Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2479
Setiana Sri Wahyuni Sitepu
Abstract E-learning is a program that has been implemented in Pamulang University since 2015. Despite the benefits of it as the medium for the students to learn with the absence of the teacher, it also gives beneficial or them to learn independently and creatively. However, as it is a latest for both teachers and students, the adversity cannot be avoided in terms of assignments and assessments. Therefore, this study was aimed to reveal the students’ attitude towards the assignments and assessments provided by the teacher for Reading in E-learning Program. The participants of this study were 40 students of reading class at the fourth semester of English Department of Faculty of Letters of Pamulang University. The data were collected by questionnaires and observation that the questionnaires were given to the students of reading subject while observation was conducted by observing reading assignment and assessment of E-learning program. The data from observation were analyzed by using qualitative measurement and the questionnaire used paper-based Likert-scale. The results showed that in spite of the difficulties in adapting in E-learning program they also have difficulties in understanding the materials and term of assessment. Furthermore, there is a negative attitude from them toward the assignment and assessment of reading in E-learning program.Keywords:, assignment, assessment, attitude, e-learning, reading
{"title":"STUDENTS’ ATTITUDE TOWARDS ASSIGNMENT AND ASSESSMENT IN READING: AN OVERVIEW OF E-LEARNING","authors":"Setiana Sri Wahyuni Sitepu","doi":"10.32493/ljlal.v1i1.2479","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2479","url":null,"abstract":"Abstract E-learning is a program that has been implemented in Pamulang University since 2015. Despite the benefits of it as the medium for the students to learn with the absence of the teacher, it also gives beneficial or them to learn independently and creatively. However, as it is a latest for both teachers and students, the adversity cannot be avoided in terms of assignments and assessments. Therefore, this study was aimed to reveal the students’ attitude towards the assignments and assessments provided by the teacher for Reading in E-learning Program. The participants of this study were 40 students of reading class at the fourth semester of English Department of Faculty of Letters of Pamulang University. The data were collected by questionnaires and observation that the questionnaires were given to the students of reading subject while observation was conducted by observing reading assignment and assessment of E-learning program. The data from observation were analyzed by using qualitative measurement and the questionnaire used paper-based Likert-scale. The results showed that in spite of the difficulties in adapting in E-learning program they also have difficulties in understanding the materials and term of assessment. Furthermore, there is a negative attitude from them toward the assignment and assessment of reading in E-learning program.Keywords:, assignment, assessment, attitude, e-learning, reading","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125600265","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2477
Shinta Aziez
AbstractThis study contrasted verb features that exist in Indonesian and English imperative sentences. The contrastive analysis is used to make the second language or foreign language learners understand more easily on the target language being learnt. In this case, the study tried to contrast Indonesian language as L1 and English as L2. The data that were used in this study were taken from two sources; Indonesian and English Grammar. The grammar was sorted specifically only on imperative sentences that were collected through attentive observation method and is continued by notetaking technique. Hence, some imperative sentences that were collected were then be analyzed by comparing language units with determining tools in form of comparative relationship between all determining elements that are relevant with all the determined language units. The result revealed that there were some similarities and differences in the verb features of Indonesian and English imperative sentences. Both Indonesian and English mostly use base verb to form imperative sentences, in some cases, they also use suffixes. Also, they attach marker words to form negative and to soften the imperative sentence. On the contrary, some contrasts were found in the existence of passive form, the use of suffixes, the distribution of some markers, the use of auxiliary verbs, and the existence of inversion form.Keywords: Contrastive Study, English, Imperative sentences, Indonesian, Verb Features
{"title":"VERB FEATURE DIFFERENCES IN INDONESIAN AND ENGLISH IMPERATIVE SENTENCES: A CONTRASTIVE ANALYSIS STUDY","authors":"Shinta Aziez","doi":"10.32493/ljlal.v1i1.2477","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2477","url":null,"abstract":"AbstractThis study contrasted verb features that exist in Indonesian and English imperative sentences. The contrastive analysis is used to make the second language or foreign language learners understand more easily on the target language being learnt. In this case, the study tried to contrast Indonesian language as L1 and English as L2. The data that were used in this study were taken from two sources; Indonesian and English Grammar. The grammar was sorted specifically only on imperative sentences that were collected through attentive observation method and is continued by notetaking technique. Hence, some imperative sentences that were collected were then be analyzed by comparing language units with determining tools in form of comparative relationship between all determining elements that are relevant with all the determined language units. The result revealed that there were some similarities and differences in the verb features of Indonesian and English imperative sentences. Both Indonesian and English mostly use base verb to form imperative sentences, in some cases, they also use suffixes. Also, they attach marker words to form negative and to soften the imperative sentence. On the contrary, some contrasts were found in the existence of passive form, the use of suffixes, the distribution of some markers, the use of auxiliary verbs, and the existence of inversion form.Keywords: Contrastive Study, English, Imperative sentences, Indonesian, Verb Features","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128509599","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2482
Ria Adriyani
AbstractThis study is aimed to find out and describe the students' error on active and passive voices on students’ writing skill especially in local errors, inter-lingual errors and intra-lingual errors. Everybody who considers English has precisely made a few blunders, particularly the students in Junior secondary school or in Senior High School.. Active contrasts with passive mainly. For most active clauses, there is a corresponding passive clause, which has almost exactly the same meaning, but a different emphasis. The research was done at public senior high school in CISEENG, BOGOR, and it was done on March 2018. The researcher did the research in the science class on 12th grade. The method, which was used in this research, is the qualitative method. In this case the researcher asked the English teacher on that school to get the students’ writing result. The data used in this research is the error on active and passive voices on students’ writing at public senior high school. To get the data, the students wrote their own text. The result shows that active voice errors are more than passive voice errors. It means that the students still have difficulties to make the correct English structure in active voice.Keywords: Error Analysis, Aactive-Passive Voice, Students’ Writing.
{"title":"AN ERROR ANALYSIS ON ACTIVE AND PASSIVE VOICE ON STUDENTS’ WRITING","authors":"Ria Adriyani","doi":"10.32493/ljlal.v1i1.2482","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2482","url":null,"abstract":"AbstractThis study is aimed to find out and describe the students' error on active and passive voices on students’ writing skill especially in local errors, inter-lingual errors and intra-lingual errors. Everybody who considers English has precisely made a few blunders, particularly the students in Junior secondary school or in Senior High School.. Active contrasts with passive mainly. For most active clauses, there is a corresponding passive clause, which has almost exactly the same meaning, but a different emphasis. The research was done at public senior high school in CISEENG, BOGOR, and it was done on March 2018. The researcher did the research in the science class on 12th grade. The method, which was used in this research, is the qualitative method. In this case the researcher asked the English teacher on that school to get the students’ writing result. The data used in this research is the error on active and passive voices on students’ writing at public senior high school. To get the data, the students wrote their own text. The result shows that active voice errors are more than passive voice errors. It means that the students still have difficulties to make the correct English structure in active voice.Keywords: Error Analysis, Aactive-Passive Voice, Students’ Writing.","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125791804","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2481
Muhammad Ahsan Tampubolon
Abstract `The purpose of this study was to determine the interaction effect of teaching and learning motivation towards students’ English result consisting of 30 for experiment class and 30 for control class, and the sampling technique used is cluster random sampling. The research was guided by a conceptual framework leading to the two ways of ANNOVA Research instrument used were the test results od learning motivation and English result scoring that have been tested : 1) there is an significant effect of teaching method towards the students’ English score, as Fo = 17,994 and Sig. = 0,000 < 0.05. 2) there is a significant effect of motivation towards students’ English score, as Fo = 31.308 and Sig. = 0.000 < 0.05. 3) there is an interactive significant effect of teaching method and motivation towards the students’ English score, as Fo = 3.858 and Sig. = 0.054 > 0.05. the results contribute most to increasing of the students’ English score by using the Inquiry Method beside reinforcing of the students’ motivation trait in the classroom activity. Keywords: interaction effect, teaching, learning motivation.
摘要本研究的目的是确定教学动机和学习动机对学生英语成绩的交互作用，实验分为实验班30人，对照组30人，采用整群随机抽样的抽样技术。本研究在概念框架的指导下，采用了两种方差分析方法，研究工具是学习动机的测试结果和已测试的英语成绩评分:1)教学方法对学生的英语成绩有显著影响，Fo = 17994, Sig = 0000 < 0.05。2)动机对学生英语成绩有显著影响，差异有统计学意义(Fo = 31.308, Sig = 0.000 < 0.05)。3)教学方法与动机对学生英语成绩的交互作用显著，Fo = 3.858, Sig = 0.054 > 0.05。结果表明，除了强化学生在课堂活动中的动机特质外，探究性教学法对提高学生英语成绩的贡献最大。关键词:互动效应，教学，学习动机。
{"title":"THE INTERACTION EFFECT OF TEACHING AND LEARNING MOTIVATION TOWARDS THE STUDENT’S ENGLISH RESULT ( AN EXPERIMENT AT STATE JUNIOR HIGH SCHOOL IN BOGOR REGION)","authors":"Muhammad Ahsan Tampubolon","doi":"10.32493/ljlal.v1i1.2481","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2481","url":null,"abstract":"Abstract `The purpose of this study was to determine the interaction effect of teaching and learning motivation towards students’ English result consisting of 30 for experiment class and 30 for control class, and the sampling technique used is cluster random sampling. The research was guided by a conceptual framework leading to the two ways of ANNOVA Research instrument used were the test results od learning motivation and English result scoring that have been tested : 1) there is an significant effect of teaching method towards the students’ English score, as Fo = 17,994 and Sig. = 0,000 < 0.05. 2) there is a significant effect of motivation towards students’ English score, as Fo = 31.308 and Sig. = 0.000 < 0.05. 3) there is an interactive significant effect of teaching method and motivation towards the students’ English score, as Fo = 3.858 and Sig. = 0.054 > 0.05. the results contribute most to increasing of the students’ English score by using the Inquiry Method beside reinforcing of the students’ motivation trait in the classroom activity. Keywords: interaction effect, teaching, learning motivation.","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133611143","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2483
Purwanti Taman
AbstractThe field of English for specific purposes (ESP) has developed rapidly to become a major force in English language teaching. IELTS (International English Language Testing System), as one of the ESP branch, is one of the biggest ESL tests needed world-wide.This study was conducted to find validity and reliability of IELTS speaking rubric between three teachers who assess speaking ability for the same students in the same class. This would enable IELTS teachers to measure the students’ speaking ability likely in the same band area. The participants of this quantitative study were 21 Indonesian graduate students who were taking English for Pre-departure program of their Master’s Degree abroad, an English for Academic Purpose (EAP) class. The result shows that the teachers in Inlingua Internatinal English training produce reliable and valid results of the speaking IELTS subtest; even though they have different working span experience because they use the same rubric. Also, the correlation between one group of scores to others are significant and linear. This can be reference for the future in the way Inlingua International maintain their teachers’ marking scheme.Keywords: IELTS, validity, realibility, speaking rubric, ESP
{"title":"THE VALIDITY AND REALIBILITY OF IELTS SPEAKING RUBRIC FOR INLINGUA INTERNATIONAL TEACHERS","authors":"Purwanti Taman","doi":"10.32493/ljlal.v1i1.2483","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2483","url":null,"abstract":"AbstractThe field of English for specific purposes (ESP) has developed rapidly to become a major force in English language teaching. IELTS (International English Language Testing System), as one of the ESP branch, is one of the biggest ESL tests needed world-wide.This study was conducted to find validity and reliability of IELTS speaking rubric between three teachers who assess speaking ability for the same students in the same class. This would enable IELTS teachers to measure the students’ speaking ability likely in the same band area. The participants of this quantitative study were 21 Indonesian graduate students who were taking English for Pre-departure program of their Master’s Degree abroad, an English for Academic Purpose (EAP) class. The result shows that the teachers in Inlingua Internatinal English training produce reliable and valid results of the speaking IELTS subtest; even though they have different working span experience because they use the same rubric. Also, the correlation between one group of scores to others are significant and linear. This can be reference for the future in the way Inlingua International maintain their teachers’ marking scheme.Keywords: IELTS, validity, realibility, speaking rubric, ESP","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126779667","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2484
Rahmita Egilistiani
AbstractThere are always a new slang language that teenagers use from period to period. New slang language that teenagers use are word change. Word change is usually used by teenangers because of following the previous speaker and make it as a habit language for them. Word change in wordplay patterns on Twitter will be researched that written by teenagers. The main object of this reserach is Twitter. The purpose of this research is to analyze word change in wordplay patterns by teenangers written on Twitter. Qualitative method is used in this research. Documentary study is used and the data written desciprtively. The subject of this research are the teenagers between 13-22 years old who write documentation on Twitter using word change in wordplay as the main data. Basic and advanced technique are used in describing the data. The result of this research shown that there are 8 wordplay patterns with word change revealed in 8 data written by teenagers using wordplay in Twitter.Keywords: slang language, teenagers language, wordplay, word change, twitter
{"title":"WORD CHANGE IN WORDPLAY BY TEENANGERS ON TWITTER: A SOCIOLINGUISTIC STUDY","authors":"Rahmita Egilistiani","doi":"10.32493/ljlal.v1i1.2484","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2484","url":null,"abstract":"AbstractThere are always a new slang language that teenagers use from period to period. New slang language that teenagers use are word change. Word change is usually used by teenangers because of following the previous speaker and make it as a habit language for them. Word change in wordplay patterns on Twitter will be researched that written by teenagers. The main object of this reserach is Twitter. The purpose of this research is to analyze word change in wordplay patterns by teenangers written on Twitter. Qualitative method is used in this research. Documentary study is used and the data written desciprtively. The subject of this research are the teenagers between 13-22 years old who write documentation on Twitter using word change in wordplay as the main data. Basic and advanced technique are used in describing the data. The result of this research shown that there are 8 wordplay patterns with word change revealed in 8 data written by teenagers using wordplay in Twitter.Keywords: slang language, teenagers language, wordplay, word change, twitter","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114805315","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2485
Sarita Merilia
Abstract Among listening strategies that are proposed by experts, metacognitive is one of important strategies in language learning. Metacognitive strategies help students understand the way they learn and the steps they take. Hence, learners will success in learning a language. The study investigated metacognitive listening strategies awareness and the listening difficulties among the second semester students at Faculty of Letter of Universitas Pamulang academic year 2017/2018. Out of 300 students of the population, 131 students (99 females and 32 males) were chosen as the samples based on the random sampling. The data in this study were obtained through questionnaires (MALQ, Vandergrift et al, 2006) and openended questionnaire. This study revealed that overall the highest level of the students’ metacognitive awareness is problem solving and the lowest is directed attention. The students identified a number of factors that contribute to difficulties in listening comprehension: lack of vocabulary, speaker speed, accent, pronunciation, concentration, and other problems. In this paper, the findings and conclusion are discussed for classroom instruction and note substantive concerns that should be addressed in future research. Keywords: English learners, listening problem, listening skill, metacognitive, strategy
在众多专家提出的听力策略中，元认知策略是语言学习中的重要策略之一。元认知策略帮助学生理解他们学习的方式和步骤。因此，学习者将成功地学习一门语言。本研究调查了帕慕朗大学文学学院2017/2018学年度下学期学生的元认知听力策略意识和听力困难情况。在300名学生中，随机抽取了131名学生(99名女生，32名男生)作为样本。本研究的数据采用问卷调查(MALQ, Vandergrift et al .， 2006)和开放式问卷的方式获取。研究发现，总体而言，学生的元认知意识水平最高的是问题解决能力，最低的是定向注意能力。学生们发现了一些导致听力理解困难的因素:词汇量不足、说话速度、口音、发音、注意力不集中以及其他问题。在本文中，研究结果和结论讨论课堂教学，并指出实质性的问题，应在未来的研究中加以解决。关键词:英语学习者，听力问题，听力技巧，元认知，策略
{"title":"INVESTIGATING METACOGNITIVE LISTENING STRATEGY AND LISTENING PROBLEMS ENCOUNTERED BY ENGLISH LEARNERS","authors":"Sarita Merilia","doi":"10.32493/ljlal.v1i1.2485","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2485","url":null,"abstract":"Abstract Among listening strategies that are proposed by experts, metacognitive is one of important strategies in language learning. Metacognitive strategies help students understand the way they learn and the steps they take. Hence, learners will success in learning a language. The study investigated metacognitive listening strategies awareness and the listening difficulties among the second semester students at Faculty of Letter of Universitas Pamulang academic year 2017/2018. Out of 300 students of the population, 131 students (99 females and 32 males) were chosen as the samples based on the random sampling. The data in this study were obtained through questionnaires (MALQ, Vandergrift et al, 2006) and openended questionnaire. This study revealed that overall the highest level of the students’ metacognitive awareness is problem solving and the lowest is directed attention. The students identified a number of factors that contribute to difficulties in listening comprehension: lack of vocabulary, speaker speed, accent, pronunciation, concentration, and other problems. In this paper, the findings and conclusion are discussed for classroom instruction and note substantive concerns that should be addressed in future research. Keywords: English learners, listening problem, listening skill, metacognitive, strategy","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130381919","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2480
Prihatin Puji Astuti
Abstract This research investigated the use of Question and Answer Relationship Reading Strategy in increasing the students’ reading comprehension achievement. The research aimed to find out to what extent the improvement of the students’ reading comprehension achievement after being treated using Question and Answer Relationship (QAR) reading strategy. This research was conducted at the grade XII students of SMK Sasmita Jaya 2, Tangerang Selatan. This reaseach administrated cluster random sampling in taking the sample then decided two classes as the samples, one class was treated using QAR reading strategy and the other class was not. The method of the research was quantitative research under quasy experimental research. The result of the research shows that there was significant improvement of their reading comprehension after being treated using QAR reading strategy and there was also significant difference between the the students who were treated using QAR reading strategy and the students who were not.Keywords: Comprehension, Reading, Strategy, Students, QAR
{"title":"IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH QUESTION AND ANSWER RELATIONSHIP (QAR) READING STRATEGY","authors":"Prihatin Puji Astuti","doi":"10.32493/ljlal.v1i1.2480","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2480","url":null,"abstract":"Abstract This research investigated the use of Question and Answer Relationship Reading Strategy in increasing the students’ reading comprehension achievement. The research aimed to find out to what extent the improvement of the students’ reading comprehension achievement after being treated using Question and Answer Relationship (QAR) reading strategy. This research was conducted at the grade XII students of SMK Sasmita Jaya 2, Tangerang Selatan. This reaseach administrated cluster random sampling in taking the sample then decided two classes as the samples, one class was treated using QAR reading strategy and the other class was not. The method of the research was quantitative research under quasy experimental research. The result of the research shows that there was significant improvement of their reading comprehension after being treated using QAR reading strategy and there was also significant difference between the the students who were treated using QAR reading strategy and the students who were not.Keywords: Comprehension, Reading, Strategy, Students, QAR","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125434941","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2478
Mia Perlina
AbstractResearch on media language has still attracted a great deal of attention from discourse analysts due to the fact that the news delivered may vary, following the issues growing in society. This study, then, concentrated on the news reports regarding the issue of KPK vs. Polri conflict in three selected online newspapers, namely The Jakarta Post, the Jakarta Globe, and Tempo.Co. By adopting Bell’s (2007) work, the study analyzed the news text structure at the discourse level, where it dealt with the process of inclusion and exclusion in the headline, lead, and news scheme (contents). The data revealed that while The Jakarta Post (JP) tended to be objective in delivering the news in relation to Budi Gunawan’s case, the discursive strategy was practiced by The Jakarta Globe (JG) and Tempo through the news text structure at the discourse level. JG, in that case, gave the positive appraisal to Budi Gunawan (Polri) more than to KPK. Tempo, on the other hand, preferred to highlight the role of President Joko Widodo on Budi Gunawan’s case. In conclusion, the issue of media partiality in the news reports, especially on KPK vs. Polri conflict, can still be found even though it exactly opposes to journalism ethics and standards. Owing to this, it is suggested that media should pay more attention to the neutrality and objectivity in every news report.Keywords: CDA, Media, Partiality, Representation
{"title":"DISCURSIVE STRATEGIES OF NEWS PRESENTATION IN THE SELECTED ONLINE NEWSPAPERS","authors":"Mia Perlina","doi":"10.32493/ljlal.v1i1.2478","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2478","url":null,"abstract":"AbstractResearch on media language has still attracted a great deal of attention from discourse analysts due to the fact that the news delivered may vary, following the issues growing in society. This study, then, concentrated on the news reports regarding the issue of KPK vs. Polri conflict in three selected online newspapers, namely The Jakarta Post, the Jakarta Globe, and Tempo.Co. By adopting Bell’s (2007) work, the study analyzed the news text structure at the discourse level, where it dealt with the process of inclusion and exclusion in the headline, lead, and news scheme (contents). The data revealed that while The Jakarta Post (JP) tended to be objective in delivering the news in relation to Budi Gunawan’s case, the discursive strategy was practiced by The Jakarta Globe (JG) and Tempo through the news text structure at the discourse level. JG, in that case, gave the positive appraisal to Budi Gunawan (Polri) more than to KPK. Tempo, on the other hand, preferred to highlight the role of President Joko Widodo on Budi Gunawan’s case. In conclusion, the issue of media partiality in the news reports, especially on KPK vs. Polri conflict, can still be found even though it exactly opposes to journalism ethics and standards. Owing to this, it is suggested that media should pay more attention to the neutrality and objectivity in every news report.Keywords: CDA, Media, Partiality, Representation","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117230346","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}
Pub Date : 2019-03-27DOI: 10.32493/ljlal.v1i1.2486
Erni Susianti Nainggolan
AbstractThe purpose of this research is to obtain empirical data about the effects of students’ vocabulary and grammar mastery towards English recount writing skill. There are the effects of students’ vocabulary (X1) and grammar mastery(X2) towards students’ English recount writing skill (Y). That is proved by the result Fobservedis 679.878 with significance probability level Sig 0.000. The probability value is (0.000) less than 0.05. It means the regression model could be used to predict the students’ skill in writing. The result of data analysis, the multiple regression in which the multiple correlation coefficient, is ( R ) is 0.987 or (ryx1x2 = 0.987). It means it gives strong effects among them. The simultaneous contribution of perception on the teacher’s competence and grammar mastery towards students’ writing skill is R2 x 100% or 0.987 2 x 100% = 97.4 % and the rest 2.6 % determined by the other factors. In conclusion H0 is rejected and H1 is accepted significantly. There is no effect of students’ vocabulary (X1) toward students’ English recount writing skill (Y). It can be proved tobserved 1.574 meanwhile ttable = 1.69. Because of the score of Sig> 0.05 (0.124>0.05) and tobservedttable(14.718 > 1.69) determination of regression significance criteria is the score of Sig = 0.000 means H0 is rejected. It means that there is a significant effect of grammar mastery towards students’ English recount writing skill.Keywords: Recount Text, Grammar Mastery, Regression Significance, Vocabulary, Writing Skill,
{"title":"THE EFFECTS OF STUDENTS’ VOCABULARY AND GRAMMAR MASTERY TOWARDS ENGLISH RECOUNT WRITING SKILL IN THE SECOND GRADE OF PRIVATE JUNIOUR HIGH SCHOOL IN TANGERANG","authors":"Erni Susianti Nainggolan","doi":"10.32493/ljlal.v1i1.2486","DOIUrl":"https://doi.org/10.32493/ljlal.v1i1.2486","url":null,"abstract":"AbstractThe purpose of this research is to obtain empirical data about the effects of students’ vocabulary and grammar mastery towards English recount writing skill. There are the effects of students’ vocabulary (X1) and grammar mastery(X2) towards students’ English recount writing skill (Y). That is proved by the result Fobservedis 679.878 with significance probability level Sig 0.000. The probability value is (0.000) less than 0.05. It means the regression model could be used to predict the students’ skill in writing. The result of data analysis, the multiple regression in which the multiple correlation coefficient, is ( R ) is 0.987 or (ryx1x2 = 0.987). It means it gives strong effects among them. The simultaneous contribution of perception on the teacher’s competence and grammar mastery towards students’ writing skill is R2 x 100% or 0.987 2 x 100% = 97.4 % and the rest 2.6 % determined by the other factors. In conclusion H0 is rejected and H1 is accepted significantly. There is no effect of students’ vocabulary (X1) toward students’ English recount writing skill (Y). It can be proved tobserved 1.574 meanwhile ttable = 1.69. Because of the score of Sig> 0.05 (0.124>0.05) and tobserved<ttable(1.57 <1.69). The score of Sig = 0.124 means H0 is accepted it means that there is no significant effect of student’s vocabulary toward students’ English recount writing skill. From the test of correlation and regression it can be concluded that there is no effect of students’ vocabulary towards students’ English recount writing skill. There is an effect between grammar mastery (X2) toward students’ writing skill (Y). It can be proved by tobserved 14.718 meanwhile ttable = 1.69. Because of the score of Sig< 0.05 (0.000<0.05) and tobserved>ttable(14.718 > 1.69) determination of regression significance criteria is the score of Sig = 0.000 means H0 is rejected. It means that there is a significant effect of grammar mastery towards students’ English recount writing skill.Keywords: Recount Text, Grammar Mastery, Regression Significance, Vocabulary, Writing Skill,","PeriodicalId":148876,"journal":{"name":"Lexeme : Journal of Linguistics and Applied Linguistics","volume":"364 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123316455","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}
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