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Linguists: Journal of Linguistics and Language Teaching

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Published by Institut Agama Islam Negeri Bengkulu

ISSN : 23552069 EISSN : 26565765 DOI : -

Core Subject : Religion, Humanities, Education, Art,

Religion Arts Humanities Education Languange, Linguistic, Communication & Media

The Journal of Linguistics and Language Teaching contains the research manuscripts related to the broad areas of Linguistics and English Language Teaching. The journal is published twice a year (July and October) by Institut Agama Islam Negeri (IAIN) Bengkulu and is based at the Department of Tadris Bahasa Inggris, Faculty of Tarbiyah and Tadris. It is nationally and internationally reviewed by the journal's editorial board as well as other academic experts.

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Articles 132 Documents

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Empowering Students’ Creativity and Critical Thinking through Discovery Learning-based Writing Assessment Anisa Dian Kusumawardhani; Debby Mulya; Annisa Faizah
Linguists : Journal Of Linguistics and Language Teaching Vol 5, No 1 (2019)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

It goes by saying that 2013 Curriculum emphasizes on the active learning and stimulates students’ high order thinking skill. Furthermore, discovery learning is one of the learning approaches which is proposed by the government to support and to construct students’ creative and critical thinking. Due to the fact that teachers’ awareness and experience in developing the learning materials and performing the discovery learning activities which encourage students to think critically and creatively is still less, this paper presents information and guidance how to construct the discovery learning-based activities which promotes high order thinking skills. Moreover, this paper limits its focus on the writing skill assessment in the senior high school. The research and development methodology was adopted in this paper. An example of simple learning activities of discovery learning-based writing assessment is provided as well. The proposed discovery learning activities cover the activities which might be done from the beginning to the end of the learning process, that is assessed in writing skill. The guidance and learning activities sample help English teachers of senior high school elaborating the discovery learning based writing assessment activities.

THE LEARNING MOTIVATION AND PREFERRED LEARNING ACTIVITIES OF SUCCESSFUL STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITAS BENGKULU. THESIS, ENGLISH EDUCATION STUDY PROGRAM, EDUCATION AND TEACHERS TRAINING FACULTY, BENGKULU UNIVERSITY Fitri Dwi Pertiwi
Linguists : Journal Of Linguistics and Language Teaching Vol 4, No 1 (2018)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This research aimed to find out the dominant kind of motivation in learning English, the preferred learning activities and the difference between the successful students with integrative and instrumental motivation on their preferred learning activities. This study was designed as descriptive quantitative method. The population of this research was the fifth and the seventh semester students of English Education Study Program at Universitas Bengkulu. The sample of this research was 34 successful students at the fifth and seventh semester students. The instruments of this research were questionnaire and questions list. The formula as recommended by Sudijono (2000) was used in data analysis. The result of this research showed that the successful students with integrative motivation were more dominant in learning English. The preferred learning activities of successful students have characteristic such as fun, entertaining and some of them are compulsory. There was no significant difference on the choice of preferred learning activities between the successful students who instrumentally and integratively motivated in learning English.

Literary Theory and Creative Writing, a Blended Space For Producing Literary Works Indah Damayanti
Linguists : Journal Of Linguistics and Language Teaching Vol 3, No 1 (2016)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Literary theory is the systematic study of the nature of literature and of the method for analysing literary works. Literary Theory is an examination of a piece of literature which can be addressed to examine a single aspect of the work in its entirety By literary theory we assume not to the meaning of work of literature but to the theories that reveal what literary works can mean. Moreover creative writing focuses on writing from emotions and thoughts which tends to be expressive, imaginative, and literary. Any writing refers to individual expression as a social practice falls to this category. It is believed that creative writing cannot be formed as an acquaintance outside literary theory instead of one that is fashioned within. This paper looks at how creative writing and literary theory should be combined for producing fine-new literary works

DEVELOPING SUPPLEMENTARY READING MATERIALS FOR ISLAMIC LEARNERS OF MAN 03 MALANG BASED ON GENRE BASED APPROACH Hanura Febriani
Linguists : Journal Of Linguistics and Language Teaching Vol 2, No 1 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Islamic schools/madrasah are expected to be source for students to have a good generaleducation based on the national curriculum plus a religious education designed to inculcate astrong understanding of religious and moral values based on the tenets of Islam. Englishteaching and learning process in MAN 03 Malang especially MAKBI (Madrasahaliyahkeagamaanbertaraf International) program encountered many problems in readingactivity since they were derived from religious program that is but they has less familiarity toEnglish Islamic reading material and only got general material in English. The main book thatused by the English teacher in teaching English has not attract students interest and provideless variety in teaching reading process with uninteresting illustration. Concerning theseproblems, a set of supplementary reading materials for the students needed to be developed.This materials using Genre based approach that is in line with the school curriculum. In thisresearch, the researcher employed the procedures: conducting need analysis, developingsupplementary materials, conducting expert validation, revising the materials, trying out thematerials, and revising the materials. The researcher collected the data by usingquestionnaires, interview, analyzing the syllabus, and note field. The product of this researchis three units of supplementary reading materials for eleventh year students of senior highschool at MAN 03 Malang, East Java.

IMPLEMENTATION DEBATING TECHNIQUE IN TEACHING SPEAKING (Descriptive Study of Student At Twelve Level of SMAN1 Curup ) Nining Warnidah
Linguists : Journal Of Linguistics and Language Teaching Vol 2, No 2 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This research described the implementation of the debate technique in teaching speaking ofSMAN 1 Curup and analysis how debate technique can be applied for speaking class and itcan be a good way to make students’ speaking more better as their skill of languange masteryin English. The debating activity of this class is a kind of debate that different with australianor parlementary style where of Parlementary style the student present in each group contain 3members and when they present the debating activity there are 2 groups. The group ofAffirmative which agree to the motion given and the Negative group which dissagree to themotion. While on Australian style the each group has two members and in delivering activitythere are 4 group of its presentation. Two groups for Affirmative group and two group fornegative group.The observation have three steps the firsly,t to get data who students that has ability in speakingwell they will be the main group. The main group contain of 6-7 students of each class and theywill be an opposite group for other group of the class. It is about 5 group will present of theclass with the opposite team for the students who has ability well in speaking. Theobservervations had been done directly in the class, it need 4-6 weeks of each class. Secondly,they present their debating with the motion given with the turn and motion that given lotteryrandomly.Next, after the debating held of each class the observer give another activity by asking them topresent speaking individually, and there is good result, their speaking performance increaseto be better than of the first activity before debating

The Use of Webbing Technique to Improve Recount Text Writing Achievement of Tenth Graders of SMAN 1 Curup Selatan Astin Utari
Linguists : Journal Of Linguistics and Language Teaching Vol 5, No 1 (2019)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This study was aimed at examining the efficacy of webbing technique to help students improving their writing achievement in recount text. This research was used experimental method. The population was the tenth graders of SMAN 1 Curup Selatan in academic years 2016/2017 and 30 students were taken as the sample by using convenience sampling. The result showed that there was any significant improvement with a significant mean difference of 11.72 (t=.000) and its aspects. It was also supported the results of questionnaire which indicated webbing was useful technique to solve students’ problems in writing recount texts.These results indicated that webbing technique is effective in improving the students’ writing achievement. Keywords:, webbing technique, writing achievement, recount text

The Use of Debate Activitiesto Improve Students’ SpeakingAbilityat State Religious Senior High School (MAN 02) of Kepahiang,Bengkulu, Indonesia Dedi Efrizal
Linguists : Journal Of Linguistics and Language Teaching Vol 3, No 1 (2016)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This study was carried out to improve the students’ speakingabilitythrough Debate Activitiesin Second Year Students of State Religious Senior High School (MAN 02) of Kepahiangin academis year 2015-2016. The subjects of this study were consisted of 30 students.The method used in this study was Classroom Action Research ( CAR). The Clasroom Action Research design applied in this study was a collaborative classroom action research. It mean that the researcher collaborated with the English teacher of State Religious Senior High School (MAN 02) of Kepahiangas an observer and collaborator. The study was carried out in three cycles. Each cycles consisted of three meetings. The data were gathered in this study through field notes, and test.The result of the study showed that there was improvement of students’ speakingability. Most of the students gradually gained good scores at the end of each cycles. The score of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English subject was 70 (seventy). The data shows that in cycle I, students speaking achievement is 0% (excellent), 10% (good), 17% (average), 40% (poor), 34% (very poor). In cycle II the students’ speaking achievement is 7% (excellent), 20% (good), 40% (average), 20% (poor) and 13% (very poor). In cycle III students’ speaking achievement is 13% (excellent), 20% (good), 54% (average), 13% (poor) and 0% (very poor). In conclusion, Debate Activitiescould solve the students’ problems and improve their speaking ability

COMMON ERRORS OF CONNECTOR IN WRITING PARAGRAPH Dian Permata Sari
Linguists : Journal Of Linguistics and Language Teaching Vol 4, No 1 (2018)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Second year students of English department in IAIN Bengkulu were still faced a lot of difficulties in learning English. Most of them still have difficulties in understanding grammatical rules and because of their lack understanding of writing English especially in using connector. They were still unable to write a good paragraph, even the smaller unit like a sentence correctly. This research was a case study, the objective of the study were to find out the common error of connector, the dominant error of connector in students writing paragraph and To find out the factors that caused error of connector in students writing paragraph. The researcher used descriptive qualitative research design, it was used to get the description about connector by analyzing, interpreting, and concluding. In this case, the researcher aimed to find out about the common errors of connectors particularly in using coordinate, subordinate, and correlative connectors made by students in writing paragraph. The object of this research was the the fourth semester students of English department in IAIN Bengkulu in the academic year 2014/2015. 19 students were taken as the respondent by using purposeful random sampling. The data were collected by using students written paragraph and an interview, then the researcher interpreted all the data and found that the most common errors of the fourth semester students of English department on IAIN Bengkulu in their writing paragraph was coordinate connector and which was occurred 57,8 % from the total number of error. The errors of connectors were identified based on “Writing Academic English” book written by Oshima and Hoque. From the total number of error in this study, the researcher found that 21,05 % of error was stringy sentence, 26,31 % was unparalleled, 15,78 % was comma splice, and 36,84 % was miss function. So the dominant factor of connector error in writing paragraph that made by the fourth semester students of English department on IAIN Bengkulu was caused by miss function of connector. The result was relevant with the interview, where the students admitted that the factor of error in using connector was because they has lack knowledge about connector and its functions. moreover the students were not taught specifically about connector by the teacher.

IMPROVING STUDENTS’ VOCABULARY THROUGH TRADITIONAL GAME (AN INOVATION OF TRADITIONAL GAME (RUBER BOX GAME)) (A STUDY AT FIRST YEAR OF SMPN 1 KOTA BENGKULU 2013-2014) Yenti Priani
Linguists : Journal Of Linguistics and Language Teaching Vol 2, No 1 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Improving students’ vocabulary through traditional game(aninovation of traditional game (ruber box game)) (a study at first year of smpn 1 kota bengkulu2013-2014)Ruber Box Game merupakan media yang penulis gunakan untuk meningkatkan kosa kata dalam pembelajaran text deskriptive pada siswa SMPN 1 Kota Bengkulu Tahun Pelajaran 2013-2014 pada kelas VII.4 dan kelas VII.5 yang masing-masing terdiri dari 34 siswa pada setiap kelasnya, yang kemudian dijadikan sampel dalam penelitian penggunaan Ruber Box. Pre-tets diberlakukan pada semua kelompok untuk mengetahui kemampuan awalnya. Nilai rata-rata kelas VII.4 adalah 49,28 dan kelas VII.5 adalah 51,69. dengan menggunakan uji-t dan dari tes tersebut 0,71 dan tabel t adalah 2.00 yang artinyakeduanya memiliki penguasaan kosa kata yang hampir setara sebelum tindakan. Setelah dilakukan tindakan maka dilakukan post-test. Nilai rata-rata kelompok experiment (VII.4) 80,26 dan kelompok kontrol (VII,5) 71.05. Dalam hipotesis nilai-t yaitu 2.97 dan tabel-t adalah 2.00. Hal ini menunjukkan bahwa Ruber Box Game dapat meningkatkan kosakata siswa dalam pembelajaran text descriptive

IMPROVING READING ABILITY THROUGH GROUP WORK ACTIVITIES OF THE THIRD YEARS STUDENTS AT SMP NEGERI 13 KOTA BENGKULU IN ACADEMIC YEAR 1996 / 1997 Zarawin Zarawin
Linguists : Journal Of Linguistics and Language Teaching Vol 2, No 2 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

This study deals with the use of group work activities in order to improve reading readingability of the third years student at SMP Negeri 13 Kota Bengkulu academic year 1996 /1997. The main purpose of the study was to find out 1) the student achievement in readingability through group work activities. 2) whether or not group work activities technique iseffective in improving reading ability.The population of this study was four classes of the third year students. From the four classesthe writer took two classes of 25 students were taken randomly so the sample consist of 50student. In doing his research the writer did the experiment, the writer divided the samplestudents into the groups. Group A ( experimental Group ) and group B ( control group )both of these group were given pre – test and post test . the post test was given after theteaching experiment. In analyzing data the writer used t – test to compare before and aftertreatment.The result of this study showed that there was a progress made by goup A ( experimentalgroup ) with the gain t = 5.34 while group B ( control group ) got 1.67 the value of t –table of df=24 was 1.74. since the value of the gained t was higher than the value of t –table this means that thr group work activities can be proved effectively.Beside that, the writer also found that there was a significant difference between group A( experimental group ) and group B ( control group ). The value of gained t was 4.02 whilethe value of t – table of df = 24 is 2.06. it means that 4.02 > 2.06 so the second hypothesisis retained.

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Contact Name Zelvia Liska Afriani

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Contact Name
Zelvia Liska Afriani

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Zelvia@iainbengkulu.ac.id

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Journal Mail Official
Linguists@iainbengkulu.ac.id

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-

Location
Kota bengkulu,

Bengkulu

INDONESIA