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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. 1 No. 2 (2017)" : 5 Documents clear
DEVELOPING CALF (CONTEXTUAL, ATTRACTIVE, LOGICAL, AND FUN) MEDIA TO TEACH READING FOR YOUNG LEARNERS N. W. S. Mahayanti
International Journal of Language and Literature Vol. 1 No. 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v1i2.12536

Abstract

This study aims at developing media for group work activity in teaching reading for elementary school students. It was conducted in SD 4 Kaliuntu located in Buleleng. Observation sheets, teacher questionnaires, students’ questionnaires, and rubric were used to gain the data. Sugiyono’s R&D model was employed as the research procedures. The data obtained were quantitatively and qualitatively analyzed. From the result, it was found that the media could be developed by conducting several procedures, such as preliminary observation, syllabus analysis, library research, media development, experts’ judgment, and field test. Through those procedures, excellent prototype media named CALF were designed. As the implication, group work could be done effectively in that school setting.
‘HIDDEN OBJECT MEDIA’ FOR TEACHING ENGLISH AT THIRD GRADE ELEMENTARY STUDENTS IN SD LABORATORIUM UNDIKSHA SINGARAJA I. A. P. P. G. Sari
International Journal of Language and Literature Vol. 1 No. 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v1i2.12537

Abstract

This research aimed to (1) analyze the use of ‘Hidden Object Media’ in teaching English for third-grade elementary students in SD Lab Undiksha Singaraja. The subject of this research was thirty seven of third grade students in SD Lab Undiksha Singaraja at even semester academic year 2016/2017. This research categorized as descriptive qualitative in the form of graphs and percentage. Some instruments were used to conduct this research. There was interview guide, observation sheet and questionnaire. There are four media that was trying out based on topic of animals and body parts. Each media consist of teacher’s guidelines, brief story, hidden object handout, and list of possible post activities. Based on the result of students’ interview and teacher’s questionnaire it was found that hidden object media were able to involve students in learning, able to motivate and help students learn new vocabularies. The percentage shows that more than 78% in every session students felt happy, more than 57% in every session students felt helpful and 100% students feel motivated and feel that the media were good for them to be used. Thus, this media was proper to use for teaching English for third grade students.
THE EFFECT OF ROLE PLAY TECHNIQUE AND PERSONALITY TYPES ON THE SPEAKING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF S WIRA HARAPAN TEGALJAYA A. Retny; I.N. A Jayaputra; N.M. Ratminingsih
International Journal of Language and Literature Vol. 1 No. 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v1i2.12538

Abstract

This research aimed at investigating the effect of role play technique and personality types on the speaking competency. Particulary, this research aimed at investigating whether or not between students who are taught by using role play and those who are taught by conventional technique there is (a) a significant difference in speaking competency; (b) a significant difference of speaking competency between extrovert students and introvert students; (c) an interactional effect of the implementation of teaching techniques and students’ personality types in speaking competency ; (d) a significant difference in speaking competency between extrovert students and (e) a significant difference in speaking competency between introvert students. This study was conducted at the eleventh grade students of SMK Wira Harapan Tegaljaya. To answer the research problems, 2x2 factorial designs was implemented. The collected data were analyzed descriptively and inferentially by using IBM SPSS Statistics. From the result of the study, it can be concluded that: (1) There is a significant difference of speaking competency between students who are taught by using role play technique and who are taught by using conventional technique, (2) there is a significant difference of speaking competency between extrovert students and introvert students, (3) there is no interaction effect between students personality and role play technique on students speaking competency. (4) there is a significant difference of speaking competency between extrovert students who are taught by using role play technique and those who are taught by using conventional technique and (5) there is a significant difference in speaking competency between introvert students who are taught by using role play technique and those who are taught by using conventional technique. These findings are expected to have important contribution to EFL speaking classroom in Indonesia especially for eleventh grade students in SMK Wira Harapan Tegaljaya.
A COMPARATIVE STUDY OF THE EFFECT OF DIFFERENT TECHNIQUES OF COOPERATIVE LEARNING AND SELF-CONFIDENCE UPON STUDENTS’ SPEAKING COMPETENCY D. A. A. W. Joni; P.K. Nitiasih; L.P. Artini
International Journal of Language and Literature Vol. 1 No. 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v1i2.12539

Abstract

This study focused on: 1) investigating the significant difference in speaking competency between the students taught by using Jigsaw II and those taught by using STAD; 2) investigating the interactional effect between teaching techniques and self-confidence upon students’ speaking competency; 3) investigating the significant difference in speaking competency between the students with high self-confidence taught by Jigsaw II and those taught by STAD; and 4) investigating the significant difference in speaking competency between the students with low self-confidence taught by Jigsaw II and those taught by STAD. The findings show that, firstly, the students treated by Jigsaw II achieve better speaking competency than those treated by STAD; secondly, there is an interactional effect between teaching techniques and self-confidence on the students’ speaking competency; thirdly, the students with high-self-confidence gain higher speaking competency when being treated by Jigsaw II than by STAD; and fourthly, the students with low self-confidence attain the same speaking competency achievement when being treated by Jigsaw II and STAD.
THEMATIC PATTERNING TECHNIQUE ON WRITING ACHIEVEMENT AND ITS RELATIONSHIP TO ACHIEVEMENT MOTIVATION OF THE STUDENTS OF ENGLISH EDUCATION DEPARTMENT GANESHA UNIVERSITY OF EDUCATION P. A. K. Juniarta
International Journal of Language and Literature Vol. 1 No. 2 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v1i2.12543

Abstract

This study aimed at investigating the effect of thematic patterning technique and achievement motivation on students’ writing achievement. The subjects were the second semester students of English Education Department in the academic year 2015/2016 recruited by using cluster random sampling. The population was 7 classes, 2 classes were taken as the sample of the study. The total number of sample was 52 students who were divided into four cells of treatments. The II B class was assigned as the experimental group and II D class as the control group. The experimental group was taught by using thematic patterning technique and the control group by using conventional technique. The research design was post test only control group design by using 2x2 factorial design. There were three variables in this study, namely: independent, moderator, and dependent variables. The independent variable was thematic patterning technique and moderator variable was the students’ achievement motivation level (high and low). In another side, students’ achievement in writing paragraph was categorized as dependent variable. The instrument that was used to test the students’ achievement motivation was achievement motivation questionnaire, while the instrument used to test students’ writing achievement was writing achievement test. The analysis of data used two way Anova and then continued by post hoc testing using Tukey test. The findings of the study were: there was a significant difference in writing achievement between the students who are taught by using thematic patterning technique and those who are taught by using conventional technique. The mean score of students taught by using thematic patterning technique was higher than the mean score of students’ writing achievement for students taught by using conventional technique, there was interaction between of thematic patterning technique and the achievement motivation in learning English on students’ writing achievement.

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