Articles
343 Documents
<![CDATA[The Use of Internet in Language Teaching and Learning English as a Foreign Language ]]>
<![CDATA[Kamal, Sirajudin]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 2, No 1 (2012) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v2i1.1367
<![CDATA[Nowadays, we live in age of technology and unlimited communication whereas there are growing demands on everyone, including teachers and students, to be technologically literate. In this era, it is clear that English has been a global language, not only in general life but also in international education for specific. In education, the implementation of internet as the backbone of online-learning, online-course and dedicated course material servers, are not a new things. Moreover, internet as an   international computer network has very significant numbers of learning resources.]]>
<![CDATA[USING METACOGNITIVE STRATEGIES IN TEACHING LISTENING TO EXPLANATION TEXT ]]>
<![CDATA[nor, hidayah]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v6i1.1451
<![CDATA[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 learnersâ 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 studentsâ active participation in teaching and learning process and improving studentsâ 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.]]>
<![CDATA[THE NEEDS OF THE STUDENTS WHO ARE TAKING GRAMMAR (STRUCTURES) IV COURSE AT ENGLISH DEPARTMENT OF TARBIYAH FACULTY ACADEMIC YEAR OF 2012/2013 ]]>
<![CDATA[Asfihana, Raida]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 3, No 2 (2013) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v3i2.1391
<![CDATA[The studentsâ needs of English have been a never ending issue for recent years. It is always be an interesting topic to be discussed as well as investigated through a series of research. This following research report is a description of the studentsâ need of taking Grammar IV course at Tarbiyah Faculty of IAIN Antasari Banjarmasin. The students were asked to fill in a questionnaire dealing with their needs of taking that course. The result shows that they think that grammar mastery is important for them and they prefer to do much practice on TOEFL exercise (the section of Structures and`Written Expression) through this course.]]>
<![CDATA[DEVELOPING A COMMUNICATIVE SUPPLEMENTARY SPEAKING E-BOOK FOR JUNIOR HIGH SCHOOL TEACHERS ]]>
<![CDATA[Trisnantasari, Ika]]>;
<![CDATA[Rachmajanti, Sri]]>;
<![CDATA[Mukminatien, Nur]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v5i1.1420
<![CDATA[This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students,  about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the studentsâ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachersâ improve the the studentsâ confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students.  It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.]]>
<![CDATA[AN ANALISIS OF PAKEM APPROACH ]]>
<![CDATA[Chamisah, Chamisah]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 2, No 1 (2012) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v2i1.1315
<![CDATA[This article aims to explain the consep of PAKEM approach in accordance with the principle of particular learning model,namely,active learning, creative learning, effective lerning,and joyful learning. The elaboration of this issue will  relate to the condition of teaching learning prosess. Due to that point, the characteristics of implementing PAKEM are introduced. It uses various sources of learning, and applies various activities based on these.  In addition the results of studentsâ creativities are displayed.  Furthermore, the teachers apply various methods of teaching and at the end of activity, the teacher together with students do reflection and usually when doing evaluation, teachers apply classroom based assessment that focuses on its process. In line with this, this article also explains some consideration when applying this approach such as understanding studentsâ behaviors as an individual and in a group. Finally it explains about the process of teaching learning process.]]>
<![CDATA[STUDENTSâ RESPONSES ON ENGLISH DEPARTMENT LECTURERSâ COMPETENCE ]]>
<![CDATA[Hizriani, Nani]]>;
<![CDATA[Ramadhanti, Fitri]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 2 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v5i2.1446
<![CDATA[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 studentsâ responses and  their expectations on English department lecturersâ 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  studentsâ responses on English Department lecturersâ professional competence is in good catergory with mean score 4.1 and total percentage 82%. Meanwhile, studentsâ responses on English Department lecturersâ 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. ]]>
<![CDATA[IDENTIFICATION OF STUDENTSâ DIFFICULTIES IN MASTERING PASSIVE VOICE ]]>
<![CDATA[Kadariyah, Nurlaila]]>;
<![CDATA[Liani, Ida]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v3i1.1386
<![CDATA[The research is conducted to find out of studentsâ difficulties in mastering passive voice of the eleventh grade students at Islamic Senior High School Riadhusshalihi at Sinar Bulan cademic Year 2011/2012 The subject of the research is 35 students at the eleventh grade students of Islamic Senior High School Riadhusshalihin at Sinar Bulan academic year 2011/2012. The object of this research is identification of studentsâ difficulties in mastering passive voice.The writer uses some techniques to collect data such as test, questionnaire, observation, interview and documentary. Data processing in this research is divided into five phases: editing, classification, scoring, tabulating and data interpretation. Then, all the data are analyzed by using descriptive qualitative and conclude by inductive method.The result of this research indicates that identification of studentsâ difficulties in mastering passive voice of the eleventh grade Students at Islamic Senior High School Riadhusshalihin at Sinar Bulan Academic Year 2011/2012 is in fair category. The most of studentsâ difficulty in mastering passive voice is identifying tenses whose 32 students or 91.43 % are wrong in answering the questions.]]>
<![CDATA[THE JARGON USED BY EMPLOYEES OF FOOD AND BEVERAGE SERVICE (FBS DIVISION) AT HOTELS ]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 7, No 1 (2017) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v7i1.1514
<![CDATA[The purpose of this research was to find out the jargon used of phenomenon in the occupation. It focused in employees of Food and Beverage Service (FBS Division) at Hotels. The subjects are fourteen employees consisting of one Food and Beverage Manager, one Food and Beverage Head of Outlets, two Supervisors and ten Waiters/Waitresses at Aria Barito Hotel Banjarmasin. The object is the jargons used while the employees of Food and Beverage Service Division are on duty. The writer uses participant observation, recording or taking note the conversation and documentary techniques. After collected, the data are analysed with theories and explained descriptive-qualitatively. The result of data analysis reveals that there are 54 jargons in Food and Beverage Service Division at Hotels.]]>
<![CDATA[FUN GRAMMAR TEACHING ]]>
<![CDATA[Kadariyah, Nurlaila]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 4, No 2 (2014) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v4i2.1404
<![CDATA[Itâs necessary to change our  view that  grammar is taught only as a set of rules making or changing of sentences structure, but grammar is a flexible frame that can be  changed based on the communicative needs. Grammar also can be taught not only by giving explanation and exercises, but grammar can be taught by fun evaluation, games or outdoor activity, song, and poems. These are the ways to increase studentsâ motivation and interested in the material. Our class can be fun and interesting. The important thing in teaching and learning grammar is the students have experience to apply the grammar rules in a real communication and realistic context.]]>
<![CDATA[THE USE OF COMMUNICATIVE TEACHER TALK STRATEGY FOR ENGLISH TEACHER OF ELEMENTARY SCHOOL IN THE ERA OF AEC AND GLOBALIZATION ]]>
<![CDATA[Rustantya, Anggie Intan]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v6i1.1441
<![CDATA[In this coming globalization and AEC era, the need for global communication and interaction put English into an important part of the peopleâs life. This is due to the fact that English has been widely used as a means of communication in several sectors and levels. Â 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 teacherâs 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.]]>
