Gusti Ayu, Ira Krishna Santhi, N. K. Wedhanti, Made Mahendrayana
This study aimed to determine the English for Food and Beverage Service needs of eleventh-grade students of Tourism Majors at SMKN 1 Singaraja, to design and develop the English material for Food and Beverage Services used by 11th-grade students at SMKN 1 Singaraja, to determine the quality of the developed material. This research used the Design and Developments model that Rickey and Klein (2009) suggested, which includes planning, development, and evaluation. The instruments used were interviews, questionnaires, and document analysis. The findings of this study revealed the student’s needs (necessities, wants, lacks, input, setting, procedure, the student’s role, and the teacher’s role) which are important for improving the student’s motivation and achievement in learning. Three units were developed based on the document analysis: Taking Reservations by Telephone, Receiving and Seating Guests, and Taking Food and Beverage Orders. The material is developed based on the theory proposed by Hutchinson, T., & Waters, (1987). This includes input, content focus, language focus, and task. The quality of the product’s effectiveness was evaluated by the theory proposed by Litz, (2005). After calculating data from the expert judges, the quality of the developed material can be categorized as very good material. Thus, it can be a supplementary source for learning English for Food and Beverage Service at SMKN 1 Singaraja.
{"title":"Developing English Material for Food and Beverage Service Used by Students at SMKN 1 Singaraja","authors":"Gusti Ayu, Ira Krishna Santhi, N. K. Wedhanti, Made Mahendrayana","doi":"10.32505/jl3t.v9i2.6159","DOIUrl":"https://doi.org/10.32505/jl3t.v9i2.6159","url":null,"abstract":"This study aimed to determine the English for Food and Beverage Service needs of eleventh-grade students of Tourism Majors at SMKN 1 Singaraja, to design and develop the English material for Food and Beverage Services used by 11th-grade students at SMKN 1 Singaraja, to determine the quality of the developed material. This research used the Design and Developments model that Rickey and Klein (2009) suggested, which includes planning, development, and evaluation. The instruments used were interviews, questionnaires, and document analysis. The findings of this study revealed the student’s needs (necessities, wants, lacks, input, setting, procedure, the student’s role, and the teacher’s role) which are important for improving the student’s motivation and achievement in learning. Three units were developed based on the document analysis: Taking Reservations by Telephone, Receiving and Seating Guests, and Taking Food and Beverage Orders. The material is developed based on the theory proposed by Hutchinson, T., & Waters, (1987). This includes input, content focus, language focus, and task. The quality of the product’s effectiveness was evaluated by the theory proposed by Litz, (2005). After calculating data from the expert judges, the quality of the developed material can be categorized as very good material. Thus, it can be a supplementary source for learning English for Food and Beverage Service at SMKN 1 Singaraja.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211824","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}
Rita Seroja Ginting, Ahmad Amin Dalimunte, Muhammad Dalimunte, E. Kurniati, Devika Adelita
The present study on content analysis attempts to give detailed examinations of the IELTS Speaking Test. It provides an overview of the aim of tests, as well as their reliability and validity, along with a discussion of language testing during the previous three decades. The merits and limitations of the IELTS Speaking Test were investigated, with an emphasis placed on exam scenarios. Validity, reliability, and application served as the evaluation criteria for this study. The IELTS speaking test is accurate and reliable in general; however, there are a few contentious aspects that may have an effect on the test's reliability and validity. These aspects were investigated and described in this paper. In general, the IELTS speaking test is accurate and reliable. There, the following potential proposals were made: A double-marking technique, a video conference delivery, and an intervention are all examples. The IELTS Speaking Test is one specialized component that is administered in a distinct place from the IELTS Listening, Reading, and Writing tests on the same or a different day. By using the face-to-face method, the examiner only needs to do an evaluation of the candidate's performance once, and the entire process is recorded so that there is a record in case something goes wrong. A few weeks after the test, candidates will receive the results online and by mail. Subjective factors like candidate preferences and marker performance will have a significant impact on the entire testing process and evaluation findings.
{"title":"A Critical Review of IELTS Speaking Test","authors":"Rita Seroja Ginting, Ahmad Amin Dalimunte, Muhammad Dalimunte, E. Kurniati, Devika Adelita","doi":"10.32505/jl3t.v9i2.7161","DOIUrl":"https://doi.org/10.32505/jl3t.v9i2.7161","url":null,"abstract":"The present study on content analysis attempts to give detailed examinations of the IELTS Speaking Test. It provides an overview of the aim of tests, as well as their reliability and validity, along with a discussion of language testing during the previous three decades. The merits and limitations of the IELTS Speaking Test were investigated, with an emphasis placed on exam scenarios. Validity, reliability, and application served as the evaluation criteria for this study. The IELTS speaking test is accurate and reliable in general; however, there are a few contentious aspects that may have an effect on the test's reliability and validity. These aspects were investigated and described in this paper. In general, the IELTS speaking test is accurate and reliable. There, the following potential proposals were made: A double-marking technique, a video conference delivery, and an intervention are all examples. The IELTS Speaking Test is one specialized component that is administered in a distinct place from the IELTS Listening, Reading, and Writing tests on the same or a different day. By using the face-to-face method, the examiner only needs to do an evaluation of the candidate's performance once, and the entire process is recorded so that there is a record in case something goes wrong. A few weeks after the test, candidates will receive the results online and by mail. Subjective factors like candidate preferences and marker performance will have a significant impact on the entire testing process and evaluation findings.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"308 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210408","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}
This study deals with the syllable structure of Hajji Yemeni Arabic (HYA) in the light of Generative Phonology. Hajji Yemeni Arabic is a variation of Arabic spoken in the northwestern part of Yemen, which tries to elaborate and discuss the elements of syllable structure and possibilities of patterns of syllables in a term of consonants and vowels. The main aim of this study is to investigate the syllabification patterns of Hajji Yemeni Arabic, hereafter referred to as (HYA). Through qualitative phenomenology, this study analyzed the different syllabification patterns attested in Hajji Yemeni Arabic and a comprehensive analysis of the syllable shape within the framework of Generative Phonology. The findings of the study; Hajji Yemeni Arabic has five patterns of syllables: (monosyllabic, disyllabic, trisyllabic, tetrasyllabic and pentasyllabic). Hajji Yemeni Arabic prohibits initial consonant clusters, but consonant clusters are permitted in the coda position, and the maximum number of permitted consonants is two only. No vowel occurs word-initially, and every syllable must begin with one and only one consonant sound (simple onset). Hajji Yemeni Arabic has two kinds of syllables: open syllables, as in the syllable shapes /CV/ and /CV:/, while closed syllables, as in the syllable shapes /CVC/, /CV:CC/, /CV:C/ and /CVCC/.
{"title":"A Generative Phonology: Syllable Structure of Hajji Yemeni Arabic","authors":"Muhammed Jubran AL-Mamri","doi":"10.32505/jl3t.v9i2.6089","DOIUrl":"https://doi.org/10.32505/jl3t.v9i2.6089","url":null,"abstract":"This study deals with the syllable structure of Hajji Yemeni Arabic (HYA) in the light of Generative Phonology. Hajji Yemeni Arabic is a variation of Arabic spoken in the northwestern part of Yemen, which tries to elaborate and discuss the elements of syllable structure and possibilities of patterns of syllables in a term of consonants and vowels. The main aim of this study is to investigate the syllabification patterns of Hajji Yemeni Arabic, hereafter referred to as (HYA). Through qualitative phenomenology, this study analyzed the different syllabification patterns attested in Hajji Yemeni Arabic and a comprehensive analysis of the syllable shape within the framework of Generative Phonology. The findings of the study; Hajji Yemeni Arabic has five patterns of syllables: (monosyllabic, disyllabic, trisyllabic, tetrasyllabic and pentasyllabic). Hajji Yemeni Arabic prohibits initial consonant clusters, but consonant clusters are permitted in the coda position, and the maximum number of permitted consonants is two only. No vowel occurs word-initially, and every syllable must begin with one and only one consonant sound (simple onset). Hajji Yemeni Arabic has two kinds of syllables: open syllables, as in the syllable shapes /CV/ and /CV:/, while closed syllables, as in the syllable shapes /CVC/, /CV:CC/, /CV:C/ and /CVCC/.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210101","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}
Endah Anisa Rahma, Giovanni Oktavinanda, Deping Zou, Veni Nella Syahputri
Both soft skills and hard skills are vital to competence graduates’ competence in developing their potential according to their respective interests and skills. In line with these demands, this research aimed at exploring the impact of implementing MBKM on the improvement of soft skills and hard skills of Teuku Umar University students. The object studied are aspects of soft skills including communication skills, responsibility, honesty, fairness, ability to work together, adaptation, tolerance, respect for others, decision-making abilities and problem-solving abilities. Meanwhile, the components of the hard skills studied were foreign language skills, IT skills, reasoning skills, problem-solving skills, collaboration skills, understanding skills and creative thinking skills. The subjects of this study were Teuku Umar University students who had taken the MBKM program. The data were analyzed descriptively by using the percentage of each aspect of soft skills and hard skills. It was found that after joining the MBKM Program, first: students’ soft skills regarding the ability to communicate, responsibility, honest attitude, ability to use technology, to adapt, to be fair, to have cooperative and tolerant attitude, attitude, o respect others, and to make decisions increased up to 98%. Second, regarding the hard skills such as the ability to understand, the ability to reason, problem-solving skills, the ability to connect with other people, the ability to think creatively, the increased is reaching 96.6%. It is concluded that after joining the MBKM programs, the students’ softskills excel as expected.
软技能和硬技能对于毕业生根据各自的兴趣和技能开发潜能的能力至关重要。根据这些要求，本研究旨在探讨实施 MBKM 对提高 Teuku Umar 大学学生软技能和硬技能的影响。研究对象是软技能的各个方面，包括沟通技能、责任感、诚实、公平、合作能力、适应能力、宽容、尊重他人、决策能力和解决问题的能力。同时，研究的硬技能包括外语技能、信息技术技能、推理技能、解决问题技能、协作技能、理解技能和创造性思维技能。本研究的对象是修读 MBKM 课程的 Teuku Umar 大学学生。研究使用软技能和硬技能各方面的百分比对数据进行了描述性分析。研究发现，参加 MBKM 课程后，第一：学生在沟通能力、责任感、诚实态度、技术使用能力、适应能力、公平、合作和宽容态度、态度、尊重他人和决策等方面的软技能提高了 98%。其次，在 "硬技能 "方面，如理解能力、推理能力、解决问题的能力、与他人沟通的能力、创造性思维能力等，提高了 96.6%。结论是，参加 MBKM 课程后，学生的软技能达到了预期水平。
{"title":"Probing the Impacts of MBKM Programs on Students’ Soft and Hard Skills","authors":"Endah Anisa Rahma, Giovanni Oktavinanda, Deping Zou, Veni Nella Syahputri","doi":"10.32505/jl3t.v9i2.7080","DOIUrl":"https://doi.org/10.32505/jl3t.v9i2.7080","url":null,"abstract":"Both soft skills and hard skills are vital to competence graduates’ competence in developing their potential according to their respective interests and skills. In line with these demands, this research aimed at exploring the impact of implementing MBKM on the improvement of soft skills and hard skills of Teuku Umar University students. The object studied are aspects of soft skills including communication skills, responsibility, honesty, fairness, ability to work together, adaptation, tolerance, respect for others, decision-making abilities and problem-solving abilities. Meanwhile, the components of the hard skills studied were foreign language skills, IT skills, reasoning skills, problem-solving skills, collaboration skills, understanding skills and creative thinking skills. The subjects of this study were Teuku Umar University students who had taken the MBKM program. The data were analyzed descriptively by using the percentage of each aspect of soft skills and hard skills. It was found that after joining the MBKM Program, first: students’ soft skills regarding the ability to communicate, responsibility, honest attitude, ability to use technology, to adapt, to be fair, to have cooperative and tolerant attitude, attitude, o respect others, and to make decisions increased up to 98%. Second, regarding the hard skills such as the ability to understand, the ability to reason, problem-solving skills, the ability to connect with other people, the ability to think creatively, the increased is reaching 96.6%. It is concluded that after joining the MBKM programs, the students’ softskills excel as expected.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211952","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}
. Susidamaiyanti1, Meisuri, Wy Dirgeyasa, Kartina Ramadhani, R. Sianipar
Eco-translatology, an emerging field focusing on ecological-themed texts and sustainable translation practices, was explored in the translation of the Gayo narrative--“The Legend of the Origin of Depik”-- The study investigated the strategies employed in the translation process through qualitative content analysis. Interpretation is examined from linguistic, cultural, and communicative dimensions using Hu's (2001) three-dimensional adaptation and selection theory. The findings showed that strategies like “emptying,” “compensating,” and “leaning on” were used, however, the translation faced challenges in attaining accuracy, cultural connotations, and effective communication. Translators must prioritize these aspects to achieve a faithful rendition, aligning eco-translatology’s three-dimensional adaptation and selection theory. This research emphasizes the importance of environmental awareness in translation and highlights the need for further attention to ensure successful ecological and culturally sensitive translations.
{"title":"Eco-translatology: A study on the English Translation of Gayo’s Narrative \"The Legend of the Origin of Depik\"","authors":". Susidamaiyanti1, Meisuri, Wy Dirgeyasa, Kartina Ramadhani, R. Sianipar","doi":"10.32505/jl3t.v9i2.6112","DOIUrl":"https://doi.org/10.32505/jl3t.v9i2.6112","url":null,"abstract":"Eco-translatology, an emerging field focusing on ecological-themed texts and sustainable translation practices, was explored in the translation of the Gayo narrative--“The Legend of the Origin of Depik”-- The study investigated the strategies employed in the translation process through qualitative content analysis. Interpretation is examined from linguistic, cultural, and communicative dimensions using Hu's (2001) three-dimensional adaptation and selection theory. The findings showed that strategies like “emptying,” “compensating,” and “leaning on” were used, however, the translation faced challenges in attaining accuracy, cultural connotations, and effective communication. Translators must prioritize these aspects to achieve a faithful rendition, aligning eco-translatology’s three-dimensional adaptation and selection theory. This research emphasizes the importance of environmental awareness in translation and highlights the need for further attention to ensure successful ecological and culturally sensitive translations.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139211988","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}
The term flouting maxim refers to a situation in which a speaker deliberately fails to uphold one of Grice’s conversational maxims, called the Grice a maxim: quantity, quality, relation, and manner. In the movie A Man Called Otto, there were several times when the cast committed violations of the maxim. Due to the discovery of these problems, the primary aims of this study are to ascertain the various categories of maxims that are flouted within the movie “A Man Called Otto,” and to provide an explanation of the situational context underlying the character’s dialogues that involve the flouting of maxims. The data were analyzed by the theory proposed by Cutting, (2002) as the leading theory to find out the types of flouting maxims, and the theory context of the situation offered by Halliday, M. A. K., & Hasan, (1989) was used. In this study, the method utilized for analyzing the data was a descriptive qualitative, while observing and note-taking techniques were used in collecting the data. The results of this study indicate that the characters in the movie “A Man Called Otto” flouted the conversational maxims. The maxim of relation was found to be the most frequently flouted, followed by the maxim of quantity, the maxim of quality, and lastly, the maxim of manner.
所谓蔑视格言，是指说话者故意不遵守格莱斯会话格言，即格莱斯格言：数量、质量、关系和方式。在电影《一个叫奥托的男人》中，演员们曾多次违反格言。由于发现了这些问题，本研究的主要目的是确定电影《一个叫奥托的男人》中被蔑视的格言的各种类别，并对人物对话中涉及蔑视格言的情景背景进行解释。数据分析以 Cutting（2002 年）提出的理论为主导理论，以找出蔑视格言的类型，并使用 Halliday, M. A. K., & Hasan（1989 年）提供的情境理论背景。本研究采用的数据分析方法是描述性定性分析，在收集数据时使用了观察和笔记技术。研究结果表明，电影《一个叫奥托的男人》中的人物蔑视会话格言。最常被蔑视的是关系格言，其次是数量格言、质量格言，最后是方式格言。
{"title":"Exploring Maxim Flouting in “A Man Called Otto” Movie: A Pragmatic Study","authors":"Ni Putu Adelia Wulantari, Putu Devi Maharani","doi":"10.32505/jl3t.v9i2.7045","DOIUrl":"https://doi.org/10.32505/jl3t.v9i2.7045","url":null,"abstract":"The term flouting maxim refers to a situation in which a speaker deliberately fails to uphold one of Grice’s conversational maxims, called the Grice a maxim: quantity, quality, relation, and manner. In the movie A Man Called Otto, there were several times when the cast committed violations of the maxim. Due to the discovery of these problems, the primary aims of this study are to ascertain the various categories of maxims that are flouted within the movie “A Man Called Otto,” and to provide an explanation of the situational context underlying the character’s dialogues that involve the flouting of maxims. The data were analyzed by the theory proposed by Cutting, (2002) as the leading theory to find out the types of flouting maxims, and the theory context of the situation offered by Halliday, M. A. K., & Hasan, (1989) was used. In this study, the method utilized for analyzing the data was a descriptive qualitative, while observing and note-taking techniques were used in collecting the data. The results of this study indicate that the characters in the movie “A Man Called Otto” flouted the conversational maxims. The maxim of relation was found to be the most frequently flouted, followed by the maxim of quantity, the maxim of quality, and lastly, the maxim of manner.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139215089","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}
Implicature is the study of how to understand the speaker’s meaning which is stated indirectly. This study deals with conversational implicature found Paper Towns movie script in John Green’s movie. The objectives of the study are to analyse the types of implicature used in the debate and to explains the ways of performing implicature used by the characters. The qualitative research was used in this research. Grice’s conversational implicature (1975) was applied in analysing the data. The result showed that there were two types of conversational implicature used by the characters, namely: generalized conversational implicature and particularized conversational implicature. There were 4 generalized conversational implicature and 16 particularized conversational implicature. It was found four violations of maxims namely maxim of quantity, maxim of quality, maxim of manner, and maxim of relevance. Margo mostly violated relevance maxim. Through the implicatures the characters tried to convince the hearers, hide some information, keep a secret, express feeling and reject invitation.
{"title":"Implicature of Paper Town Script by John Green’s Movie","authors":"M. Wahid, Rijalul Afkar","doi":"10.32505/jl3t.v9i1.6083","DOIUrl":"https://doi.org/10.32505/jl3t.v9i1.6083","url":null,"abstract":"Implicature is the study of how to understand the speaker’s meaning which is stated indirectly. This study deals with conversational implicature found Paper Towns movie script in John Green’s movie. The objectives of the study are to analyse the types of implicature used in the debate and to explains the ways of performing implicature used by the characters. The qualitative research was used in this research. Grice’s conversational implicature (1975) was applied in analysing the data. The result showed that there were two types of conversational implicature used by the characters, namely: generalized conversational implicature and particularized conversational implicature. There were 4 generalized conversational implicature and 16 particularized conversational implicature. It was found four violations of maxims namely maxim of quantity, maxim of quality, maxim of manner, and maxim of relevance. Margo mostly violated relevance maxim. Through the implicatures the characters tried to convince the hearers, hide some information, keep a secret, express feeling and reject invitation. ","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134624485","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}
Language performance is the output of an individual’s language learning. In specific, speaking may serve as an indicator of students’ language skills. Second graders at a private secondary school, Maqamam Mahmuda, Takengon, Indonesia, had poor proficiency in this skill, particularly in English, with a median score of 34. The inefficient teaching and learning methods were to blame for this low achievement. As a result, it was proposed that a focused approach to the learning process be used. This study aims to determine whether integrating the inquiry and learning community may improve students’ English-speaking skills. It is expected to encourage students’ engagement in a learning group, predominantly speaking. In detail, the study focuses on how appropriately students perform in simple dialogue and monologues, and personal recounts following social function, general structure, and appropriate and contextual language elements. An experimental strategy using a one-group pretest and post-test design was employed to accomplish the study’s objective. Twenty pupils were randomly chosen as the treatment sample from a total population of 58 students. The outcome demonstrates that the students’ comprehension and pronunciation of English were significantly enhanced, from 34 to 60. The finding promotes the approach as a positive way to enhance students’ interest, comprehension, and confidence to speak in classroom interactions.
{"title":"Integrating Inquiry and Learning Community in Teaching Speaking: An Experimental Study","authors":"Barep Sarinauli, Sabirin","doi":"10.32505/jl3t.v9i1.5532","DOIUrl":"https://doi.org/10.32505/jl3t.v9i1.5532","url":null,"abstract":"Language performance is the output of an individual’s language learning. In specific, speaking may serve as an indicator of students’ language skills. Second graders at a private secondary school, Maqamam Mahmuda, Takengon, Indonesia, had poor proficiency in this skill, particularly in English, with a median score of 34. The inefficient teaching and learning methods were to blame for this low achievement. As a result, it was proposed that a focused approach to the learning process be used. This study aims to determine whether integrating the inquiry and learning community may improve students’ English-speaking skills. It is expected to encourage students’ engagement in a learning group, predominantly speaking. In detail, the study focuses on how appropriately students perform in simple dialogue and monologues, and personal recounts following social function, general structure, and appropriate and contextual language elements. An experimental strategy using a one-group pretest and post-test design was employed to accomplish the study’s objective. Twenty pupils were randomly chosen as the treatment sample from a total population of 58 students. The outcome demonstrates that the students’ comprehension and pronunciation of English were significantly enhanced, from 34 to 60. The finding promotes the approach as a positive way to enhance students’ interest, comprehension, and confidence to speak in classroom interactions.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126282160","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}
Violita Zarkasih, . Suryawinata1, Eri Kurniawan, A. Lubis
Productivity in conducting research and publishing articles is the obligation of lecturers as academics. However, due to their failure to follow international writing conventions, they have difficulties in writing for international publications. Various studies have investigated the rhetorical move of research articles; however, much still needs to be investigated on the rhetorical move of the research articles written by highly reputable lecturers by comparing their publications in low-impact versus high-impact Scopus-indexed journals. This study aims to analyse the rhetorical structures of research articles in low and high-impact articles written by highly reputable lecturers in one of the universities in West Java in science and technology. Eight research articles were analysed through the framework of the move proposed by Maswana et al. in 2015. The results showed similarities and differences between the two groups. Stating a purpose, methods, and results in the abstract section was obligatory. In the method section, recounting an experimental process was always present in both groups. Interestingly, the difference was shown in stating the research implications in the conclusion part, where high-impact frequently used the move more than low-impact articles. The results show that the impact factor partly projects rhetorical moves in the research articles. This study is expected to be a useful reference for Indonesian lecturers to develop their awareness of writing an impactful research article.
{"title":"A Genre Analysis of Science and Technology Scopus-Indexed Journal Articles: Does Impact Factor Project Different Rhetorical Moves?","authors":"Violita Zarkasih, . Suryawinata1, Eri Kurniawan, A. Lubis","doi":"10.32505/jl3t.v9i1.5563","DOIUrl":"https://doi.org/10.32505/jl3t.v9i1.5563","url":null,"abstract":"Productivity in conducting research and publishing articles is the obligation of lecturers as academics. However, due to their failure to follow international writing conventions, they have difficulties in writing for international publications. Various studies have investigated the rhetorical move of research articles; however, much still needs to be investigated on the rhetorical move of the research articles written by highly reputable lecturers by comparing their publications in low-impact versus high-impact Scopus-indexed journals. This study aims to analyse the rhetorical structures of research articles in low and high-impact articles written by highly reputable lecturers in one of the universities in West Java in science and technology. Eight research articles were analysed through the framework of the move proposed by Maswana et al. in 2015. The results showed similarities and differences between the two groups. Stating a purpose, methods, and results in the abstract section was obligatory. In the method section, recounting an experimental process was always present in both groups. Interestingly, the difference was shown in stating the research implications in the conclusion part, where high-impact frequently used the move more than low-impact articles. The results show that the impact factor partly projects rhetorical moves in the research articles. This study is expected to be a useful reference for Indonesian lecturers to develop their awareness of writing an impactful research article. ","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126669594","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}
Ni Luh Adelia Suarnadi Suardana, I. Utami, K. S. Dewi
The Covid-19 pandemic has forced the traditional learning system to be replaced with an online learning system or remote teaching. Several studies outside the Indonesian context state that the implementation of the remote teaching method has become a common thing to do. However, in the Indonesian context, the remote teaching method is something new, so that it makes teachers face several problems during the learning process. Thus, the factors that limit the implementation of remote teaching are also definitely different, especially in the Indonesian context. This study aims to find out more clearly about teacher perceptions through limiting factors in the implementation of remote teaching related to what is found in the literature review matrix from several studies outside of the Indonesian context and in the Indonesian context. Many researchers have examined this case, but most only use one research method, qualitative or quantitative. Therefore, this study tries to present different data using mixed methods (qualitative methods using a literature review matrix and interviews, then quantitative methods using questionnaires) so that the data obtained is stronger and more valid. The participants in this study were three high school English teachers. The results of this study indicate that there are nine limiting factors found in the literature review matrix and these factors were confirmed by the subjects. Therefore, the obstacles in remote teaching must be identified to be used for improving the learning process itself, for the government (Ministry of Education and Culture), for the school, teachers, and students.
{"title":"How Do Teachers Perceive Limiting Factors?: Remote English Teaching Context","authors":"Ni Luh Adelia Suarnadi Suardana, I. Utami, K. S. Dewi","doi":"10.32505/jl3t.v9i1.5847","DOIUrl":"https://doi.org/10.32505/jl3t.v9i1.5847","url":null,"abstract":"The Covid-19 pandemic has forced the traditional learning system to be replaced with an online learning system or remote teaching. Several studies outside the Indonesian context state that the implementation of the remote teaching method has become a common thing to do. However, in the Indonesian context, the remote teaching method is something new, so that it makes teachers face several problems during the learning process. Thus, the factors that limit the implementation of remote teaching are also definitely different, especially in the Indonesian context. This study aims to find out more clearly about teacher perceptions through limiting factors in the implementation of remote teaching related to what is found in the literature review matrix from several studies outside of the Indonesian context and in the Indonesian context. Many researchers have examined this case, but most only use one research method, qualitative or quantitative. Therefore, this study tries to present different data using mixed methods (qualitative methods using a literature review matrix and interviews, then quantitative methods using questionnaires) so that the data obtained is stronger and more valid. The participants in this study were three high school English teachers. The results of this study indicate that there are nine limiting factors found in the literature review matrix and these factors were confirmed by the subjects. Therefore, the obstacles in remote teaching must be identified to be used for improving the learning process itself, for the government (Ministry of Education and Culture), for the school, teachers, and students.","PeriodicalId":319735,"journal":{"name":"JL3T (Journal of Linguistics, Literature and Language Teaching)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115582576","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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