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 6 Documents
 1 
Search results for , issue " Vol 6, No 1 (2016)" : 6 Documents clear
USING METACOGNITIVE STRATEGIES IN TEACHING LISTENING TO EXPLANATION TEXT nor, hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.231 KB) | DOI: 10.18592/let.v6i1.1451

Abstract

Listening is receptive skill and it is very important skill in foreign language classrooms because it provides input for the learners; by listening the students can produce language such as speaking and writing by vocabulary that they obtain from listening. Listening process has both top-down listening process that involves activation of schematic knowledge and contextual knowledge and bottom-up listening process involves prior knowledge of the language system such as phonology, grammar, and vocabulary. Metacognitive strategies is one of language learning strategies in teaching English and considered as the most essential ones in developing learners’ skills (Anderson, 1991). It is also help the students to make language learning more successful, self-directed, and enjoyable (Oxford: 1989, p. 235). Metacognitive consists of planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is completed. This study is intended to use metacognitive strategies in teaching listening and to provide English lecturers with interesting and effective teaching strategies in enhancing the students’ active participation in teaching and learning process and improving students’ listening ability. The students use metacognitive strategies to improve their ability in listening. This study will also give additional value to the effort of increasing the quality of teaching English particularly listening in Indonesia.
THE USE OF COMMUNICATIVE TEACHER TALK STRATEGY FOR ENGLISH TEACHER OF ELEMENTARY SCHOOL IN THE ERA OF AEC AND GLOBALIZATION Rustantya, Anggie Intan
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v6i1.1441

Abstract

In this coming globalization and AEC era, the need for global communication and interaction put English into an important part of the people’s life. This is due to the fact that English has been widely used as a means of communication in several sectors and levels.  Being aware of the emergence of AEC and globalization era, the Indonesian government has made efforts to prepare the Indonesian to face the demand of globalization, for example: including English lesson for elementary until tertiary level of education. Teacher has important role in the teaching learning process. Communicative teacher talk used by English teacher of elementary level is hoped to motivate and minimize the students fear in interacting with the teacher during teaching learning process. The researcher conducted this study to an English teacher was able to apply four characteristics of communication teacher talk in primary education. The method use descriptive case study to investigate teacher’s phenomena about English used that she has employed communicative teacher talk. The aim of the research is hoped that there will be the ways to communication in English class of elementary school so the teacher can control and not dominate then, the students can improve their English learning.
DIGITAL GAMES IN DIGITAL LEARNING ENVIRONMENT; WHAT MAKES THEM EFFECTIVE IN EMBODYING VOCABULARY MASTERY ovilia, ririn; warat, rofinus daton
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.927 KB) | DOI: 10.18592/let.v6i1.1447

Abstract

The rapid development of technology has triggered several changes in the realm of education which significantly contribute to language instruction. One of the changes is the integration of digital games in vocabulary learning. Digital games, either online or offline, have become inseparable from students’ daily life. A number of students playing games are exceptionally growing in many countries. Due to this fact, the researchers and practitioners have been stimulated to investigate the effects of digital games on language learning, particularly in vocabulary learning. Thus, a lot of studies have been carried out to find out the effectiveness of this integration. This paper aims to discuss the aforementioned studies as the insights to give empirical evidence on how digital games enhance students’ vocabulary mastery and what makes them effective to be used in the learning process. Besides, it also attempts to succinctly delineate the challenges, the threats that might occur during the learning process, and some considerations to be noted by the teachers such as the selection of the games, the tasks, and the rules in using the technological devices.
OPTIMIZING STUDENTS’ LOW FREQUENCY WORDS ACHIEVEMENT THROUGH IMPLEMENTING MODIFIED KEYWORD METHOD Muttaqin, Anjar
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v6i1.1443

Abstract

There has been a great deal of research discussing the most effective ways to memorize vocabulary in order to support the skills of students especially reading. This research was conducted to optimize the achievement of low-frequency words through Modified Keyword Method (MKM). The subject of this research was the second semester of grade XI of multimedia 2 students of academic year 2015/2016. The subject of research consisted of 34 students. The researcher chose this class as the research’ subject for most of the students find it difficult to comprehend English text well due to their vocabulary inadequacy especially on low-frequency words. The research method used is class action research. The researcher conducts planning, implementation, observation and reflection during the research. This method was planned one cycle which consists of three meetings. There are 21 low-frequency words to grasp in order to be able to understand two texts of English. Data was collected through questionnaire and vocabulary test. The findings of the research show that the entire students (100%) achieved the criteria of success. 28 students who were classified into average class surpassed the targeted level with 72.28 as the mean score. 4 students passed the criteria of success (50) while the other 24 students passed the target of high class students (75). Meanwhile, the rest of the 6 students who belonged to the high class classification succeeded to achieve the criteria of success (minimum passing grade/ Kriteria ketuntasan minimal=75) with the mean score of 98. The achievement is also strengthened by the positive result of the questionnaire. In short, Modified Keyword Method as a teaching strategy proved to be successful in improving students’ vocabulary of low frequency words.
AVAILABILITY OF LANGUAGE INPUT, CONDUCIVE ENVIRONMENT IN LEARNING LANGUAGE AND MOTIVATION AND ITS RELATION TO LANGUAGE ACQUISITION Rian Dalu, Daristya Lyan; Setyawati, Heny; Arianto, Muhammad Affandi; Azizaturrohmah, Nurul
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (499.42 KB) | DOI: 10.18592/let.v6i1.1445

Abstract

There are several factors affecting learners’ language proficiency. Those are availability of language input, conducive social environment, availability authentic materials, and motivation. This case study aims to investigate the way how the learner’s language proficiency in speaking English is, how the availability of language input affects the learner’s language acquisition, what the roles of the environmental factors in helping the learner mastering English are, and how the learner motivates himself in learning English. In-depth interview is used to collect the data and the subject of this study was the eleventh grade student from a science class at SMAN 3 Malang. The results show that he answered all of the questions briefly and clearly as if he got all of the ideas from each of the question. In terms of his fluency, it is in scale 4 because he spoke with near-native fluency and any hesitation did not interfere the communication. Besides, his pronunciation and intonation is in scale 3. It was concluded that there were only few mistakes in his pronunciation although he used Indonesian accent. In using grammar and vocabulary, the subject of this study is in scale 3 because he mostly used grammar and vocabulary choice or diction correctly. The subject shows that he does intentional learning. He takes English course instead of just learn English at school. Besides, the kinds of motivation found are integrated and instrumental motivation.
FOSTERING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH GROUP WORK TECHNIQUE Alek, Alek; Sari, Yulianti
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.926 KB) | DOI: 10.18592/let.v6i1.1440

Abstract

Investigation related to reading comprehension has been conducted by a number of researchers and even some of them focussing their research on reading conprehension of narrative text. However, research on this respect needs pay more attention to be scrutinied. The aims of this research are to know and to describe the implementation of group work technique that improve students reading comprehension of narrative text. The problem raised in the research is about low scores of reading comprehension of narrative text gotten by eighth grade students of SMPN 13 Tangerang Selatan. The number of students is 40. Instrument used in this research is observation, questionnaire, and test. The technique is used in collecting data in the research is qualitative data. The qualitative data consisted of observation within the physical activity in the classroom. Moreover, the questionnaire for student is made to support in collecting the data. In analyzing qualitative data, rating scale table is used to measure the observation of students’ activities during teaching learning process. Meanwhile, some statistical formula is used in analyzing the numerical data. The findings of this study are: 1. Related to the test result, there are 20% or 8 students passing KKM in pre action test, 47.5% or 21 students passing KKM in cycle 1 test and 80% or 32 students passing KKM in cycle 2. 2. Related to the observation result, the students were more active and interested in learning reading activity in the classroom through group work technique. Furthermore, they could cooperative well with their group. It could be known that the students’ reading comprehension in term of narrative text has been improved and teacher was helped in finding the appropriate strategy in teaching reading narrative text

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2016 2016


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