LANGUA: Journal of Linguistics, Literature, and Language Education
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.
Articles
64 Documents
<![CDATA[Increasing English Translation Skill through Grammar Translation Method at the Fifth Semester Students of English Education Program at STKIP Kie Raha Ternate ]]>
<![CDATA[Sahrun Sudirman]]>
<![CDATA[ Jurnal Langua Vol 4 No 1 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.4643007
<![CDATA[This study aims to describe the improvement of translation skills through a combination of the grammar translation method. This study shows that the students' translation skills have not improved significantly. This can be seen from the achievement of student understanding. The results obtained through a questionnaire show that the translation course is very liked by 66.7 percent of students. Meanwhile, other aspects have not been seen to increase optimally. For assignments / exercises the percentage of 53.3 percent of students showed sufficient results. Meanwhile, for the implications and benefits aspects, the achievement was only in the range of 13.3 percent and the benefits aspect of 20.0 percent.]]>
<![CDATA[The Structure of Peer Feedback ]]>
<![CDATA[Z Zainurrahman]]>
<![CDATA[ Jurnal Langua Vol 4 No 1 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.4643017
<![CDATA[This article aims to propose an overview of structured peer-feedback applications. Even though peer-feedback is no longer a new thing in the world of teaching writing, until now there are still many researchers who are interested in studying it and not a few teachers are still using it. Research that has been conducted to test the effectiveness of peer-feedback and student responses to peer-feedback activities still shows different results. One thing that needs to be considered important is that differences in the results of peer-feedback use and research may result from unstructured application of peer-feedback. Experts have indicated that peer-feedback can be applied flexibly. They imply that peer-feedback activity should not be restrained in a rigid system. However, research suggests that without careful preparation, peer-feedback activity is unlikely to produce satisfactory results. In order for peer-feedback activity to be prepared, special stages in implementing peer-feedback cannot be avoided. Meanwhile, we are faced with the fact that until now there is no system that regulates the peer-feedback structure. It is for this reason that this article was written. Using literature research, this article provides a peer-feedback structure worthy of attention.]]>
<![CDATA[The Communicative Language Teaching and Students’ Vocabulary Memorizing Improvement ]]>
<![CDATA[Onco Rumbouw]]>
<![CDATA[ Jurnal Langua Vol 4 No 1 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.4643005
<![CDATA[CLT is one of the techniques used to improve students' ability to learn vocabulary. Apart from memorizing vocabulary, students are also expected to be able to use vocabulary to communicate with one another, both indoors and outdoors. The type of research used by researchers is library research. This study aims to determine the development of learning using the CLT technique on vocabulary which was carried out in previous years, from 2008 to 2019. The samples taken were five articles, namely two published journal articles, two regular articles that were unpublished and one thesis. as well as researchers using qualitative methods to analyze some of these articles. The type of data used by researchers is document data. Following the data and results analyzed by the researcher, it can be said that learning using the CLT technique on vocabulary is not effective if it only relies on vocabulary without combining all the skills (Listening, Reading, Writing and Speaking) that exist in language learning. Therefore, if teachers want CLT learning to Vocabulary to be effective, then all the skills in the language must be combined so that the achievement of the desired results can be realized.]]>
<![CDATA[The Grammar Translation Method, The Direct Method, and The Audio-Lingual Method ]]>
<![CDATA[Risnawati Djauhar]]>
<![CDATA[ Jurnal Langua Vol 4 No 1 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.4642999
<![CDATA[This article briefly presents the characteristics of different teaching methods, namely the grammar translation method, the direct method, and the audio-lingual method. Many authors have discussed each method separately and in this brief communication I will present the characteristics of each comparable method. The significance of the discussion in this article, theoretically and practically, can help teachers decide which method will work best for them and their students. By having knowledge about the characteristics of each method, teachers can make optimal use of the method they choose so that learning outcomes can be achieved optimally.]]>
<![CDATA[The Presentation of Speaking Materials in English Textbook for High School Level ]]>
<![CDATA[Annisrina Fajri Nugraheni]]>;
<![CDATA[Sindi Dian Safiroh]]>;
<![CDATA[Putri Rahayu]]>;
<![CDATA[Putri Widiarsih]]>;
<![CDATA[Rini Estiyowati Ikaningrum]]>
<![CDATA[ Jurnal Langua Vol 4 No 2 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.5540242
<![CDATA[The purpose of this study is to analyze the performance of speaking material in the textbook "English for Senior High School 12th Class Curriculum 2013 Revised 2018" based on the criteria of an excellent textbook proposed by Savignon (2008) to illustrate the relevance of speaking material in the book. This textbook was published by the Ministry of Education and Culture of the Republic of Indonesia for twelfth-grade students through the 2013 curriculum and described the order of speaking material in the textbook. The writers also found that the relevance of the material spoke sufficiently with the 2013 English Language Competency Standards. However, some competencies did not follow the competency. The reason was that the textbook did not present the material in speaking.]]>
<![CDATA[A Phytonymic phraseology and linguocultural features of paremiological units ]]>
<![CDATA[Aysu Mirzayeva]]>
<![CDATA[ Jurnal Langua Vol 4 No 2 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.5540285
<![CDATA[The article comparatively examines phytonomic phraseology, forming a branch of onomastic phraseology of English and Azerbaijani languages. Internal classification of onomastic phraseology is provided for this purpose and the criteria for designation of phytonymic phraseology are determined. Such a system of markers embraces lexical units that are more or less connected with the plant world, as well as words denoting the species of plants. Phytonymic phraseologies were selected from relevant lexicographic sources and grouped on the basis of materials of Azerbaijani and English languages. The research shows that phytonymic phraseology forms an independent group in the onomastic phraseology of each language. The characteristics of the development of phytonomic phraseology by species and type names were studied and high frequency of some species’ names in phytonomic phraseology was found out. The article also addresses the issues over adequacy and equivalence of phytonomic phraseology of diferent-system languages. The study in this area indicates considerable role of phytonomic phraseology in the verbalization of national-cultural indicators. Direct connection of ethnocultural marker and the code with the onym used in the composition was clarified in phytonomic phraseology.]]>
<![CDATA[The Application of the Cooperative Learning Model (Picture and Picture) to Improve the Students’ Reading Skill ]]>
<![CDATA[Yerdiana Mohibu]]>;
<![CDATA[Hamid Ismail]]>
<![CDATA[ Jurnal Langua Vol 4 No 2 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.5540252
<![CDATA[The purpose of this study was to improve students' reading skills using picture and picture media. This research is a Classroom Action Research. The research was conducted in two cycles. The subjects of this study were 23 students in class IX SMP Kristen Idamgamlamo west Halmahera. The data collection techniques in this study were observation and test. While the data analysis techniques were used The results showed that: The use of picture and picture media can improve students' reading activities. The increase occurred in cycle I is 53,8%. Learning activities were not optimal. The implementation of cycle II is 88,4% causes activity and learning outcomes to be good and increase to a higher level so that it can support quality learning. The conclusion of this research is to improve reading ability by using picture and picture media in class IX SMP Kristen idamgamlamo Halmahera Barat.]]>
<![CDATA[Direct and Indirect Speech Acts in the Drama “A Streetcar named Desire” written by Tennessee William ]]>
<![CDATA[Mahdi Ahmad]]>;
<![CDATA[Z Zainurrahman]]>
<![CDATA[ Jurnal Langua Vol 4 No 2 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.5540276
<![CDATA[A drama is a work filled with figurative languages that are full of implied meanings. The purpose of writing a drama, of course, is to entertain the reader. However, a drama text can also be a source of pragmatic learning that is rich in expression. This research is one of pragmatic research on drama texts. Using content analysis techniques, the researchers attempted to portray the use of speech acts, both direct and indirect, used by Tennessee William in her play "A Streetcar named Desire". There are at least ten data collected by the researchers and interpreted briefly based on the rules of speech acts in the pragmatic concept. The conclusion drawn from the interpretation of the data is that there are various uses of indirect speech acts in the drama and also changes in the types of speech acts that show how dynamic the language used in the drama is.]]>
<![CDATA[The Effectiveness of Cooperative Learning Method Type Talking Stick in Improving Vocabulary Memorization of the VIII class Students of MTs Al-Kautsar Kao ]]>
<![CDATA[S Syamsia]]>;
<![CDATA[Nurfaija Rusdy]]>
<![CDATA[ Jurnal Langua Vol 4 No 2 (2021): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.5540264
<![CDATA[The aim of this research is to know the effectiveness of students in memorizing English vocabulary through cooperative learning model using talking stick. Vocabulary is important to be master since someone can’t talk without knowing vocabulary. At some junior schools the students have a low mastery of vocabulary. This research uses the Classroom Action Research; this research was conducted at Mts Al-Khautsar Kao. The subjects of this research were students of class VIII, totaling 27 students consisting of 14 girls and 13 boys. The research has some techniques and some instruments to gain both qualitative and quantitative data. The techniques are observation, interview, testing, and documenting study. To analyze the data, the researcher started by doing reflection of the cycles of the study. This means that the data were analyzed continually since the implementation of the action began. As this research was a classroom action research, therefore, to avoid subjectivity, the researcher involved the research members to find their perceptions, opinions and suggestions in analyzing the data.The result of the reflection in cycle I was not improved so this research continues in cycle II. Based on the students’ result in cycle II, it was found out that the students‟ vocabulary score was improved. It indicated that the use of talking stick technique could encourage and motivate them to retain and enrich their vocabulary.]]>
<![CDATA[An Analysis on the Undergraduate Students’ Citing Habit in Thesis Writing ]]>
<![CDATA[Elvira Labosang]]>;
<![CDATA[S Syamsia]]>
<![CDATA[ Jurnal Langua Vol 5 No 1 (2022): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.6317091
<![CDATA[This study aims to investigate the students’ habit in writing citation in their thesis. As a scientific paper, a thesis should be formatted according to the style allowed or accepted by the institution. By involving 83 thesis written by undergraduate students on an English program of a college in North Maluku, this descriptive qualitative study revealed that most students used APA style as required by the college. Moreover, the students made many mistakes in writing citation ranged from non-italicized book title to non-recorded quotation. Data from interview revealed that the students made these mistakes due to some factors that we assumed the causes of the students’ citing habit. Overall, plagiarism has been noted as the main factor responsible for those mistakes.]]>
