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Kaspul Anwar
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Kota jambi,
Jambi
INDONESIA
International Journal of Language Teaching and Education
Published by Universitas Jambi
ISSN : 26141191     EISSN : 25982303     DOI : -
Core Subject : Education, Social,
International Journal of Language Teaching and Education (IjolTe) is an open access published by Universitas Jambi, Master Program of English Language Education, Jambi, Indonesia. IJoLTe receives research-based and conceptual articles on English Language Education, Language Policy, English for Specific Purposes, Teaching English which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
Arjuna Subject : -
Articles 76 Documents
The Implementation of British Parliamentary Debate Style Training to Improve Second Semester Student’s Speaking Ability at English Education Study Program of Baturaja University Henny Yulia; Nanda Aprilita
International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (386.27 KB) | DOI: 10.22437/ijolte.v1i1.4585

Abstract

The problem of this study was concerned with British Parliamentary Debate Style Training to improve second semester students’ speaking ability at English Education Study Program at Baturaja University. The objective of this study was to find out whether it was significantly effective or not to implement British Parliamentary Debate Style Training to improve second semester students’ speaking ability at English Education Study Program at Baturaja University. This study used pre experimental design covered pre test before the treatment and post test after the treatment. The second semester students of English Education Study Program at Baturaja University were the population. The number of the population was 18 students. The researcher took class A as a sample by using cluster random sampling. Based on the calculation, the sample of the study was 12 students and the significance level (α = 0.05). The result of paired t test has value of ttest (5.033) was more than the value of ttabel (2.2009) with df = 12-1 = 11. The value of Sig. (2-tailed) was 0.000 lower than the value of significance level (α = 0.05). This result showed that the alternative Hypostudy (Ha) was accepted. It meant that British Parliamentary Debate Style Training could improve second semester students’ speaking ability of English Education Study Program. Keywords: Speaking, Implementation, Debate, Baturaja University.
Story Mapping in Teaching Writing Narrative Text Yuliana Yuliana
International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (98.304 KB) | DOI: 10.22437/ijolte.v1i1.4588

Abstract

The title of this research was Teaching Writing by Using Story Mapping Technique. The main objective was to improve the students’ writing achievement. Quasi-Experimental design was used in this research which population was the eleventh grader of SMA Muhammadiyah Pagaralam with the total number 254 students and the sample were 64 students which consisted of two classes taken by purposive sampling technique. The data were collected by using written test. The data were analyzed by using independent sample and paired sample t-test. The result showed that the students who were taught by using story mapping technique gained better improvement with the value of t-obtained was higher than critical t-table, in which 3,73>2,38 with the significant value 0,01 value in their writing achievement. It means that the alternative hypotheses (Ha) was accepted and the Null Hypotheses (Ho) was rejected. In short, the using of story mapping technique could improve students writing achievement. Keywords: Story Mapping Technique, Writing Achievement.
The Students’ Ability in Pronouncing Centering Diphthongs of The Beginner Level Students of English Genius Course Simpang Okus Novarita Novarita
International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.177 KB) | DOI: 10.22437/ijolte.v1i1.4589

Abstract

The problem of this study was concerned to the students’ ability in Pronouncing Centering Diphthongs of The Beginner Level Students of English Genius Course Simpang OKUS. The objective of this study were to find out the students’ ability ability in Pronouncing Centering Diphthongs of The Beginner Level Students of English Genius Course Simpang OKUS and to find out the factors influence the students’ ability in Pronouncing Centering Diphthongs of The Beginner Level Students of English Genius Course Simpang OKUS. In this investigation, the writer used descriptive method. The population of the research was the beginner level students of English Genius Course Simpang OKUS. The were 73 students, which was consisted of four classes. In this research, the researcher used all the population, the total population was 73 students as the sample. The students’ ability in Pronouncing Centering Diphthongs of The Beginner Level Students of English Genius Course Simpang OKUS was good or relatively able. Based on the result of questionnaire, the dominant factors that influence the students’ ability in Pronouncing Centering Diphthongs of The Beginner Level Students of English Genius Course Simpang OKUS were outcomes and engagement. Keywords : Ability, Pronouncing, Centering Diphthong
Increasing Speaking Achievement by Using Pow-Tega Teachnique Sri Wahyuni
International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (380.202 KB) | DOI: 10.22437/ijolte.v1i1.4594

Abstract

The aim of this study was to find out whether or not Pow-Tega Technique could increase the students’ speaking achievement. The population of the study covered all of the tenth graders of SMA Negeri 1 Pagaralam in academic year 2015/2016. The sample was selected purposively from the population, they were sixty students. Quasi – Experimental design was used in this study. To find whether the Pow-Tega Technique could improve students’ speaking achievement, the instruction tests were used to collect the data. The data were analyzed by using paired sample t-test and independent sample t-test. The result of paired sample t-test showed that t-obtained was 3.971, t-value 2.045 (p < 0.05). Moreover, based on the result of independent sample t-test, t-obtained was 3.082, t-value was 2.002 (p < 0.05). The result showed that the students who were taught by using Pow-Tega Technique had a better improvement in their speaking achievement. In other words, Pow-Tega technique is a good way to be used by the teachers as a teaching technique especially in increasing students’ speaking achievement. Keywords: Pow-Tega Technique, Speaking Achievement
Using Vlog in the Youtube Channel as a Means To Improve Students’ Motivation And Confidence to Speak English in Intermediate 1 Level of LB-LIA Jambi Paramita Sari
International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (344.694 KB) | DOI: 10.22437/ijolte.v1i1.4596

Abstract

Students find it hard to speak English despite the fact that they have the basic knowledge of the language due to the lack of motivation and confidence. As the technology advances, teachers must be willing to take advantage of the potential channels provided by it. This study aims to improve students’ motivation and confidence to speak English through the use of Vlog in the Youtube Channel as well as to find out the element that affect the most to the improvement of the motivation and confidence. The data were obtained through classroom observations, questionnaires and interviews. In terms of findings, this study revealed that the use of Vlog in the Youtube Channel improved students’ motivation and confidence. The data also suggested that students were most motivated and confident to speak English because they were given enough time to think of what they wanted to talk about and it was done in the place they found familiar. Therefore, teachers are suggested to bring technology into the classrooms more often and adjust it to the situation where students find it convenient to speak up. Keywords: Vlog, Youtube Channel, Motivation, Confidence, English
Lecturer Talks: Classroom Interaction’s Identifying Yunda Lestari
International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (371.609 KB) | DOI: 10.22437/ijolte.v1i1.4597

Abstract

This study aimed to find out what category of lecturer talks applied by lecturers in classroom interaction. This study was a descriptive survey. The participants were chosen by using purposive sampling technique where there were four English lecturers who taught at Second Semester Class of English Department of Baturaja University in the academic year of 2016/2017. The data were taken through observation, questionnaire and interview. Camera recorder and checklist were the instruments used in this study. The data were identified by using FLINT (Foreign Language Interaction) system as developed by Moskowitz (1971). The result of the study showed that the total of frequencies the deals with feeling were 9 or 1.6%, praises or encourages were 57 or 9.9%, uses ideas of students were 42 or 7.3%, asks questions were 199 or 34.6%, gives information were 92 or 16%, gives directions were 151 or 26.3% and criticizes student behavior were 25 or 4.3%. In conclusion, the category of lecturer applied by lecturers was asks questions in classroom interaction that the best ways to develop their role as an initiator and strategies that promote interaction in classroom activity. Keywords: Classroom Interaction, Lecturer Talks, FLINT
The Analysis of the Readability Levels of The Reading Texts in Textbook Entitled “Fast Tract to English” for the Third Year Students of SMA Based on Raygor Readability Estimate Yeli Nurhamsih
International Journal of Language Teaching and Education Vol. 1 No. 1 (2017): Volume 1, Issue 1, November 2017
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.371 KB) | DOI: 10.22437/ijolte.v1i1.4598

Abstract

The objectives of this research are to know the readability levels of the reading texts in the textbook and want to know whether or not the reading texts are suitable linguistically for the third year students of SMA. The method used in writing this research was the descriptive method. There were the 38 reading texts analyzed which were taken from an English textbook entitled “Fast Tract to English”. The data were collected through the documentation technique. Those reading texts were analyzed by using Raygor Readability Estimate. There are five findings in this research. First, on the whole, the readability of the textbook is 11. It means the textbook is not suitable lingustically for the third year students of SMA because in general, the students have been studying English for nine years. Second, the writer found four reading texts that their readability levels are under Level 9. Based on Raygor Readability Estimate (RRE), those reading texts are not suitable linguistically for the third year students of SMA because they are predicted as too easy texts for them. Conversely, those reading texts can be linguistically suitable for those who have been studying English since first year of Junior High School or for less than 9 years. Third, there are seven reading texts that are considered as readable texts. The readability level of those reading texts is 9. Based on RRE, those texts are suitable linguistically for the third year students of SMA because level 9 is predicted as suitable readability level for them. However, those texts cannot be suitable linguistically for them if they have been studying English for under or over nine years. Fourth, most of the readability levels of the reading texts in the textbook are over Level 9 namely twenty-six reading texts. Based on (RRE), those reading texts are not linguistically suitable for the students who have been studying English since they were in fourth grade of Elementary school. Those reading texts can be suitable linguistically for those who have been studying English formally for over nine years. Fifth, among 38 reading texts, there is only one reading text that its readability level is in Invalid Level. This text is considered as not readable text. It means, this text cannot be read and learnt. It is predicted, the students might have difficulties in understanding this reading text. The reading text entitled “Non-Aligned Movement”. Keywords: Readability Levels, Reading Texts, Textbook.
Improving Students’ Speaking Skill By Using Show And Tell Method: A Classroom Action Research betty kasita bangun
International Journal of Language Teaching and Education Vol. 2 No. 1 (2018): VOLUME 2, Number (Issue) 1, March 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (966.66 KB) | DOI: 10.22437/ijolte.v2i1.4517

Abstract

This research employed a qualitative study using a Classroom Action Research approach by Kemmis and Mc. Taggart which was done during 3 cycles. Each of the cycle consists of four phases; planning, acting, observing, and reflecting, while each cycle was done in two meetings. Data were collected through the observation sheet, field notes, interview and and tests. The research findings show that there were improvement on students’ speaking skill. In cycle one, the process of teaching learning with Show and Tell Method suggested a potential improvement, the researcher found some minor technical problems and weaknesses that leave rooms for improvement. Afterward, necessary alterations and revisions were done and later applied in cycle two and three. The result of the research suggested that the students show a tremendous improvement during the process of teaching learning when Show and Tell Method was applied. The students’ participation and vocabulary mastery were increased; they were more active, enthusiastic, and confident in speaking.
Using Video to Improve Pronunciation of The Second Years Students of FKI UIR Pekanbaru Al Malikul Ikhwanda Putra
International Journal of Language Teaching and Education Vol. 2 No. 1 (2018): VOLUME 2, Number (Issue) 1, March 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (767.384 KB) | DOI: 10.22437/ijolte.v2i1.4519

Abstract

The purpose of the research is to find out the use of video to improve students’ pronunciation. The study employed a classroom action research. The participants of this study were 37 students. They were the second year students of FKIP (faculty of teacher training and education) in Islamic University Riau (UIR) Pekanbaru, Indonesia. This study was conducted in two cycles. Each cycle comprised four meetings. The data of this research were obtained through (1) observation sheets, (2) field notes, (3) interview, and (4) tests which consisted of consonants in detail, linking, and stress within target segments based on the phonetic symbols. The findings showed that the use of video in mastering pronunciation was able to improve students’ pronunciation. The study also revealed that the activities of using video enable students to enhance the quality of sound patterns they pronounce. In this case the researcher found that the key factors that enhance the quality of sound patterns were also influenced by familiar words, student’s basic needs and level. Hence, those factors should be considered in learning and teaching pronunciation. Moreover, the activity such as listening and imitating the way native speaker pronounces words and sentences as the lesson material can help students improve their pronunciation. The average class score of students’ pronunciation increased from 58.4 in the first cycle to 88.3 in the second cycle. Material, media, classroom activities, classroom management, teacher’s approach, and teacher’s strategy were also significantly essential for the improvement of students’ pronunciation.
From English to Indonesia: Translation Problems and Strategies of EFL Student Teachers - A Literature Review Risni Ade Sandra
International Journal of Language Teaching and Education Vol. 2 No. 1 (2018): VOLUME 2, Number (Issue) 1, March 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.763 KB) | DOI: 10.22437/ijolte.v2i1.4520

Abstract

This research articulates problems and strategies in translating text from English as the source text to Indonesia language as the target text. By reviewing and analysing critically mélange of concepts, examples and findings explained in some collected references, it is known that problems in translation mostly are around lexical, grammatical and semantic elements. In the other hand, the strategies used to produce acceptable translation result regarding to the readers’ of target text understanding have to consider aspects such as cultural content, the availability of equivalencies, and the ability to use the monolingual dictionary. This research also try to emphasize and to convince why finding problems and strategies of EFL student teachers in translating text is very prominent to help the mapping of which elements in English language that are still hard to be transmitted back to Indonesia language and how to overcome that problems.