Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

Modality Journal: International Journal of Linguistics and Literature

modality
Website

Published by Institut Agama Islam Negeri Bukittinggi

ISSN : 27981258 EISSN : 27980723 DOI : http://dx.doi.org/10.30983/mj

Core Subject : Education,

Languange, Linguistic, Communication & Media

Modality Journal: International Journal of Linguistics and Literature (e-ISSN : 2798-0723 | p-ISSN : 2798-1258) is a journal which is published by Rumah Jurnal Institut Agama Islam Negeri (IAIN) Bukittinggi, West Sumatera Indonesia. The journal is published twice a year in June and December. Modality Journal: International Journal of Linguistics and Literature is accommodates scientific articles in the form of article publication, book reviews, original research report, reviews and scientific commentaries related to linguistics and literature.This journal invites researcher, academics and practitioners to contribute the results of their studies and research in the field of linguistics and Literature. In particular, papers with the following topics are invited: 1. Linguistics : phonology, morphology, syntax, discourse analysis, psycholinguistics, sociolinguistics, and critical discourse analysis; 2. Literature : local literature studies, Indonesian literature, foreign literature studies; 3. Children Literature : literature studies for character education, and other literary studies; 4. Applied Linguistics: language education, developments in lexicography, translation and stylistics, educational linguistics, clinical linguistics, and other various interdisciplinary branches of applied linguistic.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 26 Documents

1 2 3

The Analysis of Classroom Interaction in English Class using Foreign Language Interaction Kesmila Indung Putri; Hilma Pami Putri
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

AbstrakPengelolaan interaksi kelas selama proses belajar mengajar di kelas sangat penting untuk mencapai tujuan pembelajaran bahasa Inggris. Studi pendahuluan menunjukkan bahwa guru masih mendominasi saat berbicara di ruang kelas dibanding para siswa. Tujuan dari penelitian ini adalah untuk menemukan alasan teacher talk masih mendominan dari pada student talk dan untuk mengetahui kategori yang dominat digunakan dikelas berdasarkan kategori FLINT. Desain penelitian ini adalah kualitatif deskriptif. Data didapatkan melalui observasi dan interview. Data dianalisis dengan cara menadopsi sistem kategori FLINT (Classroom Interaction, Foreign Language Interaction). Informan dari penelitian ini adalah guru bahasa Inggris dan para siswa di kelas sepuluh jurusan Otomatisasi dan Tata Kelola Perkantoran (Office Automation and Governance) di Sekolah Menengah Kejuruan Negeri (SMKN 2) Bukittinggi. Temuan penelitian ini menunjukkan bahwa teacher talk lebih dominant daripada student talk karena respon dan inisiatif siswa rendah. Siswa berbicara apabila guru mendorong dan menyuruh siswa untuk berbicara, siswa malu unyuk berbicara menggunakan bahasa Inggris dan siswa takut untuk membuat kesalahan. Kategori yang dominant digunakan guru dalam teacher talk selama aktivitas belajar menagajar di ruang kelas berdasarkan sistem kategori FLINT adalah memberi informasi, memberi arahan, dan memberi pertanyaan. Disimpulkan bahwa teacher talk mendominasi bentuk interaksi di ruang kelas. Bahkan, meskipun guru telah melibatkan siswa selama proses belajar mengajar, namun sebagian siswa masih bersikap secara pasif di dalam kelas.Keywords: interaksi kelas, FLINT kategori sistem, teacher talk, student talkAbstractThe classroom interaction management during the teaching and learning process in the classroom is very important to achieve the objectives of learning English. Nevertheless, the preliminary studies indicated that teachers dominate when speaking in the classroom rather than students do. Therefore, the purpose of this research is to find out the reason of English teacher talk is more dominant than students talk and the category which is dominantly used in class based on the FLINT category. The design of this research is descriptive qualitative. The data collected through observation and interviews. FLINT (Classroom Interaction, Foreign Language Interaction) category system was used to analyze the data. The English teacher and students in the tenth grade majoring in Office Automation and Governance (OAG) at State Vocational School (SMKN 2) Bukittinggi became the informants of the study. It was found that teacher talk was more dominant than students talk because of low student response and initiative. The students speak when the teacher encouraged and got them use the target language. They were being ashamed and afraid to make mistakes in using the target language. The dominant categories which were found in teacher talk during the teaching and learning process according to the FLINT category system were giving information, giving directions, and asking questions. It was concluded that it was teacher talk dominated the interaction in the classroom. In fact, even though the teacher has involved students during the teaching and learning process, some students were still passive in the classroom.Kata Kunci: classroom interaction, FLINT system analysis, teacher talk, student talk

Google Docs For Collaborative Essay Writing Practices During Covid-19 University Restrictions: EFL Students’ Perceptions Fitri Handayani; Mike Amelia
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

AbstrakKarena pandemic COVID-19 dan kebijakan pemerintah untuk melaksanakan pembelajaran daring, mahasiswa merasa mendapatkan tantangan baru dalam perkuliahan termasuk dalam mata kuliah Essay Writing. Kurangnya interaksi secara tatap muka dan keterbatasan pembelajaran daring membuat perkuliahan Essay Writing tidak maksimal dilakukan untuk praktek menulis. Penelitian ini bertujuan untuk melihat persepsi mahasiswa terkait penggunaan Google Docs dalam perkuliahan Essay Writing yang telah dilakukan dosen. Data dikumpulkan dari tiga belas mahasiswa yang mengambil mata kuliah Essay Writing melalaui penyebaran angket dan wawancara semi terstuktur. Temuan penelitian menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap penggunaan Google Docs untuk praktek menulis essai kolaborasi. Di samping itu, Google Docs juga membantu menciptakan lingkungan pembelajaran yang kolaboratif karena platform ini mendukung interaksi dosen dengan mahasiswa, begitupun mahasiswa dengan mahasiswa. Penggunaan Google Docs juga memberikan manfaat pada ketersediaan umpan balik dari dosen kepada mahasiswa serta mereka dengan mudah dapat melihat materi kuliah pada platform tersebut. Kata kunci: Google dokumen, menulis, esai. AbstractBecause of the COVID-19 pandemic and the government's policy to conduct online learning, EFL university students feel the challenge of dealing with the online learning process, including the Essay Writing Course. The lack of face-to-face interaction and limited online classes during the course makes it difficult for them to have maximum practices in essay writing. This study attempts to generate the perceptions of students in the course of writing essays to build a collaborative online learning environment using Google Docs. Data were collected from thirteen EFL university students taking an Essay Writing course through questionnaires and semi-structured interviews. The research found that students had a positive attitude towards the use of Google Docs for or collaborative essay writing practice. In addition, Google Docs helps create a collaborative learning environment as it supports interactions between lecturers-to-students and students-to-students and benefits from the availability of written feedbacks from lecturers and easy access to course materials.Keywords: Google Docs, Writing, Essay

The Effect of Click Clunk Strategy on Students’ Reading Comprehension Ability Resmi Resmi
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Abstrak Pengaruh Penggunaan Click Clunk Strategi dalam Kemampuan Pemahaman Membaca Siswa SMAN 1 Mapattunggul . Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan penggunaan strategi click clunk terhadap kemampuan pemahaman membaca siswa.Jenis penelitian yang digunakan adalah penelitian eksperimen. Peneliti menggunkan penelitian pre- eksperimen dengan menggunakan model satu kelompok pre-test dan post-test. Populasi dari penelitian ini adalah siswa kelas 11 SMAN 1 Mapattunggul . Terdapat kelompok eksperimen yaitu kelas 11 IPS (20 siswa) yang di perlakukan sebagai kelas experiment yang di ajar menggunakan click clunk strategi. Peneliti menggunakan purposive sampling untuk menentukan sample penelitian ini. Sedangkan untuk menguji hipothesis peneliti menggunakan uji t dan mengkonsultasikan hasilnya dengan tabel derajat (α) = 0,05. Dari hasil penelitian dan perhitungan tes awal dan akhir dari kelas experiment terdapat hasil uji t-hitung ( 15,39) lebih besar dari t-tabel (2,024) dengan derajat kebebasan adalah (df) = 20 dengan ∝ = 0,05. Jadi, hipothesis alternative (Ha) diterima bahwa ada pengaruh yang significant dengan menggunakan click clunk strategi.. Kata Kunci: Click Clunk Strategi, Kemampuan Membaca SiswaAbstractThe Effect of Click Clunk Strategy On Students’ Reading Comprehension Ability at the 11 Grade of SMAN 1 Mapattunggul . This research is aimed at determining whether there was a significant effect of using click clunk strategy on students’ reading comprehension ability. The researcher used one-group pre-test and post-test pre-experimental research. The population of this research was the 11the grade students of SMAN 1 Mapatstutul. The experimental group was treated by using click clunk strategy while the control group was treated by using traditional strategy. Researcher used purposive sampling to determine the sample of this research. To analyze the data the researcher used the t test. From the results and calculation the pretest and post-test score of the experimental class, the t-obtained (15.39) was higher than the t-table (2.024) with degrees of freedom (df) = 20 (0.05). The result of the study indicated that, the alternative hypothesis (Ha) was accepted, there was a significant effect using the click clunk strategy. Therefore, click and clunk strategy was able to help improve students’ reading comprehensionKeywords: Click Clunk Strategy, Students’ Reading Ability.

Communication Strategies in Classroom Discussion of Graduate Students Fadilla Taslim; Hervina Hervina
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Abstrak Dalam berkomunikasi diperlukan beberapa strategi agar komunikasi tersebut dapat berjalan sesuai dengan yang diinginkan. Strategi tersebut dilakukan ketika si pembicara menemukan kesulitan dalam kosakata terutama ketika mereka berbicara bukan dalam bahasa asli mereka. Penelitian ini bertujuan untuk mengidentifikasi strategi komunikasi yang di pakai oleh mahasiwa Pasca UNP ketika mereka bertanya dan menjawab pertanyaan selama diskusi kelas dan juga mengekplorasi alasan dalam memakai strategi tersebut. Tiga kelas di pilih sebagai subjek penelitian dengan menggunakan teknik purposive sampling. Data diambil dari pengamatan kelas dan wawancara. Dari hasil pengamatan dan wawancara inilah diketahui bahwa Mahasiswa Pasca UNP Program Studi Bahasa Inggris dalam menjawab dan bertanya mengunakan semua jenis Strategi komunikasi.. Namun strategi yang paling banyak diaplikasikan mahasiswa baik ketika mempresentasikan dan ketika bertanya adalah strategi stalling dan time gaining— filler dan gambits yang digunakan untuk mengambil kesempatan untuk berfikir sejenak dalam melanjutkan kalimat berikutnya. Pada umumnya baik dari pihak pemakalah dan penanya dalam menggunakan strategi komunikasi tersebut beralasan untuk menjaga komunikasi tetap berjalan lancar , berusahan untuk membuat pembicaraan lebih jelas dan untuk mengurangi kegugupan dan kecemasan.Kata Kunci: Strategi Komunikasi, Tanya Jawab, Diskusi Kelas AbstractIn communicating, several strategies are needed so that the communication can run as desired. The strategy is carried out when the speaker finds difficulties in vocabulary especially when they speak not in their native language. This study aims to identify the communication strategies used by Post-UNP students when they ask and answer questions during class discussions and also explore the reasons for using these strategies. Three classes were selected as research subjects using purposive sampling technique. Data were taken from class observations and interviews. From the results of these observations and interviews, it is known that Post-UNP Students of the English Study Program in answering and asking questions use all types of communication strategies. However, the strategies that are mostly applied by students both when presenting and when asking are stalling and time gaining strategies -filler and gambits- which are used to take the opportunity to think for a moment in continuing the next sentence. In general, both the presenter and the questioner use this communication strategy for reasons to keep the communication going smoothly, trying to make the conversation clearer and to reduce nervousness and anxiety.Keywords: Communication Strategies, Question and Answer, Classroom Discussion

An Analysis of Students’ Need of English Subject at Elementary School Dwi Settya Mahaputri; Roza Susanti
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Abstrak Analisis kebutuhan merupakan landasan khusus untuk mencari informasi tentang kebutuhan dasar peserta didik sesuai dengan prioritas pembelajaran bahasa tertentu untuk mengembangkan pengetahuan dan keterampilan siswa dalam pembelajaran bahasa. Dalam penelitian ini, peneliti menggunakan penelitian deskriptif. Tujuan penelitian ini adalah untuk menganalisis kebutuhan mata pelajaran bahasa Inggris di Sekolah Dasar (SD) di Kota Payakumbuh. Partisipan dalam penelitian ini adalah para guru yang mempunyai latar belakang pendidikan bahasa Inggris dan orang tua siswa di SD tersebut. Dalam pengumpulan data kuantitatif, peneliti menggunakan angket dan wawancara. Setelah menganalisis data, peneliti menemukan 94,76% guru dan 94,09% orang tua berpendapat bahwa sesuai dengan target kebutuhan bahwa mata pelajaran Bahasa inggris diperlukan untuk diajarkan di SD. Kemudian, 63,28% orang tua dan 92,32% guru berpendapat bahwa berdasarkan kebutuhan belajar mata pelajaran Bahasa Inggris diperlukan untuk diajarkan di SD. Oleh karena itu, mata pelajaran Bahasa Inggris di SD perlu diajarkan untuk menunjang siswa di Sekolah Menengah Pertama nantinya.Keyword: Analisis Kebutuhan, Mata Pelajaran Bahasa Inggris, Sekolah Dasar.AbstractNeed analysis is a specific ground for finding information about learners’ basic needs in accordance with the priority of learning a particular language to develop students’ knowledge and skills in language learning. In this research, the researcher used descriptive research. The purpose of this research to analyze the needs of English subjects at Elementary School of Kota Payakumbuh. Participants in this research were the teachers with English education background and parents from the Elementary School students. In gathering the quantitative data, the researcher used questionnaire and interview. After analyzing the data, the researcher found 94,76% of the teachers and 94,09% of the parents think target need is needed to be taught English subject at Elementary School. Then, 63,28% of the parents and 92,32% of the teachers think learning need is needed to teach English at Elementary School. As result, it is necessary to be taught English Subject at Elementary School to support students in Junior High School later.Keyword: Need Analysis, English Subject, Elementary School

Exploring Language Repertoire in EFL Classroom Interaction Rendi Afriadi
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

As EFL classroom interaction mostly occur in multilingual or at least bilingual settings, classroom participants has already had languages other than English as part of their language repertoire. They use these languages in their daily life, and oftentimes they are also brought to the classroom interaction. However, some suggests that the ideal EFL classroom is the one where the target language should be fully used. Thus, the practice of using students’ L1 should be discouraged, banned, or at least minimized. Meanwhile, the current trends have challengged this notion by asserting the fact monolingual classroom might be seem a bit unrealistic, especially for low level students, and students’ L1 can be utilized in the clasrrom to help them during the process. This study aims to explore how students’ language repertoire is exploited during the classroom interaction and what functions it serves in the process. To obtain the data on this talk, some EFL classroom meetings were recorded and transcribed. The transcribed data were then analyzed to classify the language repertoire used and to identify its function. The analysis reveals that the language repertoire used in the classroom interaction are varied encompassing the national language, local language, and target language, and each repertoire serves different purposes. Keywords: EFL, classroom interaction, language repertoire

An Analysis of Initiation Response Feedback (IRF) Pattern in Classroom Discourse at Half Nelson Movie Rifika Chandra; Yulmiati Yulmiati; Edwar Kemal
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Abstrak Latar belakang penelitian berdasarkan observasi peneliti dalam film Half Nelson yang menunjukkan bahwa terdapat pola IRF yang digunakan selama interaksi antara guru dan siswa di dalam kelas. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pola IRF terjadi di dalam kelas, bagaimana guru berinisiatif, bagaimana respon siswa, dan bagaimana umpan baliknya. Penelitian ini dilakukan dengan menggunakan penelitian kualitatif dengan menggunakan pendekatan analisis wacana dalam linguistik terapan dan menggunakan metode deskriptif. Data dalam penelitian ini adalah interaksi yang terjadi ketika guru dan siswa saling berinteraksi dalam naskah film Half Nelson. Penelitian ini menggunakan purposive sampling sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa ada enam jenis inisiasi yang digunakan, yaitu teacher elicit, teacher direct, teacher inform, teacher listing, re-inisiation (i), re-initiation (ii). Respon tersebut adalah respon siswa spesifik, silent, silent-av, bingung berorientasi kerja, tertawa, respon siswa open-ended, dan nonverbal. Jenis-jenis umpan balik adalah mengulang, mengakui jawaban yang benar, memperluas atau memodifikasi, menunjukkan jawaban yang salah, meringkas, memuji. Berdasarkan hasil analisis data, dapat disimpulkan bahwa guru menggunakan berbagai jenis inisiasi dalam situasi yang berbeda.Kata Kunci: Pola IRF, Film Half Nelson, InteraksiAbstractThe background of the research based on the researcher observation in Half Nelson movie which indicated that there was an IRF pattern used during interactions between teachers and students in the classroom. The purpose of this study is to find out how the IRF pattern occurs in the classroom, how the teacher initiates, how students respond, and how the feedback. This research was conducted using qualitative research by using a discourse analysis approach in applied linguistics and using descriptive methods. The data in this study is the interaction that occurs when teachers and students interact with each other in the Half Nelson movie script. This study uses purposive sampling as a technique in data collection. The results of this study indicate that there are six types of initiation used, namely teacher elicit, teacher direct, teacher inform, teacher listing, re-initiation (i), re-initiation (ii). The responses are students’ response specific, silent, silent-av, confused work-oriented, laughter, students’ response open-ended, and nonverbal. The types of feedback are repeating, acknowledging a correct answer, expanding or modifying, indicating an incorrect answer, summarizing, praising. Based on the results of data analysis, it can be concluded that the teacher used various types of initiation in different situation.Keywords: IRF Pattern, Half Nelson Movie, Interaction

The Suitability of Reading Materials in English Textbook Used for Junior High School to the 2013 Curriculum Sri Okta Bela; Albert Albert
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

AbstrakBuku teks merupakan salah satu sumber bahan ajar yang digunakan guru dalam mengajarkan bahan bacaan. Di Indonesia, penggunaan buku teks sebagai bahan ajar untuk kegiatan membaca secara intensif harus sesuai dengan kurikulum 2013 sebagai kurikulum yang berlaku saat ini. Penelitian ini bertujuan untuk mengetahui kesesuaian bahan ajar membaca di dalam buku teks dengan kurikulum 2013 untuk aspek relevansi, konsistensi, dan kecukupan. Teknik kuantitatif digunakan dalam penelitian ini. Data penelitian dikumpulkan dari dua buku teks bahasa Inggris, buku bahasa Inggris kelas 7 untuk Sekolah Menengah Pertama yang diterbikan oleh Kementerian Pendidikan dan Kebudayaan, dan Yudhistira. Sampel diambil dengan menggunakan purposive sampling yang dipilih sesuai dengan pilihan peneliti dan tujuan penelitian. Adapun instrumen penelitian yang digunakan yaitu lembar penilaian untuk buku teks. Penelitian ini menemukan bahwa dari aspek relevansi dalam buku When English Rings Bell yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan dan buku teks yang diterbitkan Yudhistira dikategorikan “Cukup” dengan persentase masing-masing 76%. Selanjutnya dari aspek konsistensi, buku When English Rings Bell dikategorikan “Buruk” dengan persentase 16%, sedangkan pada buku 2 dikategorikan “Baik” dengan persentase 82%. Terakhir, dari aspek kecukupan, baik buku When English Rings Bell yang diterbitkan Kementerian Pendidikan dan Kebudayaan, maupun Yudhistira menempati kategori yang sama dikategorikan “cukup” dengan persentase masing-masing 61%. Disimpulkan, berbeda dengan aspek konsistensi, kedua buku teks bahasa Inggris yang diteliti ini dikategorikan cukup untuk aspek relevansi dan kecukupan. Artinya, kedua buku teks bahasa Inggris memiliki kelebihan dan kekurangannya dalam konteks kesesuaianya dengan kurikulum 2013.Kata kunci: Bahan Ajar Membaca, Buku Teks Bahasa Inggris, Kurikulum 2013AbstractTextbook is one of the sources of teaching materials used by teachers in teaching reading skills. In Indonesia, the use of textbooks as teaching materials for intensive reading activities must be in accordance with the 2013 curriculum as the current curriculum. This study aims to determine the suitability of reading teaching materials in textbooks with the 2013 curriculum for aspects of relevance, consistency, and adequacy. Quantitative techniques were used in this study. The research data were collected from two English textbooks, the 7th grade English book for Junior High School published by the Ministry of Education and Culture, and Yudhistira. Samples were taken using purposive sampling which were selected according to the researcher's choice and research objectives. The research instrument used was an assessment sheet for textbooks. This study found that from the aspect of relevance, the book When English Rings Bell published by the Ministry of Education and Culture and the textbook published by Yudhistira were categorized as “Enough” with a percentage of 76% each. In the aspect of consistency, the book When English Rings Bell was categorized as "Bad" with a percentage of 16%, while in book published by Yudhistira was categorized as “good” with a percentage of 82%. Lastly, in the aspect of adequacy, both the text books published by the Ministry of Education and Culture, and Yudhistira occupied the same category, it was “enough” with a percentage of 61% each. In conclusion, in contrast to the aspect of consistency, the two English textbooks studied were categorized as adequate for the aspects of relevance and adequacy. That is, both English textbooks have their strengths and weaknessesin the context of their suitability with the 2013 curriculum.Keywords: Reading Material ,English Texbook,Curriculum 2013

The Correlation Between Students’ Metacognitive Awareness and Reading Comprehension Tania Mitra Amanda; Merry Prima Dewi
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Abstrak Penelitian ini ditujukan untuk mengidentifikasi hubungan antara kesadaran metakognitif dan pemahaman membaca siswa kelas II SMK Negeri 2 Bukittinggi (SMK Negeri 2 Bukittinggi, Sumatera Barat, Indonesia). Desain penelitian ini adalah penelitian korelasional. Populasi penelitian ini adalah seluruh siswa kelas II SMK Negeri 2 Bukittinggi yang berjumlah 544 siswa dan sampel penelitian ini adalah 109 siswa yang dipilih secara acak dari 20% populasi. Hasil penelitian menemukan bahwa ada hubungan antara kesadaran metakognitif dan pemahaman membaca siswa kelas II SMK Negeri 2 Bukittinggi. Koefisien korelasi (rxy) sebesar 0,285 yang berarti korelasi rendah. Jika dibandingkan antara rxy dan rtabel didapatkan bahwa 0,285 > 0,05 yang berarti Ha diterima dan Ho ditolak. Disimpulkan bahwa kesadaran metakognitif memiliki korelasi positif terhadap pemahaman membaca siswa. Dengan demikian, jika siswa memiliki kesadaran metakognitif, pemahaman membaca mereka akan meningkat.Kata Kunci: Korelasi, Kesadaran Metakognitif, Pemahaman Membaca.AbstractThis research is aimed to identify correlation between students’ metacognitive awareness and reading comprehension of the second grade of SMK Negeri 2 Bukittinggi (State Vocational School 2 of Bukittinggi, West Sumatera, Indonesia). The design of this research was correlational research. The research population was all students at the second grade of SMK Negeri 2 Bukittinggi encompassing 544 students and the samples were 109 students who were selected randomly from 20% of the population. The research found that there was a correlation between students’ metacognitive awareness and reading comprehension at the second grade of SMK Negeri 2 Bukittinggi. The correlation coefficient (rxy) is 0,285 which means as low correlation. If it is compared between rxy and rtable, it was found that 0,285 > 0,05 which meant that Ha was accepted and Ho was rejected. It was concluded that metacognitive awareness had a positive correlation to students’ reading comprehension. Thus, if the students have metacognitive awareness, their reading comprehension will increase.Keywords: Correlation, Metacognitve Awareness, Reading Comprehension

Pronunciation Error Analysis on 4th Semester Students of English Education in IAIN Takengon Khoiriyah Shofiyah Tanjung
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Abstrak Pelafalan masih menjadi tantangan bagi guru dan siswa dalam belajar bahasa Inggris. Penelitian ini bertujuan untuk menganalisis kesalahan mahasiswa saat melafalkan bunyi vokal dan konsonan dalam bahasa Inggris. 14 mahasiswa TBI semester 4 IAIN Takengon menjadi object penelitian ini. Penulis menggunakan metode penelitian deskriptif kualitatif dengan studi kasus. Data diambil dari presentasi berbicara mahasiswa, di mana mereka memiliki tugas untuk mempresentasikan topik yang mereka sukai dan penulis mencatatnya. Data dianalisis dengan menggunakan prosedur analisis kesalahan, mengidentifikasi kesalahan dan menggambarkan kesalahan. Penulis menemukan bahwa kesalahan terbanyak yang dibuat oleh siswa terjadi pada vokal dengan 66 kesalahan sedangkan pada konsonan dengan 41 kesalahan. Jumlah kesalahan vokal tertinggi muncul pada bunyi /ә/ dengan 8 kesalahan atau 57,1%. Sedangkan pada konsonan, kesalahan terbanyak terjadi pada bunyi /v/ dengan 11 kesalahan atau 78,5% dari total kesalahan.Kata Kunci: Error, pronunciation, analysisAbstractPronunciation is still become a challenge for teacher and learners in English. This study aims to analyze students’ error while pronouncing the English vowels and consonants. 14 students of TBI 4th semester in IAIN Takengon were the participants of this study. The writer applied descriptive qualitative with case study as the method of research. The data were taken from students’ speaking presentation, where they have task to present the topic they like and the writer recorded it. The data were analyzed by using error analysis procedure, identifying the error and describing the error. The writers found that the most error made by the students occurs in vowel with 66 errors while in consonants with 41 errors. The highest number of errors in vowels appears in sound /ә/ with 8 errors or 57.1%. While in consonants, the highest number of errors occurs in sound /v/ with 11 errors or 78.5% from the total errors. .Keywords: Content, Formatting, Article.

Page 1 of 3 | Total Record : 26

1 2 3

Filter by Year

2021 2022

Filter By Issues

All Issue Vol 2, No 2 (2022): December 2022 Vol 2, No 1 (2022): June 2022 Vol 1, No 2 (2021): December 2021 Vol 1, No 1 (2021): June 2021

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Firdaus Annas

Contact Email
rumahjurnal@iainbukittinggi.ac.id

Phone
+6281363025006

Journal Mail Official
modalityjournal@iainbukittinggi.ac.id

Editorial Address
Rumah Jurnal IAIN Bukittinggi Gedung Pusat Pangkalan Data - Kampus II Institut Agama Islam Negeri (IAIN) Bukittinggi. Jln Gurun Aua Kubang Putih Kecamatan Banuhampu Kabupaten Agam Sumatera Barat Telp. 0752 33136 Fax 0752 22871

Location
Kota bukittinggi,

Sumatera barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Firdaus Annas

Contact Email rumahjurnal@iainbukittinggi.ac.id

Phone +6281363025006

Journal Mail Official modalityjournal@iainbukittinggi.ac.id

Editorial Address Rumah Jurnal IAIN Bukittinggi Gedung Pusat Pangkalan Data - Kampus II Institut Agama Islam Negeri (IAIN) Bukittinggi. Jln Gurun Aua Kubang Putih Kecamatan Banuhampu Kabupaten Agam Sumatera Barat Telp. 0752 33136 Fax 0752 22871

Location Kota bukittinggi, Sumatera barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Firdaus Annas

Contact Email
rumahjurnal@iainbukittinggi.ac.id

Phone
+6281363025006

Journal Mail Official
modalityjournal@iainbukittinggi.ac.id

Editorial Address
Rumah Jurnal IAIN Bukittinggi Gedung Pusat Pangkalan Data - Kampus II Institut Agama Islam Negeri (IAIN) Bukittinggi. Jln Gurun Aua Kubang Putih Kecamatan Banuhampu Kabupaten Agam Sumatera Barat Telp. 0752 33136 Fax 0752 22871

Location
Kota bukittinggi,

Sumatera barat

INDONESIA