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Ezis Japar Sidik
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Department of English Education Faculty of Teacher Training and Education University of Sultan Ageng Tirtayasa Jl. Ciwaru Raya No. 25 Cipocok Jaya Serang Banten 42117
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Journal of Linguistics, Literacy, and Pedagogy
Published by Universitas Sultan Ageng Tirtayasa
ISSN : -     EISSN : 29646790     DOI : http://dx.doi.org/10.30870/jllp.v2i2.17800
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of Linguistics, Literacy, and Pedagogy (JLLP) is a biannually electronic journal, published every May and November in online versions by the English Education Department, Faculty of Teacher’s Training and Education, Universitas Sultan Ageng Tirtayasa, Banten – Indonesia with e-ISSN: 2964-6790. The journal publishes high-quality works on various issues in Linguistics, literacy, and pedagogy for research-based articles. Journal of Linguistics, Literacy, and Pedagogy (JLLP) invites researchers and practitioners to submit their manuscripts through our Online Submission System. The manuscripts being submitted to the Journal of Linguistics, Literacy, and Pedagogy should strictly be original and plagiarism-free publication, and not been submitted or published elsewhere. All received manuscripts will initially be checked by the editorial team before being forwarded through Double-Peer Review. Moreover, since the first publication, Journal of Linguistics, Literacy, and Pedagogy (JLLP) has used “Turnitin” Anti-Plagiarism Software to check the authenticity of the articles.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 27 Documents
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The Implementation of Pictionary Games to Improve Vocabulary Comprehension Amelia Yustina Fatmawati; Delsa Miranty; Welliam Hamer
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15553

Abstract

Vocabulary is the primary component in learning a language. Vocabulary is essential for getting other skills like speaking, reading, listening, and writing. However, it is not easy to learn vocabulary. Therefore, the teacher should find the teaching technique that makes the student motivated and enthusiastic about learning vocabulary. One technique that can make the students excited and have the motivation to learn a language is by utilizing games. If the teacher uses the game as a technique to teach, the students do not find it easy to get bored. One game that the teacher can use to teach vocabulary is Pictionary games. A Pictionary game is a game that divides the students into groups, one member of the group is assigned to draw a word that the teacher gives, and other members guess the result of the picture. In this conceptual article, the writers aim to help students improve their vocabulary mastery by using Pictionary games.
Exploring EFL Learners’ Difficulties in Academic Writing: Problem and Solution Rita Handayani
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20349

Abstract

For EFL students at universities, writing an effective paragraph is essential to their academic and eventual professional success. To teach and learn this skill, though, is never easy for either the teacher or the student. This study aims to uncover the challenges that EFL Indonesian university students have while writing an effective paragraph and to propose solutions to those challenges. A qualitative approach to data collecting and analysis was used to accomplish the research objectives, and data was gathered through the paragraph writing exam, questionnaire, and classroom observations. The examination of the students' paragraph writing found that the crucial difficulties encountered by the students in writing a well-developed paragraph were developing the topic phrase (70%), as well as focusing and organizing their thoughts.
The Similarities and Differences of “Say” and “Tell” (A Corpus Based Study) Ika Handayani
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i2.17878

Abstract

English foreign learners often have difficulty in distinguishing the collocation of the English words. The words produced may seem acceptable in terms of mean, yet it may not be common for native speakers of English. When one assumes that these words “tell” and “say” have similar in meaning, but in fact they have different in the use of context. The are several ways to find out the most appropriate collocations of various words one of them is by using corpora. This study used “English-Corpora.org (iWeb)”, “British National Corpus (BNC)”. This study is an attempt to explore the similarities and differences of two synonymous words by using English Corpora.org to find the collocation. The result shows the similarity is that both words have similar meanings and the concordance one. The similarity also seen in the findings of context. The word “say” is commonly found in the spoken context and fiction context. In the same context but different rate position, the word “tell” is commonly found in the fiction context and spoken activities. The differences are found in the collocation and the frequency rate
Implementation of Collaborative Writing by Using Padlet to Improve Writing Descriptive Text Pertiwi Putri Utami; Wieka Barathayomi; Sutrisno Sadji Evenddy
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15205

Abstract

The research aims to know the learning process of writing descriptive text using collaborative writing and Padlet and the improvement of writing descriptive text using collaborative writing and Padlet. The researcher used a qualitative-quantitative approach with classroom action research, collaborated with an English teacher from SMAN 24 Kabupaten Tangerang. The participants in this research were 18 students from class 10 IPS 4 at SMAN 24 Kabupaten Tangerang. The action research was conducted in two cycles, with steps from planning, action, observing, and reflecting. To obtain the data, the researcher used observation sheets, documentation, and written test. The result of the research showed that there was an improvement in students’ writing results after conducting collaborative writing by using Padlet. The total presentation of students who pass the passing grade was improved from 38.89% in the pre-test, 55.50% in post-test cycle 1, to 83.33% in post-test cycle 2. While for the mean score of the class, also improved from 63.11 in the pre-test, 68.17 in cycle 1, to 80.50 in cycle 2.
Addressing Constraints and Stategies in Introducing Food Waste Literacy for Indonesian School Children: A Mini Corpus Study Danang Dwi Harmoko; Zainal Rafli; Ifan Iskandar
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i2.18579

Abstract

Food literacy and food waste have not received special attention from both the Indonesian government and society. However, considering that the country produces the second largest food waste in the world, ranking 100th at literacy and a stunting prevalence rate of 24.4% in 2021, the introduction and education of students about this issue is very important and urgent. This study aims to determine the urgency, constraints, and strategies for food literacy and food waste for children at school. This research uses a descriptive qualitative approach. Data collection through the study of research literature and relevant information. The results of the study show that the introduction of food literacy and food waste has a high level of urgency considering the environmental impact and future sustainability of Indonesia. Another supporting factor is that Indonesia's 2030 green growth policy can be used as a driver and basis for policy. Then, there are three obstacles to the success of this effort, teacher capacity, culture, policies, and alignments. This research also describes strategies that can be used, literacy school programs, use of interactive educational media, and collaboration with social media influencers and public figures.
Students’ Anxiety In Speaking Performance For Formal Setting Of Tenth Grade At MAS Mathlaul Falah Lempuyang Nunung Nuraini; Yudi Juniardi
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.19183

Abstract

Anxiety is the one psicological factor that has an important role in affecting language learning outcomes. It is a feeling of disquiet that happened in particular moment of time. Students’ anxiety here means that anxious children often have to exert more effort to perform well because they’re trying to manage their anxiety while executing a task. This research will use qualitative method to know the problems that arise in the event after interview and giving the students qustionnaire guide. The population of this study is students of tenth grade at MA Mathlaul Falah Lempuyang how join at English Class as 30 students. The researcher selected 9 participants for re-confirm the questionnaire guide they had answered. To collect data in this study is more appropriate to use questionnaire method because it allowed students to answer, can get answers appropriate or relevant to the research objectives and facilitated retrieval of data in large quantities. Based on the data finding in this research, the researcher offers suggestion to the student teacher to keep the low Level as the level of anxiety to students’ speaking, because at this level students will be more vigilant in preparation speaking and they will be better prepared to receive the material as well as the evaluation given by the teacher. As the most common factor that fear of negative evaluation of teachers should the students are not too afraid about it, because all will return for the good of the students themselves.
The Correlation of Classroom Participation and Students’ English Achievement at Higher Education in Banten Ezis Japar Sidik; Sutrisno Sadji Evenddy
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i2.17791

Abstract

As a lingua franca, English plays an important role in most aspects of human lives, but acquiring fluent English is very challenging particularly for students in English as a foreign language (EFL) context such as Indonesia. The students rarely obtain learning opportunities and language exposures outside but inside classroom context so that maximizing their time in the classroom through their academic engagement is imperative. This study investigated how the students’ engagement in the classroom contributes to their English academic achievement. The study took a survey involving sixty college students from two universities in Banten. The data was analyzed using the Spearman Rank Correlation using the SPSS program. The finding confirmed that the students’ academic participation in the classroom significantly correlates to their English achievement as proven by the value of sig. at 0.001 which was higher than α value at 0.05 (0.00 > 0.05). Moreover, the correlation between the two variables is strong as the value of correlation coefficient equal to .621. This result suggests that teachers need more efforts to encourage their students participating in the classroom.
Peer Correction Technique in Student Descriptive Text Writing Helda Oktaviani; Murti Ayu Wijayanti; Akhmad Baihaqi
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20606

Abstract

The study aims to determine the implementation of the peer correction technique in students writing descriptive text and how the student's responses to using peer correction technique in students' descriptive text in the tenth grade of SMAN 1 Malingping. The researcher employed a qualitative with a case study. The participants of this research were 33 students of X IPA D in SMAN 1 Malingping. The data were collected from observation, questionnaires, interviews, and documentation. The findings of this research show that the English teacher teaches writing by implementing the peer correction technique. The implementation peer correction technique can stimulate students to be active in-class writing and makes students aware when they make writing mistakes, and peer correction helps them express their ideas without fear of being judged. The peer correction technique gets a positive response from students. Students strongly agreed that the peer correction technique made them critical in their writing
The Influence of Using Kahoot on Students' Reading Comprehension at the Eighth Grade of SMP Negeri 17 Kota Serang Syafita Maharani; Yudi Juniardi; Ledy Nurlely
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 2: November 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i2.18011

Abstract

Reading is one of the language skills that should be mastered by students. In reading, we gain information and knowledge from written text. The objective of this research is to find out whether there is an influence of using Kahoot on students’ reading comprehension at the eighth grade of SMP Negeri 17 Kota Serang. The research methodology used was quasi-experimental. The researcher took two classes, one class as an experimental class and one class as a control class. To collect the data, the researcher used instruments consisting of multiple-choice questions of recount text which had been tried out before the treatment. The instrument consisted of pre-test and post-test. After collecting all the data, the researcher used t-test formula to test the hypothesis. From the calculation of the independent sample t-test, it resulted that tcount was 2.7940 and ttable was 2.0075. It means Ha is accepted because tcount > ttable. Therefore, there is an influence of using Kahoot on students’ reading comprehension at the eighth grade of SMP Negeri 17 Kota Serang in the academic year of 2021/2022.
Students’ Perception of Using Animation Video in Teaching Writing Narrative Text Firda Pratiwi; Siti Suharsih; Yusti Fargianti
Journal of Linguistics, Literacy, and Pedagogy Vol 1, No 1: Mei 2022
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v1i1.15419

Abstract

The objectives of this research are to reveal the students’ perception of using animation video in teaching writing narrative text and also to find out the advantages and disadvantages of animation video. This research was conducted at MA Ibad Ar-Rahman Islamic Boarding School. The writer has conducted a qualitative method by using case study research design. The tools of data collection are open-ended questionnaire, semi-structured interview, and documentation. It was found that the students have a positive perception on using animation video. The writer used animation video as media in teaching writing narrative text. The students agree that animation video can help them in learning writing narrative text, 95% students give positive perception and 5% students give negative perception. The utilization of animation video can make the students feel happy because they do not need to imagine the story of the narrative text. However, if the duration of video is too long, it makes the students feel bored.

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