JALL (Journal of Applied Linguistics and Literacy)最新文献

{"title":"THE USE OF PORTFOLIO ASSESSMENT OF WRITING SKILL IN DESCRIPTIVE TEXT","authors":"I. A. Halim, Agustin Hartati, Z. Lestari","doi":"10.25157/JALL.V3I2.2420","DOIUrl":"https://doi.org/10.25157/JALL.V3I2.2420","url":null,"abstract":"The objectives of the research are to find out the use of portfolio assessment of writing skill in descriptive text and the challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text in SMP Negeri 1 Pagelaran Cianjur. The type of the research is qualitative research with case study method. In collecting the data, the researcher uses field notes, observation checklist, open-ended questionnaire, and documentation. The data were analyzed by reducing the non useful data, displaying the data, and drawing conclusion. The researcher uses data triangulation to get the validity of the data. Based on the research finding, the teacher implemented almost all the procedures of portfolio assessment proposed by Brown & Abeywickrama, the teacher designed the purpose of portfolio, the teacher designed the material of portfolio, the teacher designed the time of portfolio, the teacher designed the time for reviewing, the teacher designed the place for portfolio. The challenges faced by the teacher in the use of portfolio assessment of writing skill in descriptive text that the teacher has difficulties in giving feedback in a large class, less in controlling and guiding the students, and the teacher did not use the rubric for assessing the writing skill of the student’s task.","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121887098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STUDENTS’ RESPONSES TOWARD TEACHERS’ QUESTIONS IN SENIOR HIGH SCHOOL 8 BENGKULU","authors":"Evis Sumilia, H. Puspita, Elfrida Elfrida","doi":"10.25157/JALL.V3I2.2538","DOIUrl":"https://doi.org/10.25157/JALL.V3I2.2538","url":null,"abstract":"Abstract: The aims of this research were to find out kinds of student response and the most dominant response used by the second grade students in Senior High School. The researcher was designed as a descriptive quantitative research. The population of the research was second grade student in Senior High School 8 Bengkulu. The samples were 60 students. The data were collected by using a set of questionnaire. There were 25 statements of students’ responses which consisted of five aspects by Moskowitzs in Brown (2001). They were student response (specific), student response (open-ended or student initiated), confusion, silence and nonverbal. The result of this study showed the students of Senior High School 8 Bengkulu preferred to use five aspects of the student response i.e., student response (specific), student response (open-ended or student initiated), confusion, silence and nonverbal. In addition, the most dominant response used by the student is student response (specific). The student more interested in using response specific in answering the teacher question. Keywords:  Students’ Responses, Teachers’ Questions, Classroom Interaction","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124549448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AN ANALYSIS OF IDEATIONAL MEANING REALIZED ON RECOUNT TEXTS IN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL GRADE X","authors":"E. Cahyati","doi":"10.25157/jall.v3i1.2640","DOIUrl":"https://doi.org/10.25157/jall.v3i1.2640","url":null,"abstract":"This research is aimed at analyzing the ideational meaning realized on recount texts in English textbook for Senior High School Grade X.  The objectives of this study are to describe the dominant processes and circumstances realized on recount texts in English textbook. The researcher employed qualitative descriptive as the research design.  The data were taken and collected through a documents collection.  The documents were collected from English textbook for Senior High School Students Year X (revised 2017). This book was published by Pusat Kurikulum and Perbukuan, Balitbang, Kemendikbud (2017). There were 4 recount texts that analyzed and identified. The researcher used transitivity analysis as tool to analyzes recount texts. The results of data analysis showed that the dominant processes found on recount texts is material processes. It   occurred 90 times (51.8%) in the textbook and it refers to process of construing material of action and doing. Meanwhile, the dominant circumstances found on recount texts is circumstances of time. It is occurred 40 times (44.4%) and it refers to answer question such as “when?” and also to give information about times. Finally, this research is recommended for the students of English education program who want to improve their understanding about SFL especially in ideational meaning. Keywords: Ideational meaning, recount texts, textbook","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"469 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116413237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE USE OF PEER REVIEWING IN OVERCOMING PHONOLOGICAL ERRORS IN ENGLISH PRONUNCIATION","authors":"Ira Adinegara, A. Surachmat, Didih Faridah","doi":"10.25157/jall.v3i1.2618","DOIUrl":"https://doi.org/10.25157/jall.v3i1.2618","url":null,"abstract":"ABSTRACT This study reports on the use of peer reviewing in overcoming phonological errors in English pronunciation conducted to the freshmen of English Education Program in Galuh University. Peer review is one of appropriate techniques to support students in learning speaking particularly English pronunciation. In this regard, the writers addressed some questions: 1) How does the lecturer use peer review technique in overcoming phonological errors in performing English pronunciation?, 2) What are the students’ perceptions toward the use of peer review technique in overcoming phonological errors in performing English pronunciation?, and 3) What are the benefits of peer review technique in overcoming phonological errors in performing English pronunciation?. Related to the research questions, the writers adopted qualitative approach particularly a case study as the research design. The writers conducted classroom observation, interview to an English lecturer and six students and administered a questionnaire to the students as well. In this case, the respondents were selected purposively. The results showed that the use of peer review is useful to support and motivate the students to learn well. By using peer review, students can be active in their process learning and also they can improve their critical thinking in speaking particularly in overcoming phonological errors in performing English pronunciation.Keywords: peer review, pronunciation","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131853621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE USE OF ORAL PEER FEEDBACK TO MINIMIZE THE STUDENTS’ ERRORS IN PRONOUNCING ENGLISH CONSONANT SOUNDS /p/, /f/ and /v/ IN READING ALOUD","authors":"Kinanty Kintamani, A. Kurnia, Didih Faridah","doi":"10.25157/JALL.V3I1.2620","DOIUrl":"https://doi.org/10.25157/JALL.V3I1.2620","url":null,"abstract":"ABSTRACT  This study reports on the use of oral peer feedback to minimize the students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/. It was a  case at the twelfth grade in one of senior high schools in Tasikmalaya. Furthermore, this study was aimed to find out the extent to which the students make errors in pronouncing English consonant sounds /p/, /f/ and /v/, how the teacher minimizes the students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/ by means of oral peer feedback and the teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing English consonant sounds /p/, /f/ and /v/. Furthermore, in conducting this study the writer used qualitative research in which case study. To collect the data from participants in this research, there was six students at the twelfth grade and an English teacher who taught English pronunciation in reading activities. Classroom observation and interview were the instruments used by the writer in collecting the data. Based on the research findings, the writer concluded three major conclusions. First, the writer concluded that the majority of the students were able to pronounce the English consonant sounds /p/, /f/ and /v/ correctly that have been proven by the results of students’ pronunciation. Second, the teacher taught the students about reading comprehension that contained the sounds of /p/, /f/ and /v/ with the use of oral peer feedback. In short, it could be seen that teacher’s ways in minimizing students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/ by means of oral peer feedback was succesfully completed by the teacher through the activities in classroom observation. In addition, teacher's ways in implementing oral peer feedback was relevant with the theory from Brookhart (2008, p. 70) about the procedure in implementing oral peer feedback. Finally, teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing English consonant sounds /p/, /f/ and /v/. The writer concluded that the teacher has the main reason for choosing oral peer feedback as one of the ways to minimize students’ error in pronouncing /p/, /f/ and /v/. The teacher argued that the use of oral peer feedback was one of the ways for minimizing students’ errors because the students were demanded to give corrections toward students' errors in pronouncing the words. The students were more felt comfort when they assessed by their friends. Therefore, they will enhance their skill by the corrections given by the other students in oral peer feedback. Moreover, the writer suggests that the further researchers to investigate the cause of students’ error of EFL learner specifically. Key words :oral peer feedback, students’ error, English consonant sounds.","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128948295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EFFECTIVENESS OF USING INSTAGRAM IN DEVELOPING STUDENTS’ DESCRIPTIVE TEXT WRITING","authors":"Ari Hilman","doi":"10.25157/JALL.V3I1.2619","DOIUrl":"https://doi.org/10.25157/JALL.V3I1.2619","url":null,"abstract":"ABSTRACTThis study investigates the effects of Instagram on students’ descriptive text writing of Islamic Senior High School students as well as to find out their perceptions of using Instagram for learning descriptive text writing. In doing so, the subjects consisted of 48 students who were in tenth grade. Then they were divided into two equal experimental and control groups (N=24).Their age ranged between 16 and 17 years old. Gender of participants was not considered as a variable in the study. This study used convergent parallel mixed-method whereas pre-test and post-test were administrated to collect quantitative data and questionnaire was given to collect qualitative data. The experimental group was taught descriptive text writing via Instagram application, whereas the control group followed Facebook application. Analyzing the data through the independent sample t-test revealed that with the help of Instagram application, the experimental group outperformed the control group in terms of writing descriptive text. Furthermore, Islamic Senior High School students had a positive attitude toward utilization of Instagram application.Keywords: Instagram, students, descriptive text writing","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114259883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STUDENTS’ BACKGROUND TOWARDS LEARNING ENGLISH OUT OF CLASSROOM SETTING","authors":"Luthfiyatun Thoyyibah","doi":"10.25157/jall.v3i1.2644","DOIUrl":"https://doi.org/10.25157/jall.v3i1.2644","url":null,"abstract":"There have been many facts showed that senior high school students in Indonesia faced some problems in learning English at school. Because of that, students try to seek a solution which offered outside the class, commonly known as independent language learning. Because there are limited studies elaborated activity of learning English out of school context, thus this paper aims to explore what kind of activity that the senior high school students choose for learning English out of the school context. This study employed qualitative descriptive study. Data were drawn from questionnaires that were disseminated to 40 students of state and private senior high schools, in order to respond with their own views. Based on the findings of this study, activity of learning English that mostly conducted by students from state school is attending extra course while most of students from private school prefer individual learning. According to the findings, this study recommends the further study of the similar field involving a bigger number of respondents and enrichment of the theory. Keywords: state school, private school, independent learning, extra course","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121705496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EFFECTIVENESS OF USING TED TALKS VIDEO IN IMPROVING STUDENTS PUBLIC SPEAKINGS SKILLS IN SENIOR HIGH SCHOOL","authors":"M. Farid","doi":"10.25157/JALL.V3I1.2642","DOIUrl":"https://doi.org/10.25157/JALL.V3I1.2642","url":null,"abstract":"This study tried to analyse the effectiveness of using TED talks video in improving students public speaking skill and also the students’ perception about using TED talks video in improving students’ public speaking skills. Participant of this study were thirty four students. A mixed method was used to collect quantitative and qualitative data. To achieve the aims of this study,      pre-test and post-test were administered as the quantitative data collection, and close-ended questionnaires as the qualitative data collection. From the data taken, the result showed that the students’ perception about using TED talks video in improving students’ public speaking skills is that the students response positively towards how the writer taught them. In addition, the data showed that the writer used a variety of instructional methods to reach the teaching objectively and the strategies were tried to find based on the students need in many ways. Therefore, it was concluded that the use of TED Talks is very useful to improve students’ public speaking skill.  Key words: Effectiveness, Ted Talks Video, Public Speaking Skills","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124691645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MALE AND FEMALE STUDENTS’ ATTITUDES TOWARD ENGLISH VOCABULARY MASTERY IN LEARNING SPEAKING (A Survey Study at one of MA Islamic Boarding School in Tasikmalaya)","authors":"Prihatini Purbandari, Etika - Rachmawati, R. Febriani","doi":"10.25157/jall.v2i2.2192","DOIUrl":"https://doi.org/10.25157/jall.v2i2.2192","url":null,"abstract":"This study aimed to explore the attitudes of Senior High School male and female students toward English vocabulary mastery in learning speaking. This study also investigated the factors influence students’ attitudes toward English vocabulary mastery in learning speaking. Attitude is individual’s response towards an object, inferred from individual’s belief or opinion about it. (Gardner, 1985). The writer conducted the questionnaire to measure the students’ attitudes toward English vocabulary mastery in learning speaking. The writer also interviewed a number of eleventh grade students to explore the factors that affect their attitudes toward English vocabulary mastery in learning speaking. The participants of this study consisted of 58 students of eleventh grade of one of MA Islamic Boarding School in Tasikmalaya. They were 25 male students and 33 female students. These students were purposively chosen. The results of the study showed that most of male and almost all of female students have positive attitude toward English vocabulary mastery in learning speaking. The results also indicated the factors influence their attitudes were their pronunciation, grammar and vocabulary knowledge, their habits speaking English in front of many people, their needs toward English and support from social environment. In conclusion, students’ attitudes toward English vocabulary mastery in learning speaking is important. It helps students improving their English speaking skill. In addition, this study recommends the future research on the same topic can carried out by using other design in order to enrich the development of the theory of attitude. Key words: male and female students, attitude, vocabulary mastery, speaking skill","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116862385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RESEARCHING STUDENTS’ INTERACTION IN COLLABORATIVE LEARNING CLASS","authors":"L. T. A. Sembiring","doi":"10.25157/jall.v2i2.2197","DOIUrl":"https://doi.org/10.25157/jall.v2i2.2197","url":null,"abstract":"Interaction as a part of students’ collaboration is an important aspect that needs to be considered in the teaching and learning process. An active interaction among students stimulates collaboration in their prior knowledge, perspectives and background experiences which later promote their high- level learning. It also affects the development of students’ learning process in the classroom. Nowadays, studies on interaction elaborate and become something challenging. Many theories have been developed by researchers, and each has its own strengths and weaknesses based on its needs and goals. In this study, the writer presents a library study of the types of students’ interaction and also a theory on researching students’ interaction developed by Kumpulainen and Wray. They have proposed three analytical dimensions of interaction namely: 1. the functions of verbal interaction which focuses on students’ verbal language, the character, and purpose of students utterances in peer group interaction, 2. cognitive processing that examined the ways in which students approached and processed learning tasks in their social interaction,3. social processing which examines the nature of the social relationships that were developed during students’ social activity. These elements are related and connected each other. However, a different kind of analysis is needed in order to analyze the elements through their analytic purposes.  Keywords: Students’ interaction, researching students’ interaction, Collaborative learning class.","PeriodicalId":282686,"journal":{"name":"JALL (Journal of Applied Linguistics and Literacy)","volume":"117 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120827730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}