledege.
INSTRUCTIONAL DESIGN OF READING MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL IN LUBUKLINGGAU Maria Ramasari; Agus Triyogo; Ardayati Ardayati
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (304.951 KB) | DOI: 10.36597/jellt.v3i2.5987

Abstract

The aim of this research is to develop the English reading materials in textbook used for students at Senior High School in Lubuklinggau, and to describe the efficacy of instructional design of reading materials for Students at Senior High School in Lubuklinggau. The Eleventh Grade Students of SMA Negeri 5 Lubuklinggau was the sample of this research. In addition, this research applied an Educational Research and Development (R & D) by using a simplified six steps of Borg and Gall’s model. The six steps were: (1) collecting the research information,(2) planning and drafting the data of research, (3) developing the data of research based 2013 curriculum combined with the result, (4) giving tryout (field testing) to the 11th grade students of SMA Negeri 5 Lubuklinggau, (5) evaluating the English reading materials by the experts, and (6) producing the final product (English reading materials in textbook). The findings of this research showed that the English reading materials in textbook that were developed in this research fulfilled the criteria of R & D model. The instructional design as the specific English reading materials was very important and useful to support the students’ reading activities that put not only building the intensive practice for reading comprehension, but also linking to grammar, enriching the vocabulary, and applying the students’ knowledge. Moreover, through the English reading materials in textbook, the students could use it with the suitable and the valuable materials, and they must be motivated to increase their reading proficiency.
INTERACTIVE MULTIMEDIA AND MOBILE APPLICATION FOR LANGUAGE LEARNING (MALL) VIEWED FROM MOTIVATION Andhi Dwi Nugroho
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (749.687 KB) | DOI: 10.36597/jellt.v3i2.5993

Abstract

The study aims at providing the empirical and theoritical evidence for  the effect of multimedia and motivation on speaking skills. The quassi experimental study involved 40 students under investigation, determined randomly through multistage random sampling technique. The results of the research indicate that there is an interaction effect between multimedia and motivation on the speaking skills; there is no significant difference in the speaking skills between the group of students who learn using Interactive Multimedia and those who learn using Mobile Assisted Language Learning (MALL); the students with high motivation have better speaking skills than those with low motivation; the students with high motivation who learn using Interactive Multimedia have better speaking skills than those who learn using MALL; and the students with low motivation who learn using MALL have better speaking skills than those who learn using Interactive Multimedia.
AN ANALYSIS OF TRANSLATION TECHNIQUES USED IN TRANSLATING CULTURAL CATEGORIES IN BROWN’S ORIGIN INTO INDONESIAN Sherli Noftariani
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (365.035 KB) | DOI: 10.36597/jellt.v3i2.5998

Abstract

The objectives of this study are (1) to identify some cultural categories used in the novel entitled Origin by Dan Brown and its Indonesian version and (2) to describe the translation techniques used in translating cultural terms found in the novel entitled Origin by Dan Brown and its Indonesian version. This study used descriptive qualitative method. The data were gathered by document analysis of words, phrase and sentences found in the Origin novel and its Indonesian translation that contain cultural categories. The researcher used some theories by Newmark, Molina and Albir, and Nida and Taber to analyze the data related to the cultural terms and the translation techniques. The results showed that there were 112 data which were divided into five kinds of cultural categories proposed by Newmark theory namely (1) ecology, (2) material culture, (3) social culture, (4) organizations, customs, activities, procedures, concepts and (5) gestures and habits. Meanwhile, there were 16 types of translation techniques found in 222 data in translating those cultural categories. The translation techniques were namely (1) Addition, (2) Adaptation, (3) Amplification, (4) Borrowing, (5) Compensation, (6) Description, (7) Deletion, (8) Discursive Creation, (9) Established Equivalence, (10) Generalization, (11) Literal, (12) Modulation, (13) Particularization, (14) Reduction, (15) Transposition, (16) Variation. In addition, the most dominant translation technique used by the translator was borrowing technique.
METACOMMENTARY IN ENGLISH VINGLISH MOVIE Isti’anatul Hikmah; Mohammad Saddam Hussein
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.501 KB) | DOI: 10.36597/jellt.v3i2.5989

Abstract

This study analysed David Fischer’s utterances in English Vinglish movie using metacommentary. His utterances will be classified based on six types of metacommentary namely metacommentary type 1, 2, 3, 4, 5, and 6. The aims of this study were describing types of metacommentary used by David Fischer and explaining reasons behind it. This study used qualitative method which was divided into three those were method of collecting data using simak method; method of analysing data using descriptive analytic method; and method of presenting data analysis using informal method. Findings of this study showed that all six metacommentary types were found in David Fischer’s utterances. Metacommentary type one-marking code was used when his students started to use their native language, so it was a control for them to continue using English. Metacommentary type two-marking the sounds of language was used when his students pronounce English using their native language pronunciation, and it appeared in compliment because it aimed to appreciate and improve students’ self-confidence using English. Metacommentary type three-marking address term was used when his students have sufficient English skills, and it aimed to minimize negative effects of his utterances which he gave comments to his students. Metacommentary type four-gesture was used to clarify his utterances and to reduce bad effect of his utterances to his students. Metacommentary type five- comments on clothing, appearance was used to improve his students’ confidence. Metacommentary type six-irony contained implied meaning, and it was used to cover students’ weakness in English therefore students will not be hurt.      
AN ANALYSIS OF GRAMMATICAL ERRORS IN THE TRANSLATION MADE BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION PROGRAM Shafira Khoirunida
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.076 KB) | DOI: 10.36597/jellt.v3i2.5999

Abstract

This research analyzed the types of grammatical error that occur in the translations made by the fourth semester students. The objectives of this research are 1) to describe the types of grammatical errors and 2) to identify the most dominant types of grammatical errors that occured in the translations made by the fourth semester students in English Education Program at UST in Academic Year 2017/2018. This research applied descriptive qualitative research method. The data were collected using a test. In the analysis process, the theory proposed by Dulay was applied including the identification, description, explanation, and evaluation of the occurrence of errors. There were four types of grammatical error found in students’ translation made by the fourth-semester students, they were omission, addition (double marking, regularization, simple addition), misformation (regularization, archi-forms, alternating form), and misordering errors. Meanwhile, the total data were about 116 errors which showed that the students made 80 times (69%) of omission errors, 27 times (23%) of misformation error, 8 times (7%) of addition error, 1 times (1%) of misordering error. The most dominant type of grammatical error that occured in the student’s translation was omission.
SWEAR WORDS BY ANDERSSON THEORY IN THE MOVIE WHIPLASH Venny Christie Sembiring; Iskandar Rosyidin; Cita Hikmah Yanti
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (368.724 KB) | DOI: 10.36597/jellt.v3i2.5990

Abstract

This study discusses about the usage of swear words by the characters in the movie Whiplash. The aim of this study is to classify the types of swear words and to analyze the motives which cause the characters use the swear words by using Andersson’s theory. In this study, descriptive method is employed to analyze all the swear words which found in the movie. To analyze the data, the researcher watches the movie for several times. Second, find for theory that supports this research from the books and internet. Third, search and download the script from the internet. Fourth, Identifying all the swear words and last, grouping all the data, classifying them according to types and motives by using Andersson’s theory. The finding of this study show that Auxiliary swear word is the dominant type and Linguistics motives is the dominant motives that influencing the characters to using swear words.
THE ENGLISH – INDONESIAN TRANSLATION ANALYSIS OF FIGURATIVE LANGUAGE IN THE NOVEL “TO KILL A MOCKINGBIRD” BY HARPER LEE Fazny Rahmawati Kilian
JELLT (Journal of English Language and Language Teaching) Vol 3 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.711 KB) | DOI: 10.36597/jellt.v3i2.5995

Abstract

This research aims to (1) find the kinds of figurative language used To Kill a Mockingbird novel, (2) find out the kinds of translation methods applied by the translator in translating To Kill a Mockingbird novel, and (3) find out the most dominant translation method in translating To Kill a Mockingbird novel. The result of the research shows that there are 294 figurative languages found in the novel based on the types of figurative language that focused on six types namely simile with 20% (70), metaphor 23% (69), hyperbole 21 % (63), personification 20% (59), metonymy 11% (31) and synecdoche 1% (2). This shows that the role of metaphor is dominant than the other figurative languages. Meanwhile, from 294 figurative languages, it was found that there were 3 kinds of translation method out of 8 kinds proposed by Newmark, namely literal, free and communicative translation method. There are 195 literal methods (66%), 58 communicative methods (20%) and 41 free methods (14) were used in translating the figurative language in the novel. Thus, the most dominant translation methods used by the translator is literal method translation.

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