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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 343 Documents
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TEACHING LISTENING FROM A DISCOURSE PERSPECTIVE (METACOGNITIVE STRATEGY) Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 2 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (420.012 KB) | DOI: 10.18592/let.v2i2.1380

Abstract

Listening is a process of activities hearing speech symbols by full attention, understanding, appreciation, and interpretation to acquire communication meaning that is delivered by the speaker through speech. Listening constitutes quite important activities in learning language. It is the basis of the learning process as a child learns language from his mother. By using metacognitive strategy, it can help students to compensate their bottom up listening processing and give students an overview of the listening process. This strategy also builds the character of the students to become competence, independent, self-confidence, creative, and responsibility that is related to character building in education in Indonesia. The strategy include extract an important detail from ongoing speech, identify the gist of a segment and then predict what will come next in a segment.
HOW CHARACTER BUILDING CAN BE INTEGRATED IN THE TOTAL PHYSICAL RESPONSE (TPR) ON THE SPEAKING ABILITY OF THE BLIND THIRD GRADERS Irawati, Cindy
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.043 KB) | DOI: 10.18592/let.v6i2.1460

Abstract

It was realized that everyone has the right to get the learning especially language. It has no exception for children with special needed, more over for the blind children. On their learning process, it can be sure that the process will be different to the other common children because they must be given special behavior. Although inclusive learning is developed, recently, it still has some lacks on its application. Indonesian rules (UUD’45) guarantee its people to get their right on education and no discrimination for every single human, but there is a special behavior that given to the some cases. On its application, the teachers have to have the ability to reach the goal which is stated on the curriculum, so they must have a skill to develop the content of that curriculum. Basically, the learning of every languages, especially English, has the purpose to make someone has ability to communicate with that language fluently and correctly. For the blind children case, the English learning cannot be taught with common model but it must be given with suitable model in order to make learning process effectively. This is a descriptive bibliography method. The writer tries to differentiate between references in some books and articles which are written by the experts and also add some ideas here. The purpose of this research is to find some sub topics which have connection to children with special need, the learning model of TPR and also the application of TPR model on speaking learning for blind children in order to get application of character building on self confidence and learning successfully.
INCREASING STUDENTS’ WRITING SKILLS BY UTILIZING BLOGS Fauzan, Akhmad
LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (466.557 KB) | DOI: 10.18592/let.v4i1.1399

Abstract

There were four major problems related to writing instruction at English Education Study Program of Palangka Raya University, Central Kalimantan, Indonesia. The problems were related to limited sources of printed materials, mostly teacher-centered activities, readers of students’ writings, and feedbacks for students’ writings. The utilization of blogs was performed to solve the problems. Blog was used as media in this research because it is a potential source for language learning, student fit, authentic for learning, and practical to apply. The research design was Classroom Action Research (CAR). There were 2 cycles implemented during this research. In the first cycle, the students’ writing improvement did not show significant progress and the criterion of success was not achieved. After the plan was revised on the basis of the findings during the implementation of first cycle, 80% students showed great improvements. Therefore, the criterion of success was achieved.
IMPROVING OF EFL LEARNERS’ SPEAKING PROFICIENCY THROUGH SPEAKING ACTIVITIES INSIDE AND OUTSIDE THE CLASSROOM: A THEORETICAL REVIEW Syarifuddin, Syarifuddin
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 2 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (602.79 KB) | DOI: 10.18592/let.v2i2.1375

Abstract

In an attempt to improve the learners’ speaking proficiency in EFL, the demand to teach speaking English is increasing more and more in all levels of education in Indonesia. Many kinds of strategies are applied in teaching and learning process of speaking in order to enable the leaners to perform the microskills and macroskills  of communication. The widely accepted instructional method in EFL is Communicative Language Teaching which emphasizes  that the goal of  language learning is to increase learners’ communicative competence. The competence  includes   grammatical competence,  discourse competence, sociolinguistic competence, and strategic competence as the undrelying abilities of speaking proficiency. Therefore,  it is the main purpose of this paper to depict the way in which teaching speaking  should encourage  learners to engage  in appropriate speaking  activities both inside and outside the classroom  to gain communicative competence.  Classroom learning is one way to practice and learn speaking, but multitudes of opportunities for learning and practicing speaking exist outside the classroom in English context.  So, the learners need  to be encouraged to develop speaking habit and use it in real life communication.
MATCHING TEACHING STYLES WITH STUDENTS’ LEARNING STYLES (A SURVEY OF INDONESIAN STUDENTS’ HABITS OF LEARNING) Husin, Saifuddin Ahmad
LET: Linguistics, Literature and English Teaching Journal Vol 6, No 2 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.078 KB) | DOI: 10.18592/let.v6i2.1455

Abstract

There are some studies on traditional East Asian learning styles which found that the most popular East Asian learning styles come from the traditional book-centered and grammar-translation method and the students are seen as analytic, visual, field-independent, concrete-sequential, thinking-oriented and reflective styles. The teachers should match their teaching styles with students’ learning styles so that their motivation, performances, and achievements will increase and be enhanced. There are some approaches which can be applied in the classroom, such as diagnosing learning styles and developing self-aware EFL learners, altering the teaching style to create teacher-student style matching, encouraging changes in students behavior and fostering guided style-stretching and providing activities with different groupings. In this study, there are also some cases happened when teaching and learning process occurred in the classroom, for example first language interference, lack of cognates, culturally inappropriate materials, different learning expectations, no response, and students reluctant to speak and there are of course some ways to help students to relax and overcome those problems.
THE ROLE OF SELF-CONFIDENCE AND L2 IDENTITY CONSTRUCTION ON THE INDONESIAN STUDENTS’ SOCIAL INTERACTION IN NATURAL ENGLISH ENVIRONMENT Rahmah, Nur Alfa
LET: Linguistics, Literature and English Teaching Journal Vol 3, No 2 (2013)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (495.973 KB) | DOI: 10.18592/let.v3i2.1392

Abstract

Language learning involves a dynamic process of self confidence construction. A research by Jianwei Xu (2011) on the lived-experience of two Chinese advanced users of English in Australia shed a light on this. It also confirmed the nature of language as a complex social process that is closely bound to power relations and learner’s previously established L2 identity. However, it failed to notice how the self confidence and L2 identity play a role on maintaining smooth social interaction in natural English environment. In addition, the local and cultural boundary covered in the study was just coming from Chinese students, whom their mother tongues has quite different lexical form and structure from English. Indonesia, on the other side, has rather close lexical form and structure to English. Therefore, the research on the Indonesian learners’ self-confidence in using English might show different result. This paper, then, is attempted to bring the discussion further and deeper to Indonesian users of English and how they undergo social interaction with their self-confidence and L2 identity in the English-speaking country. The researcher will interview three students from English department of State University of Malang who had experienced studying abroad to know how they construct their identity and confidence during their interaction with native-speakers and how does this contribute to the development of their English use.
THE HAPPINESS CONTEXT IN INDONESIAN CULTURE (THE ROLE OF SOCIOLINGUISTICS IN TRANSLATING A CULTURE) Nadir, Muh.
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.247 KB) | DOI: 10.18592/let.v5i1.1421

Abstract

This essay will discuss the interpretation of sociolinguistics in translating the culture of Indonesia regarding the happiness context. As an emotional concept, happiness or kebahagiaan in the Indonesia language has an ambiguity in articulation when someone percept it as a conditional of a joyfull the one feels. Since the word has an ambiguity in meaning, the role of Sociolinguistics is significant in identifying what Indonesian people coin when say aku bahagia (I’m happy). The main argument of this paper focuses on the term kebahagiaan in the different situations and people. The first part of this essay will discuss the term of the happiness in the global meaning and its correlation with the term of emotion. The second part addresses the term kebahagiaan in the Indonesian language and its derivation of meaning.  The last part of the essay speaks about how to measure the concept of the word kebahagiaan the Indonesian people use in their daily life.
ASHLEIGH SAYER’S METHOD OF COMMUNICATIVE LANGUAGE TEACHING IN PSYCHOLINGUISTICS CLASS TO SIXTH SEMESTER ENGLISH DEPARTMENT STUDENTS AT IAIN ANTASARI BANJARMASIN ACADEMIC YEAR 2009/2010 Subhan, Abdu
LET: Linguistics, Literature and English Teaching Journal Vol 2, No 1 (2012)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.286 KB) | DOI: 10.18592/let.v2i1.1362

Abstract

ABSTRACTThis study describes Ashleigh Sayer’s method of communicative language teaching in psycholinguistics class to sixth semester English Department students at IAIN Antasari Banjarmasin academic year 2009/2010. The result of the research denoted that Ashleigh Sayer used communicative language teaching method and applied some techniques which are adopted from communicative method it self. Some techniques that Ashleigh Sayer used in her class including: pair-work, group-work, learning by teaching, writing logs, English communication, informal greeting, showing agenda, independent participant, circle setting, authentic material, media, ignoring errors of grammar, reading activity and questions and answers. The response of the students regarding her method and techniques is classified into high category. It is based on the numbers of students who like her method and techniques very much is 43 students, 14 students who quite like, 5 students less like and no student dislike her class. It can be concluded so because when Ashleigh Sayer was teaching in her psycholinguistics class to the students, she teaches in a very good way which the approach is communicative approach. Communicative method lets the students practice more their language and the teacher always makes the students able to enjoy and less shy in the class which will help the teacher to teach all the material.
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.
USING COOPERATIVE LEARNING IN TEACHING NARRATIVE TEXT TO IMPROVE STUDENTS’ ABILITY IN READING COMPREHENSION Nor, Hidayah
LET: Linguistics, Literature and English Teaching Journal Vol 3, No 1 (2013)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.725 KB) | DOI: 10.18592/let.v3i1.1387

Abstract

In this study, the writer tried to teach English (reading skill) to the eighth grade students of Junior high school. The reading material that the writer taught was Narrative text based on the syllabus of English subject at the eighth grade level students. I tried to solve the problem of the eighth grade students of junior high school in reading skill particularly in this case to improve their ability in understanding narrative text. In narrative text, the students should know about generic structure (Orientation, Complication, and Resolution), language features of narrative text (using simple past tense), and also the students can get new vocabulary in learning narrative text. Finally, students are able to answer the questions based on the text correctly. This study using cooperative learning, means students working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other members.

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