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NUR FADILLAH NURCHALIS
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nurfadillahnurchalis@stainmajene.ac.id
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+6285342027771
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lets@stainmajene.ac.id
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LETS: Journal of Linguistics and English Teaching Studies
Published by Sekolah Tinggi Agama Islam Negeri Majene
ISSN : 27154408     EISSN : 27154416     DOI : https://jurnal.stainmajene.ac.id/index.php/lets/ar
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LETS: Journal of Linguistics and English Teaching Studies (p-ISSN: 2715-4408, e-ISSN: 2715-4416) is an open access and peer-reviewed journal published biannually by English Program of Education and Teaching Training Department of State Islamic College of Majene, West Sulawesi. LETS: Journal of Linguistics and English Teaching Studies publishes research papers which focus on the following issues: (a) language learning, teaching, and assessment, (b) second language acquisition, (c) language curriculum and material development, (d) linguistics and applied linguistics, (e) cultural issues in language studies, and English literature and cultural studies.
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2020): LETS: Journal of Linguistics and English Teaching Studies" : 5 Documents clear
Using Quickwriting in Improving the Students’ Ability to Write Paragraph Abdullah Syukur; Ardhy Supraba
LETS: Journal of Linguistics and English Teaching Studies Vol. 2 No. 1 (2020): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (783.869 KB) | DOI: 10.46870/lets.v2i1.144

Abstract

The objectives of this research were to find out: the ability of the second semester students of Informatics Study Program at Cokroaminoto Palopo University in writing paragraph through quickwriting. This research employed quantitative method. The method used in this research was pre-experimental with one group pretest-posttest design. The istrument was writing test. The results of the research shows that quickwriting is effective to be used to improve students’ ability in writing because there was a significant difference between the progresses in writing of the students who were studying through quickwriting and those are not. By quickwriting strategy, the students can express their ideas easily without stopping and rushing. It gave them writing power and easy to understand. No more stopping in writing because it’s under the pressure of time, and the students’ attitude of the second semester students of Informatics Study Program Cokroaminoto Palopo University in learning English writing was positive and more interested in learning English writing through quickwriting strategy. It was proved that there was significant difference between the result of students’ pre-test and post-test by the value of t-test (12.50) is greater than the value of t-table (2.011). 
The Correlation between Students’ Vocabulary Mastery and Students’ Reading Comprehension Netty Huzniati Andaz
LETS: Journal of Linguistics and English Teaching Studies Vol. 2 No. 1 (2020): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (967.495 KB) | DOI: 10.46870/lets.v2i1.145

Abstract

Vocabulary is one of essential language element which help student to comprehend the reading text. Students are able to understand what they read easily if they have amount of vocabulary. Therefore, this research was aimed to explore the correlation of student’ vocabulary mastery and reading comprehension at the second Grade of SMPN 1 Kolaka. This research used quantitative descriptive design. The design of this research was quantitative descriptive. The population of this research was the second grade students of SMPN 1 Kolaka which was consisted of eight classes. The total number of the population was 206 students. To take the sample, the researcher used purposive sampling that was class VIIIB, it was comprised of 26 students. To gather the data, the researcher used two kinds of test; vocabulary test and reading test. The data was analyzed by using the formulation of Pearson Product Moment Correlation Coefficient. The result of data analysis showed that rxy was 0.705 was higher than r­­t was 0.404 with the degree of freedom (df=N-nr) was 24. Meanwhile, from the result of hypothesis testing was α ≠ 0 or rxy was higher than rt which meant the score of vocabulary and reading was straight comparable. So that, H0 and H2 was rejected and H1 was accepted. It was indicated that there was a positive correlation between students’ vocabulary mastery and students’ reading comprehension at the second grade of SMP Negeri 1 kolaka in academic year 2017/2018.
A Textbook Evaluation of Socio-Cultural Contexts in “Got It Series” Mehdi Nasri; Ehsan Namaziandost; Elnaz Zariholhosseini
LETS: Journal of Linguistics and English Teaching Studies Vol. 2 No. 1 (2020): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1074.017 KB) | DOI: 10.46870/lets.v2i1.146

Abstract

This study investigated the appropriateness of socio-cultural contexts in Got It Series. To do so, a survey questionnaire was applied to elicit the teachers and supervisors’ perceptions towards the Series. The findings revealed that the intercultural content of the Series was understandable and positively evaluated by the participants. However, according to the results of this test, there were significant differences among the means of these categories. The results suggested that among five categories in the questionnaire, the highest mean belonged to cultural presentation. In addition, the lowest mean belonged to aims and achievements. Variance analyzed accompanying with repeated measure ANOVA were used to compare the means. According to the results of this test, there were significant differences among the means of these categories. The results of Bonferroni Post-Hoc suggested that the mean of the aims and achievements was less in comparison to other categories, and there were no significant differences among other categories. The supervisors agreed more with the questions included in category D in comparison to the teachers. Moreover, there were no significant differences between these two groups in other categories.
Improving Speaking Skill through Peer Tutoring Strategy to Members of An English Meeting Club Alim Akkas
LETS: Journal of Linguistics and English Teaching Studies Vol. 2 No. 1 (2020): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (809.513 KB) | DOI: 10.46870/lets.v2i1.147

Abstract

English speaking skill helps people to communicate and interact with other people. The objective of the research is to know whether peer tutoring strategy is able to or not to improve the speaking skill of members of YEMC of MTs YMPI Rappang in learning speaking through peer tutoring strategy. This research used pre-experimental method by one group pre-test post-test design. The population was the members of YMEC of MTs YMPI Rappang. The sample of this research was 20 members. The technique of sampling was total sampling technique. The data was analyzed by using SPSS version 17 computer software and the second question was analyzed by using questionnaire. The result calculation of mean score pre-test of students was 7, and mean score post-test of students was 10,35. It showed that members' seapking skill was improved. The result finding that SPSS output for paired sample t-test= 11,513 and sig (2-tailed) = 0,000. This out reveals that sig= 0,000 was lower p-value= 0,05. It showed the alternative hypothesis (Ha) is accepted, which t-test value (11,513)was greater than t-table value (2,093). Based on data analysis, the researcher concluded that through peer tutoring strategy can improve the speaking skills at members of YEMC of MTs YMPI Rappang. Based on the calculation, peer tutoring strategy has a very strong influence to improve the members speaking skill.
Assertive and Expressive Speech Act Used by English Teachers and Its Implications Rezky Uspayanti
LETS: Journal of Linguistics and English Teaching Studies Vol. 2 No. 1 (2020): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (795.179 KB) | DOI: 10.46870/lets.v2i1.148

Abstract

This study focused on the use of assertive and expressive speech acts by English teachers and its’ implication in teaching and learning process. The study was done in Senior High School 1 Pinrang. The sample was two English teachers. The sample was taken by using a purposive sample. The sample was chosen because they produced more speech acts in teaching and learning process. In collecting the data, classroom recording, observation checklist and interview were used. In analyzing data from classroom recording and interview, the researcher used qualitative data analysis that consisted of three stages: data reduction, data display and conclusion drawing/verification. The results show that teacher A and B used representative and expressive speech act with a different function. Teacher A used representative speech acts which functions were informing, explaining, asserting and concluding the material, while teacher B used representative speech acts which functions were explaining, informing and asserting the material. For expressive speech act, teacher A used expressive speech acts which functions were greeting, apologizing and pleasure or happy feeling, while teacher B used expressive speech acts in classroom interaction which functions were greeting, taking students’ attention, apologizing, and pleasure in terms of thanking. For implication of speech acts are as the way in making the students understood on the teacher’s explanation and used English properly. Therefore, it is also as the way to motivate the students, avoid the misunderstanding in learning process, build up the effective communication build up their understanding, know the communicative functions, stimulate each other and would be used to hear and use English.

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