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International Journal of Language and Literature
Published by Universitas Pendidikan Ganesha
ISSN : 25494287     EISSN : 25795333     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
International Journal of Language and Literature is an international publication of the latest development in language and literature analysis. The aim of IJLL is to provide easy access for international audiences of language and literature researchers. Papers in the field are reviewed and surveyed by experts in related areas.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 4 (2018)" : 5 Documents clear
COMMUNICATION STRATEGIES USED BY INFORMATION CENTER STAFF AT SACRED MONKEY FOREST UBUD Adnyana, I W. A.; Wedhanti, N. K.; Agustini, D. A. E.
International Journal of Language and Literature Vol 2, No 4 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i4.16353

Abstract

The aim of this study was to analyze the types of communication strategies used by the Information Center Staff at Sacred Monkey Forest Ubud, the type of communication strategies mostly used by the staff, and the function of communication strategies used by the staff. In this study, the subject was the Information Center staff at Sacred Monkey Forest Ubud. Qualitative design was employed in this study. There were two methods of data collection were used namely; observation and interview. The findings of study show that there are eight types of communication strategies used by the staff, namely: message abandonment (6%), approximation (2%), non-linguistic signal (18%), literal translation (10%), foreign zing (6%), appeal for help (3%), stalling or time gaining (44%), and clarification request (11%). Time gaining is the type of communication strategies mostly used by the staff. There are two main functions of communication strategies used, namely; (1) to ovoid language difficulties and make the visitors easier to understand and is not confuse about the utterance, and (2) to make the communication more efficient and provide time to think. Keywords: communication strategies, information center, sacred monkey forest ubud
ANANLYSIS OF SIXTH SEMESTER STUDENTS’ PERCEPTION TOWARD MICROTEACHING IN THE CONTEXT CURRICULUM 2013 IN ENGLISH LANGUAGE EDUCATION Hartawati, K.M N; Sudirman, Sudirman; Adnyani, L.D.S
International Journal of Language and Literature Vol 2, No 4 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i4.16354

Abstract

This study aimed to describe the sixth semester students perception toward microteaching in the context of curriculum 2013 in English Language Education, Undiksha in academic years 2018/2019.This research used mix method design. the subject of this research was 87 sixth semester students and the object of this research was students perception toward microteaching in the context of curriculum 2013. The data obtained through questioner and interview sheet.  The result of data showed that students gave positive responds to the questionnaire about sixth semester students’ perception toward microteaching subject in the context of curriculum 2013. It was proven from the calculation of the score was 70% which means it is above 60%. It means that students gave positive responds to the questionnaire about sixth semester students’ perception toward microteaching subject in the context of curriculum 2013.Keywords: perception, microteaching, curriculum 2013.
A STUDY ON THE USE OF TARGET AND MIXED LANGUAGES IN COMMUNICATION STRATEGIES IN TEACHING ENGLISH AT SMP NEGERI 1 SINGARAJA Y, Dewi; Batan, I.G.; Mahayanti, N.W.S.
International Journal of Language and Literature Vol 2, No 4 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i4.16350

Abstract

The use of target language only and mixed languages as communication strategies between the teacher and students have different purposes to be achieved for both of them when conducting the learning process. Therefore, this study focused on finding out 1) the language of instruction used by the teacher as communication strategies in teaching as well as 2) the student’s responses toward the use of each type of language of instruction as communication strategies in teaching English by the teacher at SMP Negeri 1 Singaraja. To investigate this study there were 3 teachers and 174 students from eight classes who were used as the primary sources. To collect all of the data, observation and questionnaire distribution were implemented. Then, all of the data were analyzed descriptively. This study followed qualitative descriptive model, approach, and design adopting framework of Maxwell (2012). Therefore, the results of the study indicates that the most frequent of language uses by the teachers is target language only. The students fell very glad when the teachers use target language only. To make the students easier to understand the material, the use of mixed languages in the right portion is very good, in particular at the beginning stages. Key words: target language, mixed languages, opening, observing, questioning, exploring, associating, communicating, closing. 
DEVELOPING FLASHCARDS AND ITS MANUAL BOOK FOR TEACHING VOCABULARY IN GRADE SIX Suprianti, G.A.P; Mahayanti, N. W. S.; Kusuma, I. P. I.
International Journal of Language and Literature Vol 2, No 4 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i4.16351

Abstract

This research aimed at (1) developingflashcards and its manual book for teaching English in grade sixin Buleleng regency, and (2) finding out the quality of developed flashcards and its manual book. The subject of this research werethree English teachers and eighty students in grade six fromthree schools, that is,the students at SDN 4 Banyuasri, SDN 3 Jagaraga and SDN 9 Banjar. This research was R & D (research and development) which followed threesteps based on ADDIE model, namely Analyze, Design and Development. Since only three steps were undergone in this research, the developed media were still in the form of prototype. The data of this research were obtained by syllabus analysis, using observation sheet, students’ questionnaire, teachers’ questionnaire, teachers’ interview guide, and expert judgement rubric. The result of the present research are flashcards and its manual book. The flashcards and its manual book were developed based on four topics mentioned in the syllabus, namely fruits, vegetables, foods and beverages. Each topic developed consisted of 10 flashcards. Moreover, for the manual book developed, there were five activities provided. For the quality of the media, it was found that flashcards and its manual book developed were categorized as excellent media. Thus, it is proper to be used as media for teaching English vocabulary in grade six. Keywords: flashcards, manual book, teaching English for young learners
GENDER DIFFERENCES IN ENGLISH TEACHERS COMMUNICATION PATTERN AT SMPN 1 PETANGBADUNG REGENCY Meiyana Ariss Susanti, I Luh
International Journal of Language and Literature Vol 2, No 4 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.797 KB) | DOI: 10.23887/ijll.v2i4.21230

Abstract

In this study, the researcher would like to investigate the types of reinforcements used by male and female teacher, the frequency of using reinforcements both male and female teacher, and to whom it is usually addressed by each teacher. The concern of this study, there were two subjects chosen, one male and one female English teacher. The data was collected through observation and interview.  The result of the study showed that those teachers are the same in using the types of reinforcement; they applied praise and negative reinforcement. In term of frequency of using reinforcement, female teachers applied more often than male teachers. Male and female teacher tended to reinforce them who were active in the classroom without regarding the students? gender. In responding to reinforcement given, mostly students responded by smiling and becoming more active in the following the next lesson. In certain cases, male student showed different responses, particularly when they received negative reinforcement in term of point reducing and withdrawing certain image that they had.

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