cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ezis Japar Sidik
Contact Email
ezis.j.sidik@untirta.ac.id
Phone
+6281382913992
Journal Mail Official
jllp@untirta.ac.id
Editorial Address
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
Location
Kab. serang,
Banten
INDONESIA
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 5 Documents
 1 
Search results for , issue "Vol 1, No 1: Mei 2022" : 5 Documents clear
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.
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.
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.
Teachers' and Students' Points of View on Audio for Listening Skills in Metacognitive Strategy Instruction Bella Ayu Herawati; Delsa Miranty; Eri Rahmawati
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.v1i1.15552

Abstract

Listening is one of the four skills in English, which plays the most important role. Listening is a skill that everyone must master because it is how everyone receives and retrieves ideas. In honing listening skills, students need the right strategies and materials to understand what they are learning. In honing listening skills, students need the right strategies and materials to understand what they are learning. In honing listening skills, the teacher also plays an important role. The teacher's role is to determine the strategies and materials to teach students in class. One strategy that can be applied is a metacognitive strategy. Therefore, the use of metacognitive strategies can be applied by teachers to teach in the eleventh grade by using interesting materials or tools such as using audio, namely songs. By using metacognitive strategies, learning activities will not only be teacher-centered but also student-centered as well, and using songs will be able to make learning English fun, and students will become active in learning.
An Error Analysis of Students' Linguistics Features in Writing Hortatory Exposition Text at MAN 2 Kota Serang Anisa Paramudita Cahya Kharisma; Ledy Nurlely; Ika Handayani
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.v1i1.15506

Abstract

The objective of this research was to determine (1) the types of errors that eleventh-grade students at MAN 2 Kota Serang often made while writing hortatory text and (2) the causes of errors in students' hortatory exposition text. The researcher used a qualitative method to analyze and describe the data for this research. As a design, the researcher employed content analysis. The researcher gathered data from students' document, questionnaire, and interview. The students' document was a hortatory exposition text that they wrote, the questionnaire included 10 open-ended questions, and the interview had a few questions regarding how tough it was to write a hortatory exposition text. The instruments were provided to 25 language class students in the eleventh grade of  MAN 2 Kota Serang. According to the result of the research, students made 178 errors. Surface strategy taxonomy was used to classify the error, which was classified into four categories: omission, addition, misformation, and misordering. The most common error produced by the student was misformation, which had 92 or 52% total errors. Besides that, the researcher found that inter-lingual transfer, intra-lingual transfer, and communication strategies were the factors that led students to make errors. The students’ interview, the researcher found that many students still have difficulties in grammar and vocabulary when they write hortatory exposition text.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Vol 2, No 2: November 2023 Vol 2, No 1: Mei 2023 Vol 1, No 2: November 2022 Vol 1, No 1: Mei 2022