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INDONESIA
International Journal of Language and Literature
ISSN : 25494287     EISSN : 25795333     DOI : -
Core Subject : Education,
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 248 Documents
DEVELOPING DIFFERENTIATED ELECTRONIC SUPPLEMENTARY READING EXERCISE FOR THE SLOW LEARNERS OF SEVENTH YEAR STUDENTS AT SMP N 2 SINGARAJA Dewi, N.N.A.U.
International Journal of Language and Literature Vol 1, No 1 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.53 KB) | DOI: 10.23887/ijll.v1i1.9616

Abstract

Integrating ICT in learning has become the demands of Curriculum 2013. Yet, not all of the teacher have media to support the integration of ICT in learning. Whereas, the integration of ICT may help the teachers to accomodate students’ diversity by using differentiated instruction. Thus, this study aimed at: (1) identifying kinds of supplementary reading exercises are needed by the Seventh Year Students at SMP N 2 Singaraja; (2) identifying the design of the electronic supplementary reading exercises for the slow learners of seventhyear students at SMP N 2 Singaraja; (3) measuring the quality of the electronic supplementary reading exercises for the slow learners of seventhyear students at SMP N 2 Singaraja. This study was conducted based on the research and development design proposed by Sugiono (2011).  The data of the study were collected through questionnaire, interview, observation, expert judge and field study. The results of the data were further analyzed by using descriptive analysis and interrater agreement model from by Gregory (2000). The result of the study showed that (1) the supplementary reading exercise needed by the seventh year students at SMP N 2 Singaraja was supplementary reading exercise which was integrated with ICT; (2) the design of the electronic supplementary reading exercise for the slow learners was developed based on the needs; (3) the electronic supplementary reading exercise for the slow learners was categorized as high quality exercises based on content validity, empirical validity, quality of the media and field test.  
THE EFFECT OF DICTOGLOSS STRATEGY ON THE LISTENING COMPETENCY OF THE TENTH GRADE STUDENTS AT SMA NEGERI 1 SUKASADA IN ACADEMIC YEAR 2016/2017 Suprianti, G.A.P.; Pratama, I Putu Mega
International Journal of Language and Literature Vol 1, No 1 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (217.98 KB) | DOI: 10.23887/ijll.v1i1.9621

Abstract

This study aimed at investigating whether or not there was any significant effect on students’ listening competency who were taught by dictogloss strategy and those who were taught by conventional strategy. The population of this study was the tenth grade students in SMA N 1 Sukasada. Two classes were taken as samples in this study using cluster random sampling technique. They were assigned as experimental group and control group by lottery. To obtain the required data, the two groups were given different treatments. The experimental group was taught by using dictogloss strategy, meanwhile the control group was taught by using conventional strategy (cloze listening strategy). To collect the data the instruments used in this study were the teaching scenario and post-test in the form of listening test. The obtained data were then analyzed descriptively and inferentially. The result of inferential statistics showed that the t-observed exceeded the t-critical value. Thus, the null hypothesis was rejected, which means there was significant effect on students’ listening competency who were taught by dictogloss strategy and those who were taught by conventional strategy.
THE EFFECT OF ROLE PLAY TECHNIQUE AND PERSONALITY TYPES ON THE SPEAKING COMPETENCY OF THE ELEVENTH GRADE STUDENTS OF S WIRA HARAPAN TEGALJAYA Retny, A.; Jayaputra, I.N. A; Ratminingsih, N.M.
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 | Full PDF (669.281 KB) | 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.
AN EXPERIMENTAL STUDY ON THE EFFECT OF PARTS STRATEGY AND ANXIETY ON READING COMPETENCY AT THE ELEVENTH GRADE STUDENTS OF SMAN 5 DENPASAR Lindawati, P.; Tantra, D.K.; Ratminingsih, M.
International Journal of Language and Literature Vol 1, No 3 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (624.097 KB) | DOI: 10.23887/ijll.v1i3.12548

Abstract

The aim of this study was to prove whether the implementation of PARTS Strategy and the students’ anxiety gave a significant effect to the students’ reading competency. The study was an experimental study by applying Post test only control group design. The population was nine classes (420 students) of grade XI in SMA Negeri 5 Denpasar academic year 2012/2013, in which 2 classes were samples which were assigned into two groups, i.e. experimental group and control group, by a Multi-Stage Random Sampling. The research data were collected through questionnaire and test that were analyzed using Statistical Two-Way Anova. The results show that, first, there was  different effect in reading competency between the students who were taught by implementing PARTS strategy and those who were taught by implementing Conventional reading startegy (Sig.=0.004 <=0.05). Secondly, there was not interactional effect of PARTS strategy and  anxiety level upon the students’ reading competency at the eleventh grade students of SMA negeri 5 Denpasar (Sig.=0.966 >=0.05). In view of the results of this study, it is therefore suggested  that teachers should use PARTS Strategy as an innovative teaching strategy since the facilitation of this strategy significantly improved the students’ reading competency.
GRAMMATICAL ERRORS COMMITED BY EIGHT GRADE STUDENTS IN WRITING RECOUNT TEXT Fridayanthi, N.P.T.M.E.
International Journal of Language and Literature Vol 1, No 4 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (552.468 KB) | DOI: 10.23887/ijll.v1i4.12584

Abstract

There are 2 purposes of conducting this study, (1) finding the errors commonly made in writing recount text by eighth grades students at SMPN 2 Seririt; and (2) finding the sources of the errors committed in writing recount text by eighth grades students at SMPN 2 Seririt. As a descriptive qualitative research, there were two main instruments used in this study, they were  the researcher and the sample of writing. After gaining the data, then descriptive analysis was conducted. From 30 students’ writing which were analyzed based on surface strategy taxonomy proposed by Dulay et al. (1982), it is found that there are 169 errors committed by the subject including 130 (77%) omission errors, 14 (8.28%) misordering errors, 13 (7.7%) misformation errors, and 12 (7.1%) addition errors. Omission error becomes the most frequent errors committed by the students. There are three types of errors sources found in this study, those are intralingual transfer (90.96%), interlingual transfer (7.22%), and context of learning (1.8%).
JUNIOR HIGH SCHOOL STUDENTS’ SELF-REGULATED LEARNING Nitiasih, PK; Mahayanti, NWS; Wijayanti, NPR
International Journal of Language and Literature Vol 2, No 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (294.625 KB) | DOI: 10.23887/ijll.v2i1.16091

Abstract

In this globalisation era, being able to manage our own learning is a mist and self-regulated learning can be the answer for making the students be able to do so. Identifying self-regulated learning implemented by the students of Junior High School in Buleleng sub-district and also identifying self-regulated aspects which were mostly implemented by Junior High School students in Buleleng sub-districtwerethepurposesofthis study. A total of 444 students from JuniorHighSchoolswhichhaveimplementedcurriculum 2013 were taken as the subjects of this study. Asaqualitativeresearch, the instruments used in this study were observation checklist, questionnaires and also interview guide. The result of the study shows that 78% of Junior High School students in Buleleng sub-district haveimplemented self-regulated learning and there aretwo aspects of self-regulated learning which aremostly implemented by the students, theyareself-judgment and self-reaction in which those two aspects are in self-reflection phase.
THE EFFECT OF BIG BOOKS AS TEACHING MEDIA ON THE THIRD GRADE STUDENTS’ READING COMPREHENSION IN SOUTH BALI Nalantha, IMD; Artini, LP; Mahayanti, NWS
International Journal of Language and Literature Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.152 KB) | DOI: 10.23887/ijll.v2i2.16096

Abstract

This study aimed at investigating whether or not there was a significant effect of Big Book as teaching media on the third grade students’ reading comprehension in south Bali. Research design of this study was Quasi Experimental of Post-test Only Control Group Design. The population was 56 students of the third grade students of elementary school in south Bali. Two classes were used as sample of this study. Class IIIA was assigned as experimental group and treated by using Big Book as teaching media. Meanwhile, class IIIB was assigned as control group and treated by using conventional media. The data were analyzed by using t-test through SPSS 16.0. The result of descriptive statistical analysis shows that mean score of experimental group is 80.5357 and control group is 75.3571. It means experimental group gets better score than in control group. The result of inferential statistical analysis shows comparison between tobs (t-observed) and tcv (t-critical value) that is 2.181>2.0049. It means that the value of tobs is higher than the value of tcv. It can be concluded that there is a significant effect on the third grade students’ reading comprehension taught by using Big Book as teaching media.
DERIVATIONAL AND INFLECTIONAL PREFIXES AND SUFFIXES IN BATUSESA DIALECT OF BALINESE: A DESCRIPTIVE STUDY Ariani, N.K.
International Journal of Language and Literature Vol 1, No 1 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (217.254 KB) | DOI: 10.23887/ijll.v1i1.9617

Abstract

This study was designed in the form of descriptive qualitative study with the aim at describing the prefixes and suffixes in Batusesa Dialect of Balinese which belong to derivational and inflectional morpheme. The techniques used to collect the data were observation, recording and interview technique. In this study, there were three informants chosen. The results of this study show that there are four kinds of prefixes found in Batusesa Dialect, namely {n-}, {me-}, {pe-}, and {a-} and five kinds of suffixes namely {-ang}, {-nә}, {-in}, {-an} and {-ә}. There are three kinds of prefixes and one kind of suffixes which belong to derivational morpheme, namely {n-}, {me-}, {pe-}, and {-ang}. Moreover there are three kinds of inflectional prefixes namely {n-}, {me-}, and {a-} and four kinds of suffixes which belong to inflectional morpheme, namely {-nә}, {-in}, {-an} and {-ә}. There were some grammatical functions of prefixes and suffixes in Batusesa dialect of Balinese, namely affix forming verbal, affix forming nominal, affix forming numeral, affix forming adjective, and affix forming adverb, activizer and passivizer.
AN ANALYSIS OF CLASSROOM STUDENTS’ MISBEHAVIORS IN MECHANICAL ENGINEERING DEPARTMENT CLASS OF GRADE XI IN SMK NEGERI 3 SINGARAJA Wedhanti, N.K; Sasih, L.L.
International Journal of Language and Literature Vol 1, No 1 (2017)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (208.947 KB) | DOI: 10.23887/ijll.v1i1.9622

Abstract

This descriptive qualitative research was aimed at finding out the kinds of students’ misbehavior in the classroom of Mechanical Engineering Department of grade 11 in SMK Negeri 3 Singaraja, knowing the students’ reasons for doing misbehaviors in the classroom, and also the aim at knowing the teacher’s responses towards the students’ misbehaviors happened in the classroom. The subject of this research was all students in the classroom of Mechanical Engineering Department of grade11 and their English teacher. Observation and interview were the techniques used to collect the data of this research. Descriptive qualitative techniques were then used to analyze the data that was gathered. The result of this research showed that there were ten kinds of students’ misbehavior happened in the classroom of Mechanical Engineering Department grade 11 in SMK Negeri 3 Singaraja. Those misbehaviors were inattention, apathy, needless talk, moving about the room, annoying others, disruption, lying, cheating, aggression and fighting, and also defiance of authority. Six of those misbehaviors happened consistently and four of those misbehaviors happened inconsistently in the classroom. There were found six students’ reasons for doing those ten kinds of misbehavior in the classroom. After that, there were found five teacher’s responses towards misbehaviors done by the students in the classroom of Mechanical Engineering Department of grade 11 in SMK Negeri 3 Singaraja.
A COMPARATIVE STUDY OF THE EFFECT OF DIFFERENT TECHNIQUES OF COOPERATIVE LEARNING AND SELF-CONFIDENCE UPON STUDENTS’ SPEAKING COMPETENCY Joni, D. A. A. W.; Nitiasih, P.K.; Artini, L.P.
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 | Full PDF (732.487 KB) | 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.

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