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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. 3 (2018)" : 5 Documents clear
Development of MojiGoiGo!: Adobe Flash Based Learning Media For JLPT Preparation Kadek Eva Krishna Adnyani; Gede Satya Hermawan; I Gede Partha Sindu
International Journal of Language and Literature Vol. 2 No. 3 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i3.16314

Abstract

This study aims to develop Adobe Flash CS6 "MojiGoiGo!" Based Learning Media for Preparation of Level 4 Japanese Language Proficiency Test (JLPT) for Second Semester Students of the Japanese Language Education Department Ganesha University of Education. This research and development uses the development model of Hannafin and Peck. The data are collected through literature review and questionnaires. The collected data are then analyzed by using quantitative analysis. On the requirement needs assess phase, questioners are given to 32 students of second semester of Japanese Language Education Department. On the design phase, materials and products are designed and then inputted into software. On the develop/implement phase, validation of the content and media experts, individual tests, and group trials are conducted. The results of experts validation and individual trials show that the media are considered excellent, while group trials gave judgment on the category of good and excellent. Keywords: research and development, learning media, adobe flash CS6, Japanese-language proficiency test
AN ANALYSIS OF GRAMMATICAL ERRORS ON NARRATIVE WRITING COMMITTED BY THE NINTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL L. G. R. Budiarta; P. E. D. Suputra; I. K. Widiasmara
International Journal of Language and Literature Vol. 2 No. 3 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i3.16315

Abstract

Writing is a difficult skill in English; most of English for Foreign Language students tend to make errors in writing. In assisting the learners to successfully acquire writing skill, an analysis of errors is necessary to be conducted. This study aims at identifying the types of grammatical errors on students’ narrative writings and analyzing the causing factors contributing to the students’ errors. Descriptive qualitative design was applied in this study. The subjects of the study were the ninth grade students of SMP Negeri 1 Sukawati. The data were collected from students’ narrative writings, questionnaires, andinterviews. In analyzing the data, this study applied the theory from Dulay et al. (1982) in identifying the types of errors and for analyzing the contributing factors of the errors this study used Brown’s (2000) theory. The result of the data analysis showed that the most frequent type of grammatical errors committed wasmisformation error (46.50%), followed by omission error (35.56%), addition error (14.74%), and the least one was misordering error (3.19%). Moreover, the sources of errors were dominated by intralingual transfer (35.33%), followed by interlingual transfer (34.50%), and context of learning (30.15%). Related to this findings, this study had similar result with Hamid & Qayyimah’s (2014) and Ma’mun’s (2016) researcheswhich also found misformation and intralingual transfer as the biggest contributing factors to the errors. Therefore, this present study suggests that the teachers have to find a better way in teaching and learning process of writing and students have to practice more vocabulary especially regarding the forms of verbs, so it can minimize the grammatical errors that occur. Keywords:error analysis, grammatical errors, sources of errors, narrative text
A STUDY OF THE TEACHERS’ ROLES IN THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH AT SMP NEGERI 1 SINGARAJA K.P.P. Ayustina; I.G. Batan; N.W.S. Mahayanti
International Journal of Language and Literature Vol. 2 No. 3 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i3.16316

Abstract

The implementation of Curriculum 2013 indicated that there is a switch of the teachers’ role in the process of teaching and learning from resource becoming facilitator. This study aimed to find out the roles that the teachers play in the classrooms when teaching English at SMP Negeri 1 Singaraja and to know responses of the students toward it. It followed qualitative interactive descriptive model, approach, and design which was adopting the framework of Maxwell (2012). It involved 3 teachers and 174 students. The required data for this study were collected through observation and distributing questionnaire. Since the data were analyzed descriptively, it was adopted the framework developed by Miles and Huberman (1994). The results of data analysis show that there are five roles the teachers played in the classroom when teaching English at SMP Negeri 1 Singaraja such as prompter or motivator, facilitator, controller, organizer, and assessor and the responses of the students toward it mostly dominated by positive attitude. In short, most of the roles that the teachers played support the student-centered learning. It is the result of the classroom focused activities developing on giving exercises, completing task, and doing practice of language used. Keywords: assessor, controller, facilitator, organizer, prompter, scientific approach
A STUDY OF THE REINFORCEMENT USED BY ENGLISH TEACHER IN 6A CLASS AT SD LAB UNDIKSHA SINGARAJA M. B. A Pratiwi; Sudirman Sudirman; L. D. S Adnyani
International Journal of Language and Literature Vol. 2 No. 3 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i3.16317

Abstract

This study was a descriptive study aimed at describing the components and the implementation of reinforcement used by English teacher in 6A class at SD LAB Undiksha Singaraja. The subjects of this study were an English teacher and 39 students. The data of this study were collected by observation and interview. The result of this study showed that the English teacher in 6A class at SD LAB Undiksha Singaraja used various kinds of reinforcement such as verbal, gestural, contact, and proximity reinforcement. Positive and negative reinforcement were consisted by each of those types. For positive reinforcement, the teacher used “good, very good, well done, good enough, that’s right, nice, smiling, nodding head, thumb up, applause, touching the students, standing next to the students, and sitting close with the students”. For negative reinforcement, the teacher used “sssst, calling students’ name, giving warning, giving explanation, and putting forefinger in front of the lips”. Besides, the teacher used four ways in implementing the reinforcement: given with warmth and enthusiastic, emphasized on meaningfulness, given to both group and individual, and given with various types and purposes. Key words: elementary school, reinforcement
THE EFFECT OF “STORYTELLING USING PUPPET” STRATEGY ON STUDENTS’ SPEAKING ACHIEVEMENT AT EIGHTH GRADE OF JUNIOR HIGH SCHOOL IN SMP NEGERI 1 SERIRIT I. G. B. C. Bayu; K. S. Piscayanti; A. A. G. Y Paramartha
International Journal of Language and Literature Vol. 2 No. 3 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v2i3.16318

Abstract

This study was purposed to investigate whether or not there was a significant effect of storytelling using puppet strategy on students’ speaking achievement at eighth grade of junior high school at SMP N 1 Seririt in the academic year 2018/2019. The research design was Quasi Experimental of Posttest Only Control Group Design involving eighth grade students of SMP Negeri 1 Seririt. Cluster Random Sampling was assigned to select the sample of this study in which VIIIA Class was assigned as the control group and treated by using storytelling without puppet while VIIIB Class as the experimental group was treated by using storytelling with puppet strategy. Three kinds of instruments were used in this study namely lesson plan, speaking test, and storytelling rubric. Based on the result of the data analysis proves that there is a significant difference on students’ speaking achievement between students who were taught by using storytelling with puppet strategy and those students who were taught by using storytelling without puppet strategy (t= 4.942, df= 62, .p< 0.05). Moreover, the result of the effect size in this study is 0.282. It indicates that storytelling with puppet strategy give a large influence on students’ speaking achievement. Referring to those results, it can be concluded that storytelling using puppet strategy can give significant effect on students’ speaking achievement. Keyword: Puppet Media, Speaking Achievement, Storytelling

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