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Linguists: Journal of Linguistics and Language Teaching
ISSN : 23552069     EISSN : 26565765     DOI : -
The Journal of Linguistics and Language Teaching contains the research manuscripts related to the broad areas of Linguistics and English Language Teaching. The journal is published twice a year (July and October) by Institut Agama Islam Negeri (IAIN) Bengkulu and is based at the Department of Tadris Bahasa Inggris, Faculty of Tarbiyah and Tadris. It is nationally and internationally reviewed by the journal's editorial board as well as other academic experts.
Arjuna Subject : -
Articles 62 Documents
IMPROVING READING ABILITY THROUGH GROUP WORK ACTIVITIES OF THE THIRD YEARS STUDENTS AT SMP NEGERI 13 KOTA BENGKULU IN ACADEMIC YEAR 1996 / 1997 Zarawin, Zarawin
Linguists: Journal of Linguistics and Language Teaching Vol 2, No 02 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

This study deals with the use of group work activities in order to improve reading readingability of the third years student at SMP Negeri 13 Kota Bengkulu academic year 1996 /1997. The main purpose of the study was to find out 1) the student achievement in readingability through group work activities. 2) whether or not group work activities technique iseffective in improving reading ability.The population of this study was four classes of the third year students. From the four classesthe writer took two classes of 25 students were taken randomly so the sample consist of 50student. In doing his research the writer did the experiment, the writer divided the samplestudents into the groups. Group A ( experimental Group ) and group B ( control group )both of these group were given pre – test and post test . the post test was given after theteaching experiment. In analyzing data the writer used t – test to compare before and aftertreatment.The result of this study showed that there was a progress made by goup A ( experimentalgroup ) with the gain t = 5.34 while group B ( control group ) got 1.67 the value of t –table of df=24 was 1.74. since the value of the gained t was higher than the value of t –table this means that thr group work activities can be proved effectively.Beside that, the writer also found that there was a significant difference between group A( experimental group ) and group B ( control group ). The value of gained t was 4.02 whilethe value of t – table of df = 24 is 2.06. it means that 4.02 > 2.06 so the second hypothesisis retained.
Teaching Strategies Applied by PPL Teachers in Teaching Reading Comprehension Permana, Dio Resta
Linguists: Journal of Linguistics and Language Teaching Vol 3, No 01 (2016)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

Permana, Dio R. 2015. Teaching Strategies Applied by PPL Teachers in Teaching Reading Comprehension. Thesis. English Education Study Program. Language and Art Department. Faculty of Education and Teacher Training. University Bengkulu. The research desribed the strategies applied by PPL teachers in teaching reading comprehension at SMA Negeri 5, SMA Negeri 1, and SMA Negeri 8 kota Bengkulu. This was a descriptive research. The subjects of this research were six PPL teachers who were divided into three different schools. The data were collected by using observation checklist and field notes. The data from observation checklist were identified, classified, and analyzed by using table of analysis. The field notes were included into the table of analysis. The result shows that the strategies applied by PPL teachers in pre-reading were introducing a topic, activating background knowledge, predicting, sharing existing knowledge, sequencing illustration, and set a purpose reading. In while-reading phase, there were reading aloud, skimming, scanning, rereading, and taking note. In post-reading phase, the strategies used by PPL teachers were summarizing, thinking critically, comprehension question, identifying the author’s purpose, examining grammatical structure, and follow-up writing exercise. In conclusion, there were sixteen strategies out of seventeen strategies applied by PPL teachers in teaching reading comprehension.
THE LINGUISTIC DEVELOPMENT OF THE FOURTH AND SIXTH GRADERS: THE TYPES AND SUBTYPES OF THEIR SYNTACTIC CONSTRUCTIONS Kurniawansah, Alfi
Linguists: Journal of Linguistics and Language Teaching Vol 4, No 1 (2018): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

This research aims at investigating how the elementary-school students write in English since they are already taught how to write the spellings of the English words and how to speak the language. The objectives of this research were to identify what syntactic types and subtypes are likely formed by the fourth and sixth graders of elementary school when they produce a situational description disregarding the errors that the learners have made. Such errors are considered to be developmental since they are inevitable in the process of learning and they are, therefore, not the concern of this paper. This study was done to the fourth-grade students and sixth-grade students of elementary school. All the samples were given a situational picture of a living room where a father, mother, son and daughter got together, and were asked to describe the picture according to their own perception. They were given only 45 minutes to do the assessment as it was the allocated time available. All the sentential constructions produced by the students were counted and analyzed in order to find the types and subtypes of sentences the fourth graders and the sixth graders used in their situational descriptive writing. The results of the study show that it the constructions of the sixth graders’ compound sentences are mostly simple in the sense that they conjoin only two simple sentences. Similarly, the constructions of their complex sentences are not very complex too. They consist of only one independent clause and one dependent clause. In their syntactic constructions compound and complex sentences are not found.
The Use of Debate Activitiesto Improve Students’ SpeakingAbilityat State Religious Senior High School (MAN 02) of Kepahiang,Bengkulu, Indonesia Efrizal, Dedi
Linguists: Journal of Linguistics and Language Teaching Vol 3, No 01 (2016)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

This study was carried out to improve the students’ speakingabilitythrough Debate Activitiesin Second Year Students of State Religious Senior High School (MAN 02) of Kepahiangin academis year 2015-2016. The subjects of this study were consisted of 30 students.The method used in this study was Classroom Action Research ( CAR). The Clasroom Action Research design applied in this study was a collaborative classroom action research. It mean that the researcher collaborated with the English teacher of State Religious Senior High School (MAN 02) of Kepahiangas an observer and collaborator. The study was carried out in three cycles. Each cycles consisted of three meetings. The data were gathered in this study through field notes, and test.The result of the study showed that there was improvement of students’ speakingability. Most of the students gradually gained good scores at the end of each cycles. The score of Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English subject was 70 (seventy). The data shows that in cycle I, students speaking achievement is 0% (excellent), 10% (good), 17% (average), 40% (poor), 34% (very poor). In cycle II the students’ speaking achievement is 7% (excellent), 20% (good), 40% (average), 20% (poor) and 13% (very poor). In cycle III students’ speaking achievement is 13% (excellent), 20% (good), 54% (average), 13% (poor) and 0% (very poor). In conclusion, Debate Activitiescould solve the students’ problems and improve their speaking ability
Empowering Students’ Creativity and Critical Thinking through Discovery Learning-based Writing Assessment Kusumawardhani, Anisa Dian; Mulya, Debby; Faizah, Annisa
Linguists: Journal of Linguistics and Language Teaching Vol 5, No 1 (2019): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

It goes by saying that 2013 Curriculum emphasizes on the active learning and stimulates students’ high order thinking skill. Furthermore, discovery learning is one of the learning approaches which is proposed by the government to support and to construct students’ creative and critical thinking. Due to the fact that teachers’ awareness and experience in developing the learning materials and performing the discovery learning activities which encourage students to think critically and creatively is still less, this paper presents information and guidance how to construct the discovery learning-based activities which promotes high order thinking skills. Moreover, this paper limits its focus on the writing skill assessment in the senior high school. The research and development methodology was adopted in this paper. An example of simple learning activities of discovery learning-based writing assessment is provided as well. The proposed discovery learning activities cover the activities which might be done from the beginning to the end of the learning process, that is assessed in writing skill. The guidance and learning activities sample help English teachers of senior high school elaborating the discovery learning based writing assessment activities.
ANALYSING THE EFL UNDERGRADUATE STUDENTS’ PLAGIARISM IN WRITING ACADEMIC PAPERS Nugraha, Ramdan; Putra, Juang Rudianto
Linguists: Journal of Linguistics and Language Teaching Vol 4, No 2 (2018): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

This research is aimed to identify the forms of plagiarism and to reveal the factors contribute toward the emergence of plagiarism in students’ undergraduate research papers. The method used is qualitative approach using content analysis. The data collection was done through analysing documents (respondents’ papers) and  interviewing the respondents and the lecturers of a private college in Bogor. The research found that there are three kinds of plagiarism forms produced by the undergraduate students; 1) Totally Copy-Paste (TCP) which means copying the texts as the same as the original without crediting the authors; 2) Totally Copy-Paste from the Mentioned Author (TCP-MA) means the respondents once credited the name of the author, but then they copied the original texts and pasted  them as many pages as they needed without paraphrasing at all; and 3) Copy-Paste and Deleting and/or Changing Few of Original Words (CP- DCFOW) which is almost the same as TCP but few words were deleted or changed from the original sources without crediting the authors. In addition, the factors contributed toward the emergence of plagiarism were the respondents’ idleness to understand the academic paper procedure, the respondents’ pragmatic views during conducting their academic paper, the respondents’ low confidence to write their own ideas on their academic paper, and the respondents’ skill to adress their ideas into the context of English academic paper.
THE EFFECT OF SONGS TO THE STUDENTS’ RECOUNT TEXT WRITING QUANTITY (An Experiment at the Second Semester Class A of English Education Students Unib) Nurandini, Risma
Linguists: Journal of Linguistics and Language Teaching Vol 2, No 02 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

This study tries to find whether or not song can improve the students’ recount text writingquantity. This quantity means the total of word that was used in a text. The population of theresearch was the second semester English Education students Unib class A that was 38students. The class was divided into two groups (group 1 and group 2). The sample was thegroup 1 as the experimental group and the group 2 as the comparison for the experimentalgroup. The instrument was a writing text. The pre-test was done to find the quality of bothgroups. In the pre test result, it was found that Tcount was 0,36 while Ttable is 2,093. Its meanwas there is no significant difference between the groups. By this result, any group could bedecided which one as control group or experimental group. After the treatments were done onexperimental group and the conventional method on control group, the post-test could be done.Based on the analysis of the post-test, the Tcount (4,85) was higher that Ttable (2,093). It couldbe concluded that the experiment was successful because of song can improve the student’srecount text writing quantity
Teaching Reading Comprehension Through The Interactive Technique (A Quasi-Experimental Reasearch at The SMPN 1 Bengkulu City) Monarisa, Aleti
Linguists: Journal of Linguistics and Language Teaching Vol 2, No 01 (2015)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

Teaching reading comprehension through the interactive technique (a quasi-experimental research at the smpn 1 bengkulu city). The objective of this research was to find out whether the Interactive technique could improve students’ reading comprehension. This was a quasi-experimental research. The population of this research was the eighth grade students of SLTP Negeri 1 Kota Bengkulu which consisted of 193 students. The sample of this research was the class VIII.2 (34 students) as the experimental group and the VIII.3 (40 students) as the control group. The instrument was a reading comprehension test, which consisted of 40 items. Before the pre-test was given, it was tried out to the students of the same level. The result was t-count in the pre-test was smaller than t-table (1.26 < 2.042). This indicated that the groups were of equal ability. For the post-test, in contrast, the t-count was greater than t- table (2.7 > 2.042). This indicated that the interactive technique could improve students’ reading comprehension
Learning Strategies in Making Video Project Assignments in ESP Class Ferdian, Nurizzi Riqfi
Linguists: Journal of Linguistics and Language Teaching Vol 5, No 1 (2019): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

The development of digital video as one of the Information and Communication Technology (ICT) has crossed the threshold in the fields of education. In other words, the use of video has triggered teachers to use it in teaching and learning English. The purpose of the study was to investigate students’ learning strategies in making video project assignments conducted by students in an English for Specific Purposes class. Totally, 32 Informatics Management students who were taking English course in the ESP class at State Polytechnic of Subang. The data were collected via the questionnaire and the focus group discussion in which 8 students volunteered to participate. The results from the questionnaire analysis revealed that the students showed positive attitudes where they frequently used Cognitive strategies (x̄ = 3,98), Social strategies (x̄ = 3,84), Metacognitive strategies (x̄ = 4,15). The focus group interview revealed the ways the students employed the three strategies above, they liked to practice strategies of concepting the content, strategies of interpersonal cooperation, and strategies of recalling the concept. The study suggested that using various learning strategies in making video project assignments would benefit and the outcomes could be attributed to the proficiency level in both languages and making videos to master English that would be essential for students’ future career.Keywords: Learning Strategies, Video Project Assignments, Technology
THE USE OF WIKI WEBSITE: A SOLUTION TO IMPROVE STUDENTS’ WRITING PERFORMANCE Azhari, Defry
Linguists: Journal of Linguistics and Language Teaching Vol 4, No 2 (2018): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

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Abstract

This paper aims at sharing merits of wiki as one of fruitful educational technology in facilitating students to improve their writing’s performance in language classrooms. In implementing, this paper recommends CBLM with the stages are combination of positive input from the previous study: (1) training of using wiki, (2) grouping the students, (3) drafting, (4) revising, (5) editing, and (6) publishing. The results reveal Wiki and its merits can encourage students to be independent learners because they are able to effectively participate and contribute in writing their essays by sharing ideas, editing, and supporting to each other. The teachers, especially in Indonesia, can implement wiki by using CBLM in all level of students. However, teachers must adjust and consider some important aspects before utilize it in the classroom depend on students’ need and classroom environment.