EBONY
EBONY aims at promoting research and non-research articles in English language teaching, linguistics, and literature; an open access English language journal published biannually in January and July by English Education Study Program, Faculty of Teacher Training and Education of the University of Palangka Raya. EBONY welcomes articles in English language teaching covering teaching practices of English in secondary schools and universities, the use of enhanced media in language classroom, classroom action research, mobile-assisted language learning (MALL), e-learning, teaching and learning evaluation, and language testing. In linguistics field, EBONY also seeks submissions in terms of sociolinguistics, psycholinguistics, discourse, pragmatics, semantics, and related research of aplied linguistics in education. The EBONY journal also accepts articles on literature in the aspects of literary criticism, comparative lterature, semiotics, feminist literature, and other literature studies such as analyses in the areas of prose, poetry, and drama.
Articles
35 Documents
<![CDATA[Mind Mapping Strategy in Writing Descriptive Text Implemented to Ninth Grade Students ]]>
<![CDATA[David Reynaldi Hambali]]>
<![CDATA[ General English Education Vol 1 No 1 (2021): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (881.002 KB)
|
DOI: 10.37304/ebony.v1i1.3096
<![CDATA[The research was conducted to find out the effect of using mind mapping strategy on students’ skill in writing descriptive text. The sample was 44 ninth grade students of SMP Sarunai Hulu Tampang by deciding class IX A as experimental group and class IX B as control group which were equally filled by 22 students to each group. The method used in this study was true experimental method, by using posttest-only control group design. The writer collected the data by conducting essay test of writing descriptive text. The writer also gave questionnaire as an additional instrument to support the data of the students in writing descriptive text. The data were analyzed using Mann-Whitney statistic since the data were not conform to the normal distribution. The result of this study showed that Asymp. Sig (2-tailed) was 0.000 which was lower than 0.05. This means there is a significant effect of using mind mapping strategy on students’ skill in writing descriptive text. Meanwhile, the result of the questionnaire showed that students’ response toward mind mapping strategy on students’ writing descriptive text was really good and positive. The students admitted that the using mind mapping strategy in English learning process could help them more easier to understand descriptive text. Also, the mind mapping was interesting and fun.]]>
<![CDATA[The Effect of U-Dictionary on Vowel Pronunciation Ability of the Tenth Grade Students ]]>
<![CDATA[Krismonika]]>;
<![CDATA[Maida Norahmi]]>;
<![CDATA[Natalina Asi]]>
<![CDATA[ General English Education Vol 1 No 1 (2021): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (947.215 KB)
|
DOI: 10.37304/ebony.v1i1.3099
<![CDATA[The objective of this research was to find out the empirical data which could determine whether there is a significance of using U-Dictionary application on vowel pronunciation ability of the tenth-grade students of SMA Kristen Palangka Raya or not. The method used quantitative with pre-experimental research method with One Group Pretest-Posttest Design. The samples of this research were 30 students of the tenth grade. The samples were selected by total sampling. To collect the data, this research used a pronunciation test which had been tried out provided in pretest and posttest as the research instrument. The result of this research revealed that the mean score of the posttest was greater than that of the pretest, namely 66.33 > 49.17. Then the result of hypotheses testing showed that the critical value for the one-tailed test is ta with df = n-1, 30-1 = 29. The value of the test statistic, is t* = -6.809 and the critical value of t0 is t.05 {29} = - 1.699. Because t*< t.05 {29} = -6.809 < -1.699, we reject H0. The test results were statically significant at the 5% level. It means that there is a significant effect of using the U-Dictionary application on the vowel pronunciation ability of the students of SMA Kristen Palangka Raya.]]>
<![CDATA[Students’ Perception Toward English e-Learning During Covid-19 Pandemic: A Study of the Tenth Graders of SMA Negeri 3 Palangka Raya ]]>
<![CDATA[Abrar Januar Rifaldi]]>;
<![CDATA[Wahyuningsih Usadiati]]>;
<![CDATA[Maria Arina Luardini]]>
<![CDATA[ General English Education Vol 1 No 1 (2021): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1362.257 KB)
|
DOI: 10.37304/ebony.v1i1.3100
<![CDATA[E-learning has become a mandatory component of all educational institutions as has been decided by the Indonesian goverment during the COVID-19 pandemic emergency period. Policy has demanded that educational institutions should be able to ensure the teaching and learning process that is usually carry out through face to face is transformed into E-learning in order to avoid spreading the virus COVID-19 to students, teachers and other related parties. Even with all the lexisting imitations and constraints, E-Learning must be applie by all levels of education, including the process of English E-Learning. The purpose of this study was to know the students’ perception toward English E-Learning during COVID-19 pandemic and how it impacts students’ motivation to join the online learning during pandemic. The method of this research was desciptive qualitative research. The data were collected through questionaires, interviews, and documentations from 223 respondents of grade X SMA Negeri 3 Palangka Raya. Questionnaire was compiled in Google Form and distributed to students via Whatsapp. Interview was conducted through conversation via WhatsApp and documentation was also done by collecting related government policies with E-Learning during pandemic and document related to the research subject. The findings of this study indicated that students’ perception toward English E-Learning during pandemic was positive, and this has an impact on students’ motivation to join the teaching and learning process well during pandemic. In conclusion, English E- Learning during pandemic has provided very valuable experience for teachers, students and other related parties wich can be used as reference to develop hybrid models of teaching in Senior High Schools.]]>
<![CDATA[Synchronous or Asynchronous: Students’ Perceptions on Online Learning During the Pandemic ]]>
<![CDATA[Yulitriana]]>
<![CDATA[ General English Education Vol 1 No 1 (2021): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (841.705 KB)
|
DOI: 10.37304/ebony.v1i1.3101
<![CDATA[The terms synchronous and asynchronous learnings are becoming trendy nowadays as the full online learning is conducted in all levels of education in order to prevent the Covid-19 pandemic outbreak. Accordingly, it is prominent to investigate students’ perceptions towards synchronous and asynchronous learning based on their experiences in online learning during this pandemic. Survey design was used in this research and the sample were 42 students of English Education Study Program at a public university in Palangka Raya. The data were collected from the responses of questionnaire given to the students. The result indicates that the synchronous and asynchronous activities in online learning gives new experience for the students, and they prefer the combination of both in their online learning instead of having only synchronous or asynchronous meetings most of the time. Synchronous meetings equip the students when dealing with new or complicated concepts and keep their interest in learning while the asynchronous ones give the students their personal pace in learning as they can adjust their time and speed.]]>
<![CDATA[Language Attitude and Language Choice towards English by the Second Year Students of English Education Study Program of Palangka Raya University ]]>
<![CDATA[Linda Astuti]]>
<![CDATA[ General English Education Vol 1 No 1 (2021): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1039.987 KB)
|
DOI: 10.37304/ebony.v1i1.3103
<![CDATA[This research was conducted to investigate students’ language attitude and language choice to know the language use of the students in learning English. The method used in this research was descriptive qualitative. The sample was taken from the second year students of English Education Study Program of Palangka Raya University in academic year 2019/2020. The data were collected through online questionnaire and structured interview which was designed to find out the students responses related to their language attitude on English and the language choice on certain variables such as setting, gender, participant, and topic. The result showed that the students committed to the positive attitude on English which was shown through their statement in either questionnaire responses or interviews. The students argued that English is important to be mastered, and they also committed to the importance of using English in classroom activities and in verbal communication of the formal contexts. In academic environment contexts, the students mostly used English as the main language but outside of the context they were more comfortable to use Bahasa Indonesia and even local languages]]>
<![CDATA[Women Identities’ Portrayal in Two Hemingway’s Selected Short Stories ]]>
<![CDATA[Susanty]]>
<![CDATA[ General English Education Vol 1 No 1 (2021): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1016.136 KB)
|
DOI: 10.37304/ebony.v1i1.3104
<![CDATA[Previous studies on Hemingway are mostly about his major novels. The writer of the article therefore chose another form of Hemingway’s works, those are short stories. This article argues that it is important to read Hemingway’s works with the knowledge about his own complex characters. By reading the biographies, reader will learn more about Hemingway both as a man and a legend and his treatment to his female characters. This article intends to indicate to the readers that it is important to connect Hemingway’s theme about women identities in his stories to his own life because many parallels have been drawn.]]>
<![CDATA[Designing e-Local Content of Teaching Materials for Extensive Reading Course: Lecturer’s Voice ]]>
<![CDATA[Vebrianti Umar]]>
<![CDATA[ General English Education Vol 2 No 1 (2022): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (873.376 KB)
|
DOI: 10.37304/ebony.v2i1.4031
<![CDATA[This research focus on designing e-local content of teaching materials for extensive reading course: Lecturer’s voice. It applied R&D based on ADDIE MODEL. ADDIE means Analysis, Design, Development, Implementation and Evaluation. Furthermore, Interview and questionnaire as the instrument of collecting data. The result of this research revealed that the lecturers interested to use this reading material for teaching extensive reading course. It is proved by the positive response given by the lecturer. From 19 distributed questions, 18 questions has Yes response (1). The percentage of the score 1 is 100%, and it categorized as excellent. Moreover, 1 question has No (0)response, and the category of score 0 is poor. Refers to the gathered score, the E-Local Content of teaching materials is feasible to use as the appropriate reading materials for teaching extensive reading course based on lecturer’s voice.]]>
<![CDATA[The Use of Semantic Mapping Strategy to Improve Students’ Skill in Writing Descriptive Texts: a Classroom Action Research (CAR) ]]>
<![CDATA[Nurul Akbar]]>;
<![CDATA[Yulitriana]]>
<![CDATA[ General English Education Vol 2 No 1 (2022): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (744.7 KB)
|
DOI: 10.37304/ebony.v2i1.4037
<![CDATA[Writing is a complicated skill should be mastered by students as it requires some knowledge related the purpose of the text, generic structure, and language features as well as the skills to organize the ideas and information in a logical way by keeping the unity and coherence of the text, so the piece of writing will be easily understood by the readers. Therefore, some students at the tenth grade of SMK Muhammadiyah Karangampel experience difficulties in writing a text, especially in writing descriptive texts. In order to improve the students’ skills in writing descriptive texts, the teacher applies semantic mapping strategy. The result shows that there is improvement in students’ scores after the treatment as semantic mapping technique facilitates their needs to brainstorm and organize ideas and information.]]>
<![CDATA[Providing Online Feedback Using an AI Proof-reading Tool to Enhance Student Surface-Level Writing Skills ]]>
<![CDATA[Ester Widawati Tedjo]]>
<![CDATA[ General English Education Vol 2 No 1 (2022): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (711.28 KB)
|
DOI: 10.37304/ebony.v2i1.4040
<![CDATA[This study explores the use of an AI proofreading tool in providing feedback on surface features of student writing. It examines the effect of ProofWriter online feedback compared to teacher feedback on students’ writing improvement, and investigates which aspect of students’ surface-level writing skills improves the most after using the proofreading tool for two-months. Participants were 20 fourth-semester secretarial students taking English Business Correspondence II course. The ‘online group’ students used ProofWriter online tool to get feedback on surface-level aspects of their writing, and the ‘non-online group’ students got feedback from the class teacher while practicing to write English business letters. A pre-test and post-test were administered to show the students’ performance in writing the business letters. The letters were graded using the ESL Composition Profile rubric, and then means of the pre-test and post-test were calculated and T test was applied. A questionnaire about using ProofWriter online tool was distributed to the online group students. The results showed the online group students significantly increased their surface-level writing skills in a slightly higher level than those of the non-online group. They also improved the most in grammar for the surface features of writing.]]>
<![CDATA[The Effect of Teaching Reading Aloud Technique in Improving English Pronunciation ]]>
<![CDATA[Putri Wahyuni]]>
<![CDATA[ General English Education Vol 2 No 1 (2022): EBONY- Journal of English Language Teaching, Linguistics, and Literature ]]>
Publisher : <![CDATA[The Study Program of English Education of Palangka Raya University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (705.905 KB)
|
DOI: 10.37304/ebony.v2i1.4041
<![CDATA[Pronunciation is one of the essential components in oral form and is considered the basic ability of speaking English as well as other languages that has to be learnt by the students. Pronunciation is the production of sounds that is used for making meaning. The correct pronunciation of English is very important because the target of learning English is to help students to speak accurately and fluently which leads them easy to understand the utterances and to produce intelligible sounds. Reading aloud is an activity to read something loudly. By reading aloud, students can test themselves whether the pronunciations that they are saying is correct or not. This research was conducted to know the effect of teaching reading aloud technique in improving English Pronunciation. This research used “One Group Pretest and Posttest Design”. The sample of this research was the ninth-grade students by taking 31 students (13 male and 18 female). The result showed that the calculation of Wilcoxon Signed-Rank Test was 0.000. Since 0.000 < 0.05 even <0.001, the null hypothesis was rejected. In other words, there is a significant effect on students’ pronunciation of English by teaching using reading aloud technique.]]>
