Articles
106 Documents
<![CDATA[Modifying “Hide And Seek” Traditional Game to Teach Vocabulary for Early Childhood Students ]]>
<![CDATA[Rochyani Lestiyanawati]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v4i2.629
<![CDATA[As the importance of English in this globalization era, it is taught in all level of education program, including for early childhood education as extracurricular program. Meanwhile, the fastest spreading of technology also influences children, impacting on the overuse of gadget for children. The children nowadays are busy playing with their smartphone and avoid playing traditional games. Consequently, the nature of educative values on traditional games are decrease significantly. Dealing with such problem, the needs for a method of teaching English as well as giving students motivation to preserve the existence of traditional games is unavoidable. In this paper, the writer aimed to introduce a concept of teaching English vocabulary for early childhood students by using ‘hide and seek’ traditional games. The modification of the traditional game in teaching English is to give another way of creating an enjoyable teaching and learning process for early childhood students. Through games, the teachers are able to create a various context for students to learn and play as well. This paper is to bring another model for teachers to deal with the importance of English and the conservation of traditional games in teaching process.]]>
<![CDATA[AN ENGLISH COURSE FOR IMPROVING ENGLISH COMPETENCE OF PRODUCTIVE AGE SOCIETIES ]]>
<![CDATA[Muh Shofiyuddin]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 3, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v3i1.496
<![CDATA[In facing globalization and ASEAN Economic Community, English is urgent to be used in working necessity in Indonesia. The writer tries to find the way how to help people meet this urgency. Then the writer holds such effective English course for those who are in 18-25 years old. The course is aimed at: (1) providing English training to the people concerned to meet the demands of employment; (2) helping to improve human resources; (3) driving the spirit of productive age community to work harder; (4) starting English training implementation for free. The course??s learning process uses 30% speaking, 30% writing, 20% listening and 20% reading with 50% English used in teaching. It is assumed that this program is quite effective. They are capable enough to understand and use English after joining the program. This program is very useful to help people in productive age master English in order to get a proper job so as to help the government reduce unemployments.]]>
<![CDATA[PENERAPAN TEORI MEDAN MAKNA DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Muhammad Natsir]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 4, No 1 ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v4i1.553
<![CDATA[Pembelajaran bahasa pada dasarnya adalah pembelajaran yang fokus pada empat kemahiran; mendengarkan, berbicara, membaca dan menulis, dan tidak bertumpu pada satu kemahiran saja. Akan tetapi kenyataannya di Indonesia pada umumnya dan di Jepara pada khususnya, kompetensi dan performansi siswa dalam kemahiran berbicara belum maksimal, ini disebabkan karena siswa belum menguasai mufrodat, merangkai kata dan mengembangkan kalimat menjadi paragraph. Berdasarkan hal trsebut, maka peneliti memberikan satu tehnik sebagai alternative solusi untuk mengatasi kesulitan tersebut. Dalam hal ini, peneliti merumuskan masalah sebagai berikut: 1) Bagaimana penerapan teori medan makna dalam pembelajaran bahasa Arab ?. 2) Bagaimana peran teori medan makna dalam pembelajaran bahasa Arab pada kemahiran berbicara ? Penelitian ini menggunakan jenis penelitian eksperimen dengan menggunakan dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Berdasarkan analisis dari hasil tes kelas eksperimen dan kontrol, maka diperoleh kesimpulan bahwa penerapan teori medan makna dengan tehnik; menginventarisir kosakata, menyusun kosakata menjadi kalimat dan menyusun kalimat menjadi paragraf adalah efektif untuk diterapkan dalam mengembangkan kemahiran berbicara. Kata Kunci: teori medan makna, pembelajaran, bahasa Arab]]>
<![CDATA[COMPUTER ASSISTED LANGUAGE LEARNING (CALL) AS EFL TEACHING AND LEARNING MEDIA IN INDONESIA: OPPORTUNITY AND CHALLENGES ]]>
<![CDATA[Umi Rachmawati]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v3i2.508
<![CDATA[Information and communication technology has been growing faster and larger in education in general and in English language teaching in particular. The use of this media is supported by the behaviorist due to its beneficial impacts for the teaching and learning processes. In Indonesian context, the use of computer assisted language learning has been implemented during the teaching and learning processes though many teachers and students do not have sufficient competence. Thus is due to the curriculum requires the teachers to make benefits from the media. In fact, there are many obstacles found by both teachers and students in implementing the media. Therefore, in this writing, the writer make theoretical review on the implementation of computer assisted language learning during the teaching of English in terms of its opportunities and challenges. All parties involved in the teaching and learning processes should correspond the benefits of the media and the challenges of the media use in order to accelerate the success of EFL teaching and learning.]]>
<![CDATA[THE ASSESSMENT PROCEDURES OF SPEAKING FLUENCY USING RETELLING TECHNIQUE ]]>
<![CDATA[Hariyanto Hariyanto]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v3i2.502
<![CDATA[This research is aimed to describe the implementation of speaking fluency assessment using Retelling Technique to the tenth graders of Senior High School students and its procedures. This is based on a study performed by 20 students in the speaking class. Through the implementation of the speaking fluency test and questionnaire given to the students, it can be found that the retelling technique was impractical one to assess fluency since it spent much more time than the conventional technique but was fun to be applied. It is recommended to teacher who wants to apply this method using intensive or interactive kind of speaking to gain more practical, reliable and valid fluency scoring.]]>
<![CDATA[Holden Caulfield’s Juvenile Delinquency Acts Motives in The Catcher in the Rye ]]>
<![CDATA[Rikha Rizanatul Afiyah]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v4i2.631
<![CDATA[This thesis is entitled “An Analysis on the Motives of Juvenile Delinquency Acts Committed by Holden Caulfield in The Catcher in the Rye Novel”. The objectives of this study are to find the motives of juvenile delinquency acts committed by Holden Caulfield and to analyze the aspects of teenage education in the juvenile delinquency acts committed by Holden Caulfield. The writer used descriptive – qualitative method to analyze the novel which is needed to be analyzed by words since the aim of this study is to find the motives of juvenile delinquency acts committed by Holden Caulfield and analyze the aspects of teenage education in the juvenile delinquency acts committed by Holden Caulfield. Based on the analysis that has been done, there are five motives which lead Holden Caulfield to do juvenile delinquencies. The motives are caused of physiological need, safety need, belonging and love need, esteem need, and the last one is the self – actualization need. From all the motives that mentioned above, the belonging and love need is the strongest motive for Holden to do juvenile delinquency. Then, there are also some aspects of teenage education which can be learned from the novel of The Catcher in the Rye by J.D Salinger, such as in the process of growing up, parents should pay attention to teenagers’ way of thinking, and consider their attitudes in facing the problems that sometimes occur.The introduction for basic knowledge of norms, laws, and religion would help them to understand their values in society. ]]>
<![CDATA[APPLIED LINGUISTICS AND EDUCATIONAL LINGUISTICS ]]>
<![CDATA[Santi Andriyani]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 3, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v3i1.497
<![CDATA[People who live in the word know that language is a part of tool to communicate each other in interaction. It deals with the human need of language that such as culture that must be increased and improved in that life. Language takes a part in human life specially in linguistics, either in educational field ( educational linguistics) or in applied linguistics.It is very important to have a good understanding about the concept of applied linguistics and educational linguistics. Both of them are almost similar but they are actually different. By having knowledge about them, we can differentiate and make relationship between them. So that??s why, here the writers try to make a brief summary about applied linguistics and educational linguistics]]>
<![CDATA[THE ANALYSIS OF ENGLISH MID-TERM TEST ITEMS BASED ON THE CRITERIA OF A GOOD TEST AT THE FIRST SEMESTER OF THE EIGHTH GRADE STUDENTS OF MTS. MATHALIBUL HUDA MLONGGO IN THE ACADEMIC YEAR OF 2016/2017 ]]>
<![CDATA[Nihayatus]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 4, No 1 ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v4i1.555
<![CDATA[This study was aimed at finding out the items quality of English Mid-Term Test at the First Semester of the Eight Grade Students of MTs. Mathalibul Huda Mlonggo in the Academic Year of 2016/2017 Based on the Criteria of a Good Test. The researcher analyzed the multiple-choice items with total 25 items which focused at (1) the face validity, (2) the content validity, (3) the reliability, (4) the difficulty level and (5) the discrimination power. The research method used was descriptive-qualitative method. The subject of this study was eighth grade students of MTs. Mathalibul Huda Mlonggo in the Academic Year of 2016/2017 class VIII E which has 40 students. The researcher used documentary study to collect the data. The finding showed that (1) the test has bad face validity since 92% or 23 (twenty three) items were error. There were only 8% or 2 (two) items categorized as appropriate items. (2) The test has good content validity since there were 88% or 22 (twenty two) items represent the basic competence and indicator as in the syllabus. (3) The test has high reliability since the reliability value of the items reached r11 = 0.691. Arikunto (2002:152) stated that reliability value which is between 0.61 ?? 0.80 has a high reliability. (4) The result of difficulty level analysis, the test was categorized into good test since 18 (eighteen) items (72%) were ideal items or having P around 0.62. There were 2 (two) items or 8% were founded as very easy items (P above 0.90). The rest 5 (five) items or 20% were categorized as very difficult items (P below 0.20). (5) The result of discrimination power analysis, the test has bad discrimination power since there were 20 (twenty) items (80%) were poor items category or having D 0.00 ?? 0.20 and 5 (five) items (20%) were satisfactory since they reached D 0.20 ?? 0.40. This means that the items needed to be revised. Keywords: Analysis, mid term test, good test criteria]]>
<![CDATA[THE USE OF SCIENTIFIC APPROACH IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN SMPN I JAKARTA ]]>
<![CDATA[Muh Imam Shofwan]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 4, No 1 ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v4i1.548
<![CDATA[Since the first time of curriculum 2013 has been launched by the Ministry of Education and Culture for elementary and high school, it becomes newsworthy and important for education development in Indonesia. This analysis aims to describe: (1) How is application of scientific approach in language teaching, (2) The teachers?? and students?? role in the classroom, and (3) Students?? English language improvement in their classroom. Qualitative research method is used to describe the whole phenomena in the classroom. The source of this case study comes from observing events and documents, while observation and field note supported in collecting the data. The use of video recording also helps the researcher capturing the whole detail information of the teaching process. The finding shows that: (1) the scientific approach is applied by using five principles steps: observing, questioning, experimenting, associating and networking. (2) The Teacher has role as a facilitator while students become subject of education (students?? center). (3) English Students improve more communicative and expressive. In conclusion, the scientific approach is appropriate and gives impact in teaching English. Keywords: scientific approach, language teaching, language development]]>
<![CDATA[TEACHING ENGLISH FOR YOUNG LEARNERS USING A TOTAL PHYSICAL RESPONSE (TPR) METHOD ]]>
<![CDATA[Aprilia Riyana Putri]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v3i2.503
<![CDATA[Teaching English for young learners needs some good methods because English here is as a second or foreign language. Young learners do not practice to make communication using English with their families or people around them. So, it will be difficult to teach them if the teacher only use a common way. As an English teacher, choosing good method to make their students learning English Easily is a must. And Total Physical Response is one of an alternative good method for teaching English for young Learners. It can help young learners to memorize some commands or some vocabularies easily through use their physical movement. The students will not only learnable but also interesting and enjoyable. Total Physical Response is very good method for Kinesthetic learner who need to be active in the classroom. This method tries to introduce the language skill in an action and the English teacher has three responsibilities: as an instructor, as a role model, and an action supervisor until they are ready to imitate what the teacher said and did. This method is good for improving students listening and speaking skills.]]>
