cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aving Graffiar Hydra
Contact Email
aving.graffiarhydra@gmail.com
Phone
-
Journal Mail Official
englisheducactiondept@gmail.com
Editorial Address
-
Location
Kota banjarbaru,
Kalimantan selatan
INDONESIA
LET: Linguistics, Literature and English Teaching Journal
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 20869606     EISSN : 25492454     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LET Journal is published twice a year in the month of June and December. It presents articles on linguistics, literature and English teaching.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue " Vol 5, No 2 (2015)" : 7 Documents clear
STUDENTS’ RESPONSES ON ENGLISH DEPARTMENT LECTURERS’ COMPETENCE Hizriani, Nani; Ramadhanti, Fitri
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1128.473 KB) | DOI: 10.18592/let.v5i2.1446

Abstract

Lecturers have an important role in students academic achievement. There are a number of qualities and competences required by good lecturers. This research is conducted to find out students’ responses and  their expectations on English department lecturers’ competence . There are ninety students of English Department which are taken from the fourth, sixth and eighth semester students involved in this study. Questionnaire,  interview, and documentation are used to gather the data . The result showed that  students’ responses on English Department lecturers’ professional competence is in good catergory with mean score 4.1 and total percentage 82%. Meanwhile, students’ responses on English Department lecturers’ pedagogical competence is categorized as good with mean score 4.0 and total percentage 80%.  Most students expect that the lecturers come on time to the class. They also expect that the lecturers use interesting media in teaching and learning, select appropriate method and technique in teaching, and give more feedbacks to the students. They also hope their lectures provide much time for consultation.
ENGLISH PROFICIENCY AND METACOGNITIVE STRATEGIES USED BY ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN Saadillah, Saadillah; Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.776 KB) | DOI: 10.18592/let.v5i2.1442

Abstract

Metacognitive strategies play important roles to develop skills in the process of learning a target language. This study investigated the metacognitive strategies and the frequency used by English Department students at IAIN Antasari Banjarmasin and determined how those metacognitive strategies were influenced by the learners’ proficiency. 105 respondents who participated in this study were the first semester students in English Department. The subjects learned English as a foreign language and were at beginning level. The strategy use was assessed through a modified Indonesian translation version of the Strategy Inventory of Language Learning (Oxford, 1990), and the proficiency was determined by the TOEFL Test. The data were distributed and analyzed using descriptive statistics.  It can be concluded that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by students’ middle category group with the Mean = 4.031, followed by students’ high category group with the Mean = 3.765, and the least metacognitive strategies used by students’ low category group Mean = 3.091. The types of meta-cognitive strategies that used by the students, including paying attention when someone is speaking English (88%), trying to find out how to be a better learner of English (85%), having clear goals for improving English skills (82%), noticing the mistakes (82%), thinking about their progress in learning English (67%) , trying to find as many ways as they can use their English (59 %), planning their schedule so they will have enough time to study English (57 %), looking for people whom they can talk to in English (52 %), and looking for opportunities to read as much as possible in English (35 %).
DEVELOPING SPEAKING MATERIALS BY INCORPORATING CHARACTER BUILDING ASPECTS FOR EIGHTH GRADERS AT SMPN 3 BATU Pratiwi, Indra; Latief, Mohammad Adnan
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (165.988 KB) | DOI: 10.18592/let.v5i2.1448

Abstract

Based on the needs analysis stage, it is found that the existing speaking materials do not employ character building aspects as demanded by the curriculum.Therefore, new speaking materials that incorporate character building aspects need to be developed. Research and Development (R&D) by Borg and Gall (1983)was used in this research involving the needs analysis, material development, expert validation, try-out, and final product.Five units with various tasks and activities which include both individual and group activities were developed containing the topics ofFriendship, Speak Up, Making Telephone Call,Share Your Story, and Indonesian Folktales. The researchers adopted the task-based and project-based learning principles. Particular aspects of character building were chosen based on the activities to be done by the students so that the students will be aware that they learnmoral values during the lesson. To help the English teachersthis materials provides teacher’s guide so that the teacher knows what s/he should do to teach character building aspects. After being validated by two education experts and tried out, the product is considered appropriate and acceptable to be taught to eight graders at SMPN 3 Batu.
CORRELATION BETWEEN READING STRATEGIES AND READING MOTIVATION TO READING COMPREHENSION OF THE THIRD SEMESTER STUDENTS AT THE ENGLISH EDUCATION STUDY PROGRAM OF STAIN PALANGKA RAYA Erliana, Santi
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (704.394 KB) | DOI: 10.18592/let.v5i2.1722

Abstract

Experts believe it takes more than just reading aloud or read word by word to achieve the comprehension level since reading takes the occurrence of interaction between knowledge existing in a learner’s mind (prior knowledge) and the new knowledge from the information being read in the text, takes the use of strategies in reading, and the readers’ awareness in monitoring their comprehension and in using appropriate strategies to deal with their problems in comprehending texts. Their studies recommend readers to utilize strategies in reading and to have motivation in learning reading to achieve better comprehension. The present study aims at examining the correlation between reading strategies and reading comprehension, correlation between reading motivation and reading comprehension, correlation between combinations of reading strategies and reading motivation toward reading comprehension. The study used quantitative design, particularly correlational. 46 third semester students at the academic year 2014/2015 were taken as the sample of the study. The data were taken from reading strategies and reading motivation questionnaires and reading achievement test. The finding indicates the significant simultaneous correlation between reading strategies and reading motivation toward reading comprehension of the third semester students. The finding recommends the utilization of strategies in reading and to build reading culture for the students, the teaching of reading using strategy instruction which provide opportunities for the students to utilize reading strategies and to have more positive response toward reading for the lecturers, and Classroom Action Research using strategy instruction for better reading comprehension for the future researcher. 
ANALYSIS OF POLITENESS STRATEGIES USED IN LT. WATERS’ DIRECTIVE UTTERANCES IN THE FILM TEARS OF THE SUN Ridha, Fuad; Rahayu, Puji Sri
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.167 KB) | DOI: 10.18592/let.v5i2.1449

Abstract

The problem formulations of this research are what the kinds of the politeness strategies are used in Lt. Waters’ directive utterances in the film Tears of the Sun and what kind of politeness strategies most frequently used in Lt. Waters’ directive utterances in the film Tears of the Sun.  This research aims to determine the kinds of the politeness strategies used in Lt. Waters’ directive utterances in the film Tears of the Sun and to find the kind of politeness strategies are most frequently used in Lt. Waters’ directive utterances in the film Tears of the Sun. The result of this research states that the researcher found that there are 127 directive utterances used by Lt. Waters in the film Tears of the Sun. In this research, the researcher can conclude that all politeness strategies based on Brown and Levinson Theory were applied by Lt. Waters in his directive utterances. The researcher found out that directive utterance in bald on record is the most frequently used. There are 86directive utterances and the most reason is Powerful Speaker.
USING SCAFFOLDING TECHNIQUE TO IMPROVE THE WRITING ABILITY OF THE 11TH GRADERS OF SMAN 5 MATARAM Isnaini, Yulia; Saukah, Ali; Prayogo, Johannes A
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (656.622 KB) | DOI: 10.18592/let.v5i2.1444

Abstract

This study was intended to apply scaffolding technique as a teaching technique to solve the problems in the teaching and learning of writing report text. The research design used in this study was a Collaborative Classroom Action Research which had been conducted in two cycles. The subjects of this study were 32 eleventh graders of XI IPA 6 at SMAN 5 Mataram in academic year 2012/2013. The research instruments used to get the data were interview, questionnaire, observation checklists, field notes, and writing task.This article highlights the potential of the scaffolding technique integrated through the process approach-with which students go through a write-rewrite process; prewriting, drafting, revising, editing, publishing  in giving students chance to work in real, live process of how real writer engages in the process of writing. However, the most important finding is the technique could improve the ability of students’ writing ability in writing report text.
ENHANCING EFL INDONESIAN STUDENTS’ WRITING ABILITY AND MOTIVATION THROUGH FACEBOOK-INKSHEDDING Rahmah, Nur Alfa
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (255.332 KB) | DOI: 10.18592/let.v5i2.1450

Abstract

This paper is attempted to propose a breakthrough alternative in the EFL teaching to enhance students’ ability and motivation in writing through facebook-inkshedding. The current development of technology and teenager’s close relationship with online social networking demands English instructor to be more creative in choosing the medium that suit the students’ interest and teenage trend. Facebook nowadays possess a prominent position among other social network media that makes it a very potential learning media. Inkshedding, on the other side, is a very effective strategy to boast students’ creative ideas and confidence in writing. It brings an active discussion into written form and trigger students to express their mind in the target language and make them get used of it gradually. Not only that facebook-inkshedding exists beyond time and physical boundary, it can also grow students’ sense of community and motivate them to develop independently.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2015 2015


Reset
Filter By Issues
All Issue Vol 13, No 1 (2023) Vol 12, No 2 (2022) Vol 12, No 1 (2022) Vol 11, No 2 (2021) Vol 11, No 1 (2021) Vol 10, No 2 (2020) Vol 10, No 1 (2020) Vol 9, No 2 (2019) Vol 9, No 1 (2019) Vol 8, No 2 (2018) Vol 8, No 2 (2018) Vol 8, No 1 (2018) Vol 8, No 1 (2018) Vol 7, No 2 (2017) Vol 7, No 2 (2017) Vol 7, No 1 (2017) Vol 7, No 1 (2017) Vol 6, No 2 (2016) Vol 6, No 2 (2016) Vol 6, No 1 (2016) Vol 6, No 1 (2016) Vol 5, No 2 (2015) Vol 5, No 2 (2015) Vol 5, No 1 (2015) Vol 5, No 1 (2015) Vol 4, No 2 (2014) Vol 4, No 2 (2014) Vol 4, No 1 (2014) Vol 4, No 1 (2014) Vol 3, No 2 (2013) Vol 3, No 2 (2013) Vol 3, No 1 (2013) Vol 3, No 1 (2013) Vol 2, No 2 (2012) Vol 2, No 2 (2012) Vol 2, No 1 (2012) Vol 2, No 1 (2012) More Issue