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JLE: Journal of Literate of English Education Study Program
Published by Universitas Islam Ahmad Dahlan
ISSN : 27459357     EISSN : 27458563     DOI : https://doi.org/10.47435/jle.v4i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this journal is to promote and publish research-based articles having a depth discussion of the theories and practices of English language teaching and learning related concerns by encouraging inquiries into relationship between theoretical and practical studies. - English Language Teaching and Learning - English language testing and assessment - Language in Education - English Literature - Clinical linguistics - Discourse analysis - English for Specific Purposes - Second Language Acquisition - Curriculum Material and Development - Discourse Analysis - Translation
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "Vol 2 No 02 (2021): Volume 02 Nomor 02 Desember 2021" : 5 Documents clear
The ABILITY OF STUDENTS AT THE TWELFTH GRADE IPA 1 AND IPA 2 OF SMAN 12 SINJAI IN TRANSLATING DESCRIPTIVE TEXT USING PAPER DICTIONARY AND ONLINE DICTIONARY (A COMPARATIVE STUDY) Andi Mentari Nurul Putri; Hasmiati
JLE: Journal of Literate of English Education Study Program Vol 2 No 02 (2021): Volume 02 Nomor 02 Desember 2021
Publisher : LP2M Universitas Islam Ahmad Dahlan Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v2i2.671

Abstract

This research aimed to find out the differentiation between the result of the translating descriptive text using manual dictionary in the twelfth grade IPA 1 and using online dictionary in the twelfth grade IPA 2 SMAN 12 Sinjai. This research was a comparative study using a quantitative approach. The samples of this research were students of twelfth grade IPA 1 and IPA 2. The methods of data collection were tests and questionnaires. While the data analysis used descriptive analysis of the percentage score of students' ability. The results showed that there was the differentiation between the result of the translating descriptive text using manual dictionary and online dictionary. It was found that in the twelfth grade IPA 1, the percent of score was 82, 1% with the mastery level or predicate was excellent where 185 (61,7%) data was included in accurate category, 132 (44%) data was included in readable category, and 109 (36,3%) data was included in acceptability category. While in the twelfth grade IPA 2, the percent of score was 76.4% with the mastery level or predicate was good where 153 (51%) data was included in accurate category, 127 (42,3%) data was included in readable category, and 102 (34%) data was included in acceptability category.
ERROR ANALYSIS OF ACADEMIC WRITING PAPERS OF ENGLISH EDUCATION STUDENTS AT IAIN FATTAHUL MULUK PAPUA Syamsir Bin Ukka; Andi Miftahul Maulidil Mursyid; Erfin Wijayanti
JLE: Journal of Literate of English Education Study Program Vol 2 No 02 (2021): Volume 02 Nomor 02 Desember 2021
Publisher : LP2M Universitas Islam Ahmad Dahlan Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v2i2.729

Abstract

This research aims to identify the factors of writing errors and efforts to identify the resolution of errors in writing academic papers for English Education students at IAIN Fattahul Muluk Papua. The theory used to examine the research problem is standard and correct language, grammar theory, and error analysis as the leading theory. The research method is descriptive-qualitative. The results showed that the writing error factor was in morphological errors, lexicon errors, syntactic errors, and systematics of writing. First, morphological errors include punctuation errors, spelling errors, and vocabulary errors. Second, lexicon errors include grammatical errors and conciseness errors. Third, syntactic errors include unclear sentences, sentences that have ambiguous intentions and incomplete sentences. Fourth, systematic errors in writing include the thickness of letters, coherence, the distance between sub-chapters and incompleteness of sentences. Efforts to resolve writing errors, so that its do not happen again by realizing an English version of the academic paper writing module in simple language equipped with systematic explanations, formats, and substance of academic papers.
THE EFFECTS OF VOCABULARY AND GRAMMAR MASTERY ON STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT (Surveys at Private Junior High Schools in Serang Banten) Rofiq Noorman Haryadi; Junaedah Endah; Lesnasari Dalimunthe
JLE: Journal of Literate of English Education Study Program Vol 2 No 02 (2021): Volume 02 Nomor 02 Desember 2021
Publisher : LP2M Universitas Islam Ahmad Dahlan Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v2i2.732

Abstract

This research is aimed to get emperical data and analyze the effects of vocabulary and grammar mastery on writing skill in descriptive text at private junior high schools in Serang Banten. This research is done by Kolmogorov-Smirnov method, ANOVA Table, Proportional Correct for testing the item difficulties, by biserial coefficient, and by Kuder Richarsson testing. The research was held at Privates Junior High Schools in Serang Banten. Data collective done by giving test for writing skill (make a composition or an essay about an object description), test for vocabulary mastery (multiplechoice/ 35 items), and test for grammar mastery (multiplechoice/ 35 items) given to class at MTs Al Ma’arif, MTs Nurul Basmallah and MTs Nurul Huda. The result of study identifies there are effects between Vocabulary and Grammar Mastery towards Student’s Writing Skill in Descriptive Text (Fo = 18.748 and Sig = 0,000 < 0,05; coefficient of 0.666 and the coefficient determination of 81.5%). There is effect of Vocabulary Mastery towards Student’s Writing Skill in Descriptive Text (Sig = 0.026 < 0,05 and ttest = 2,301; while ttable = 1,88). There is effect of Grammar Mastery towards writing skill in Descriptive Text (Sig = 0.002 < 0,05 and ttest = 3,656 while ttable = 1,88).
COMMUNICATIVE LANGUAGE TEACHING WITH REALIA TO ENHANCE STUDENTS’ ENGLISH VOCABULARY Resky Indrayana Uda Patmi; Sabaruddin Sabaruddin
JLE: Journal of Literate of English Education Study Program Vol 2 No 02 (2021): Volume 02 Nomor 02 Desember 2021
Publisher : LP2M Universitas Islam Ahmad Dahlan Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v2i2.733

Abstract

This research discusses vocabulary improvement of second year student at Madrasah Tsanawiyah Madani Pao-pao, South Sulawesi, Indonesia using Communicative Language Teaching with Realia. Researchers intend to answer the question "Is the use of Realia in Madrasah Tsanawiyah Madani Pao-pao effective in improving the vocabulary of second-grade students in communicative language teaching (CLT)?" This study aims to understand how CLT and Realia improve the vocabulary of Islamic school students. This study applied a real experimental method of two variables: the independent variable (CLT with Realia) and the dependent variable (vocabulary mastery). In this study, 60 students were randomly selected to participate, 30 in the experimental class and 30 in the control class. This study uses a written vocabulary test as a tool. From the data analysis point of view, the students' vocabulary has improved significantly. It can be seen from the results of the average score of the control category (71.8) and the average score of the control category (63.8). From the research findings and discussions, it can be concluded that the application of CLT and Realia can improve students’ vocabulary in Madrasah Tsanawiyah Madani Pao-pao.
PRONUNCIATION ERRORS IN SYLLABIC CONSONANTS (AN INVESTIGATION OF THE STUDENT'S PHONOLOGICAL UNDERSTANDING) Nirwana
JLE: Journal of Literate of English Education Study Program Vol 2 No 02 (2021): Volume 02 Nomor 02 Desember 2021
Publisher : LP2M Universitas Islam Ahmad Dahlan Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v2i2.752

Abstract

This research examined pronunciation errors in syllabic consonant sounds uttered by fourth-semester students in the English and literature departments. This study aimed to find out how fourth-semester students read the text and pronounce syllabic consonant sounds. The theories of English phonetics and phonology were proposed by Peter Roach and Corder's theory of error analysis. The data was gathered using the descriptive qualitative method. The researcher used the phone as an instrument to record herself reading aloud text. According to the findings, the students made three errors: addition, omission, and selection. First, they began using the schwa sound with long syllabic consonant words. Second, some syllables were removed, which was most common in the final syllable. Third, they identified where a syllable in a word should go because they heard a vowel sound that should not be there or a sound in a syllable that was in the wrong location. This mistake occurs in the middle and last syllables

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