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INDONESIA
LANGUA: Journal of Linguistics, Literature, and Language Education
Published by STKIP Kie Raha Ternate
ISSN : -     EISSN : 26231565     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Langua: Journal of Linguistics, Literature, and Language Education is a journal published under the English Department of STKIP Kie Raha Ternate, Indonesia (EISSN: 2623-1565). As an Open Access Journal, articles processed within Langua are managed through Open Journal System (OJS) which means although readers or subscribers can freely read and download articles in this journal, authors are required to register and login to submit their article. Langua accepts submissions from English Teachers, English Lecturers, and Researchers in terms of Research Report and Original Article as long as one follows the submission guidelines.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
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Search results for , issue "Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education" : 5 Documents clear
An Overview on ELT Course Book Ismit Karim
Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (946.741 KB) | DOI: 10.5281/zenodo.3735848

Abstract

In the practice of teaching and learning, planned teaching material undoubtedly holds a very crucial role. A textbook is the example of the teaching material that has been used for five decades as the manual instruction as well as a source of information in the teaching and learning activity. Merriam-Webster dictionary defines a textbook as "a book about a particular subject that is used in the study of that subject especially in the school". Furthermore, regarding its importance the textbook provides the sources related to the skills, behavioural aspects, believes and knowledge covered by cognitive elements and teaching techniques supported by the curriculum. This article is written as a review on an English course book to find the cultural content presented in that book. Adopting content analysis, this review concludes that the course book offers cultural contents that allow the students to learn certain target culture in term of literature. Some minor drawbacks are highlighted as discussed in this paper.
The 3-2-1 Reading Comprehension Strategy: Students’ Reading Comprehension Development and Students’ Perception Z Zainurrahman; Sriyani Djabir
Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (773.194 KB) | DOI: 10.5281/zenodo.3735846

Abstract

The 3-2-1 reading comprehension strategy is a new strategy and the study on the strategy is still rare at least in 2019. This strategy presents in the right time when the teacher needs to apply new strategy in the reading classroom. This research was conducted as an attempt to improve the students’ reading comprehension. Designed as a non-observation classroom action research, this research involved 36 students in a junior high school. There were two tests administered in the classroom, the pre-intervention and the post-intervention test. The intervention is conducted by doing three sessions of reading comprehension practice with the 3-2-1 strategy. The comparison of means between the tests by using paired sample t-test showed that there is a significant difference between the means where the post-intervention test mean is significantly higher than the pre-intervention test mean. This implies that the 3-2-1 reading comprehension strategy can be a good consideration for reading teachers. The students mentioned that this strategy has positive impacts on their reading practice and result. However, it is also captured that this strategy is only suitable for reading short text. This opens opportunity to the next researchers to conduct research on the use of 3-2-1 reading comprehension strategy on reading longer text.
The Effect of using Community Language Learning Method to Improve Students’ Speaking Ability S Syamsia; Hatima Kaunar
Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (985.366 KB) | DOI: 10.5281/zenodo.3735844

Abstract

This research was conducted to know the effectiveness of using the community language learning method (CLLM) is to improve speaking ability. The significance of this research can improve students speaking ability in used community language learning methods to teach speaking. It can be proved from the t-test, and then based on the analysis data of result students worked value lower than 75.77 for level significance 78.85, so there are differences speaking achievement between experiment and control class. The students who are taught by using the community language learning method have a higher score than those are taught by using CLLM. The result of the data analysis proven than student’s score of speaking taught by using community language learning is better. It means that the use of community language learning method to teach speaking is quite effective.
Relationship between Students’ Learning Interests with their Language Learning Achievement Agus Boriri; Yuliani Ishak
Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (968.723 KB) | DOI: 10.5281/zenodo.3735984

Abstract

This research was conducted because of problems regarding learning interest and Indonesian learning achievement. This study aims to determine the relationship between learning interest and student learning achievement in the 2015 Indonesian Language and Literature education study program STKIP Kie Raha Ternate. This research was conducted at the Indonesian Language Study Program STKIP Kie Raha Ternate. The implementation time is 3 months. The population of this study were all 2015 Indonesian language and literature students and the sample used in this study was 35 students. The instrument used to obtain data in this study was a questionnaire and documentation in the form of a student achievement index (IP). The data obtained were analyzed using correlation test. After analyzing using the correlation test it turns out that there is a significant relationship between learning interest with the learning achievement of students of the Indonesian Language and Literature education study program year of 2015 STKIP Kie Raha Ternate and the magnitude of the relationship of learning interest with the learning achievement of students of the Indonesian Language and Literature education study program year 2015 STKIP Kie Raha Ternate is (0.021) 2 or 4.41%.
An Analysis towards Teachers’ Perception on their Schools’ Conduciveness to English Language Learners’ Success at SMA Negeri 3 Kota Ternate Melinda Marus; Sahrun Sudirman
Jurnal Langua Vol 3 No 1 (2020): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/10.5281/zenodo.4124609

Abstract

This study aims at the perception of English teachers on the influence of the conducive environment of the school on students' English learning achievement (SMA Negeri 3 Ternate City, Indonesia). By involving two English teachers at the school, researchers conducted interviews to obtain the required information. By using content analysis, researchers find a variety of very interesting information to pay attention to. In fact, the level of environmental conduciveness in the school also affects the level of achievement of English learning. The contributing factors are differences in students' linguistic backgrounds, lack of technology support, and low time allocation for English subjects. Researchers also found that differences in culture, race, and religion did not affect the conduciveness of the English learning environment at all so that these variables were not relevant to student learning outcomes.

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