Pub Date : 2018-09-14DOI: 10.30957/ijotl-tl.v3i3.503
Samsu Armadi
This article describes the result of study on the relationship between reading comprehension to vocabulary mastery. Using correlational design, this study assigned 84 students of the sixth grade students of SDN 03 Tenggarong as the sample. The instruments of this study were test on reading comprehension and test on vocabulary mastery. Two kinds of data in terms of scores on reading comprehension and scores on vocabulary mastery were analyzed using product moment formula at p=0.05 and N=84. The study revealed that r-value was .802 and r-table was .294 (p=0.05). The hypothesis testing indicated that r-value was greater than r-table. The evidence showed that the study was significant, meaning that reading comprehension significantly relates to vocabulary mastery. The higher scores on reading comprehension allowed higher scores on vocabulary.
{"title":"READING COMPREHENSION AND VOCABULARY MASTERY OF THE SIXTH GRADERS OF SDN 03 TENGGARONG","authors":"Samsu Armadi","doi":"10.30957/ijotl-tl.v3i3.503","DOIUrl":"https://doi.org/10.30957/ijotl-tl.v3i3.503","url":null,"abstract":"This article describes the result of study on the relationship between reading comprehension to vocabulary mastery. Using correlational design, this study assigned 84 students of the sixth grade students of SDN 03 Tenggarong as the sample. The instruments of this study were test on reading comprehension and test on vocabulary mastery. Two kinds of data in terms of scores on reading comprehension and scores on vocabulary mastery were analyzed using product moment formula at p=0.05 and N=84. The study revealed that r-value was .802 and r-table was .294 (p=0.05). The hypothesis testing indicated that r-value was greater than r-table. The evidence showed that the study was significant, meaning that reading comprehension significantly relates to vocabulary mastery. The higher scores on reading comprehension allowed higher scores on vocabulary. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75463075","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 : 2018-09-14DOI: 10.30957/IJOTL-TL.V3I3.499
Imroatus Solikhah
This paper for all intents and purposes is to describe issues and challenges of teaching reading in the EFL classroom. Basically, this paper claims that teaching reading and reading competences are failed to achieve and students get insufficient knowledge and skills through reading. Teaching reading has been colored with problems that make students boring. The problems include: Literacy in general word list vocabulary: Difficult vocabulary terms, Academic vocabulary, Complexity of grammar, Inappropriate texts, Complexity of academic text, Reading habits and culture, Lack of schema activation, Lack of motivation to read, Insufficient preparation in teaching reading. This paper proposes alternative to teaching reading in context of academic purposes in the university level.
{"title":"INSUFFICIENT PREPARATION OF TEACHING READING: WHAT SHOULD TEACHER CHALLENGE?","authors":"Imroatus Solikhah","doi":"10.30957/IJOTL-TL.V3I3.499","DOIUrl":"https://doi.org/10.30957/IJOTL-TL.V3I3.499","url":null,"abstract":"This paper for all intents and purposes is to describe issues and challenges of teaching reading in the EFL classroom. Basically, this paper claims that teaching reading and reading competences are failed to achieve and students get insufficient knowledge and skills through reading. Teaching reading has been colored with problems that make students boring. The problems include: Literacy in general word list vocabulary: Difficult vocabulary terms, Academic vocabulary, Complexity of grammar, Inappropriate texts, Complexity of academic text, Reading habits and culture, Lack of schema activation, Lack of motivation to read, Insufficient preparation in teaching reading. This paper proposes alternative to teaching reading in context of academic purposes in the university level. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76266875","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 : 2018-09-14DOI: 10.30957/IJOTL-TL.V3I3.502
Meirina Astia
The design of this study was classroom based observation research. The focus of this study was corrective feedback made by English teachers in the classroom. This study identified occurrences of the correction during the daily conversation course and the way teachers performed the corrective feedback in the classroom. Data were presented under the descriptive way and analyzed inductively in terms of features and facts of teacher’s teaching process (teacher’s corrective feedback). The study revealed that teacher’s corrective feedback is one factor that influences the progress of students in learning English. It did not bother the students in building a communication. The evidence showed that that the teacher applied recasts, explicit correction, and clarification requests. Recasts was dominated the type of corrective feedback used by the teacher because it did not make the students confused. Three criteria of effective corrective feedback occurred in correction given by the teacher. He was consistent in treating the errors, gave correction without breaking the flow of the communication, and did not ridicule the students in giving correction.
{"title":"CORRECTIVE FEEDBACK IN ENGLISH CLASS","authors":"Meirina Astia","doi":"10.30957/IJOTL-TL.V3I3.502","DOIUrl":"https://doi.org/10.30957/IJOTL-TL.V3I3.502","url":null,"abstract":" The design of this study was classroom based observation research. The focus of this study was corrective feedback made by English teachers in the classroom. This study identified occurrences of the correction during the daily conversation course and the way teachers performed the corrective feedback in the classroom. Data were presented under the descriptive way and analyzed inductively in terms of features and facts of teacher’s teaching process (teacher’s corrective feedback). The study revealed that teacher’s corrective feedback is one factor that influences the progress of students in learning English. It did not bother the students in building a communication. The evidence showed that that the teacher applied recasts, explicit correction, and clarification requests. Recasts was dominated the type of corrective feedback used by the teacher because it did not make the students confused. Three criteria of effective corrective feedback occurred in correction given by the teacher. He was consistent in treating the errors, gave correction without breaking the flow of the communication, and did not ridicule the students in giving correction. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85925759","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 : 2018-09-14DOI: 10.30957/IJOTL-TL.V3I3.501
Inderi Mira Saputri, Iwan Setiawan
Metaphors used in the political news published in Kaltim Post Daily News are analyzed in this study. The objectives of the analysis are to see kind of metaphors and their intended meaning in the context of news. Content analysis is used for the design in this study. Data are collected from available news for two months. Criteria of metaphors as proposed by Wahab (1995) are used for analysis. This study identified two kinds of metaphors among three kinds proposed by Wahab (1995). The first kind is nominative metaphors used as a subject of a sentence. The second kind is predicative metaphor used for an predicate of a sentence. In the context of lead presentation in of news in publication, the use of nominative and predicative metaphors are relevant to the uses of precise dictions in the limited space of publication.
{"title":"METAPHORS IN THE HEADINGS OF KALTIM POST NEWS","authors":"Inderi Mira Saputri, Iwan Setiawan","doi":"10.30957/IJOTL-TL.V3I3.501","DOIUrl":"https://doi.org/10.30957/IJOTL-TL.V3I3.501","url":null,"abstract":" Metaphors used in the political news published in Kaltim Post Daily News are analyzed in this study. The objectives of the analysis are to see kind of metaphors and their intended meaning in the context of news. Content analysis is used for the design in this study. Data are collected from available news for two months. Criteria of metaphors as proposed by Wahab (1995) are used for analysis. This study identified two kinds of metaphors among three kinds proposed by Wahab (1995). The first kind is nominative metaphors used as a subject of a sentence. The second kind is predicative metaphor used for an predicate of a sentence. In the context of lead presentation in of news in publication, the use of nominative and predicative metaphors are relevant to the uses of precise dictions in the limited space of publication. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90837962","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 : 2018-05-30DOI: 10.30957/ijoltl.v3i2.454
Saleh Rosana Emy
The use of computer to assist learning has increased significantly through more than three decades. However, the use of the instrument is still becoming a problem among teachers and educators. This paper discusses the evaluation criteria in selecting Computer Assisted Language Learning (CALL) software in language and skill development for ESL/EFL. The CALL evaluation criteria proposed in this paper is aimed to assist English language teachers to determine good quality CALL software used in classroom activity. CALL has proven its benefits for three aspects: programming consideration, educational design, and easy for use. A checklist describing evaluation aspects of the CALL is provided in this paper.
{"title":"DESIGNING COMPUTER ASSISTED LANGUAGE LEARNING SOFTWARE EVALUATION","authors":"Saleh Rosana Emy","doi":"10.30957/ijoltl.v3i2.454","DOIUrl":"https://doi.org/10.30957/ijoltl.v3i2.454","url":null,"abstract":" The use of computer to assist learning has increased significantly through more than three decades. However, the use of the instrument is still becoming a problem among teachers and educators. This paper discusses the evaluation criteria in selecting Computer Assisted Language Learning (CALL) software in language and skill development for ESL/EFL. The CALL evaluation criteria proposed in this paper is aimed to assist English language teachers to determine good quality CALL software used in classroom activity. CALL has proven its benefits for three aspects: programming consideration, educational design, and easy for use. A checklist describing evaluation aspects of the CALL is provided in this paper. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75939766","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 : 2018-05-30DOI: 10.30957/IJOLTL.V3I2.451
Kitri Katon Peni
The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the experimental design assigning 72 students as sample. Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading.
{"title":"THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE","authors":"Kitri Katon Peni","doi":"10.30957/IJOLTL.V3I2.451","DOIUrl":"https://doi.org/10.30957/IJOLTL.V3I2.451","url":null,"abstract":" The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the experimental design assigning 72 students as sample. Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"267 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80314428","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 : 2018-05-30DOI: 10.30957/IJOLTL.V4I3.605
Vahid Edalati Bazzaz, S. Mohammadi, Nafiseh Bagherzadeh
This study examines the effectiveness and efficacy of teachers' direct vs. indirect feedback on students' idiom translating skills. To achieve this purpose, 23 Iranian university students from two intact classes were randomly assigned to two experimental groups: direct feedback group in which the teacher located and gave the correct translation of idiom and indirect feedback group in which the teacher only noted the number of wrong translations of idioms. The study lasted 10 weeks in the course of which the participants had to translate a short text from “Idioms and Metaphorical Expressions in Translation” by “Ghaffar Tajalli”. The study included a pre-test, a treatment for experimental groups, and a post-test to see whether or not the treatment had been effective. The statistical analyses indicated the effectiveness of direct feedback inaccurate use of the translation of idioms. Therefore, the results can provide some useful insights into translating courses, syllabus design, and translator training courses.
{"title":"The Impact of Direct and Indirect Feedback on Idiom Translating Skill of Iranian EFL College Students","authors":"Vahid Edalati Bazzaz, S. Mohammadi, Nafiseh Bagherzadeh","doi":"10.30957/IJOLTL.V4I3.605","DOIUrl":"https://doi.org/10.30957/IJOLTL.V4I3.605","url":null,"abstract":"This study examines the effectiveness and efficacy of teachers' direct vs. indirect feedback on students' idiom translating skills. To achieve this purpose, 23 Iranian university students from two intact classes were randomly assigned to two experimental groups: direct feedback group in which the teacher located and gave the correct translation of idiom and indirect feedback group in which the teacher only noted the number of wrong translations of idioms. The study lasted 10 weeks in the course of which the participants had to translate a short text from “Idioms and Metaphorical Expressions in Translation” by “Ghaffar Tajalli”. The study included a pre-test, a treatment for experimental groups, and a post-test to see whether or not the treatment had been effective. The statistical analyses indicated the effectiveness of direct feedback inaccurate use of the translation of idioms. Therefore, the results can provide some useful insights into translating courses, syllabus design, and translator training courses.","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75125622","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 : 2018-05-30DOI: 10.30957/ijoltl.v3i2.452
R. Setyaningrum
The study describes Othello’s verbal defences by means of Perry London’s Verbal Defences theory as reflected in William Shakespeare’s Othello, the Moor of Venice. The study was a content analysis whose primary data were words, phrases, sentences and dialogues in the play. The secondary data were articles discussing the Othello, the Moor of Venice. Data were analyzed through determining Othello’s arguments on ego verbal defence mechanisms using Perry London’s Verbal Defences theory. This study revealed that three elements of verbal defences, namely, emotional insulation, intellectualization, and rationalization are experienced by Othello. They operate unconsciously and these mechanisms neutralize the upsetting impact of threatening ideas by distorting reality. In distorting reality, ego takes some extreme ways. One of those ways is “talking away” the anxiety stimuli as well as by the other means of obscuring and retreating from reality.
{"title":"OTHELLO’S VERBAL DEFENCE: DISTORTING REALITY IN SHAKESPEARE’S OTHELLO","authors":"R. Setyaningrum","doi":"10.30957/ijoltl.v3i2.452","DOIUrl":"https://doi.org/10.30957/ijoltl.v3i2.452","url":null,"abstract":"The study describes Othello’s verbal defences by means of Perry London’s Verbal Defences theory as reflected in William Shakespeare’s Othello, the Moor of Venice. The study was a content analysis whose primary data were words, phrases, sentences and dialogues in the play. The secondary data were articles discussing the Othello, the Moor of Venice. Data were analyzed through determining Othello’s arguments on ego verbal defence mechanisms using Perry London’s Verbal Defences theory. This study revealed that three elements of verbal defences, namely, emotional insulation, intellectualization, and rationalization are experienced by Othello. They operate unconsciously and these mechanisms neutralize the upsetting impact of threatening ideas by distorting reality. In distorting reality, ego takes some extreme ways. One of those ways is “talking away” the anxiety stimuli as well as by the other means of obscuring and retreating from reality. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85982312","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 : 2018-05-30DOI: 10.30957/IJOLTL.V3I2.453
Didi Sudrajat
Critical reading has been the issue in teaching reading throughout school programs. The main objective of the critical reading is to achieve comprehension using various reading techniques. Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan. The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading. This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques.
{"title":"DEVELOPING CRITICAL READING SKILLS FOR INFORMATION AND ENJOYMENT","authors":"Didi Sudrajat","doi":"10.30957/IJOLTL.V3I2.453","DOIUrl":"https://doi.org/10.30957/IJOLTL.V3I2.453","url":null,"abstract":" Critical reading has been the issue in teaching reading throughout school programs. The main objective of the critical reading is to achieve comprehension using various reading techniques. Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan. The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading. This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques. ","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72784504","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 : 2016-07-02DOI: 10.30957/CENDEKIA.V12I1.460
Teguh Budiharso
{"title":"FRONT MATTERS: Front Cover, Editorial Board, Index, and Table of Contents","authors":"Teguh Budiharso","doi":"10.30957/CENDEKIA.V12I1.460","DOIUrl":"https://doi.org/10.30957/CENDEKIA.V12I1.460","url":null,"abstract":"","PeriodicalId":32693,"journal":{"name":"IJOTLTL Indonesian Journal of Language Teaching and Linguistics","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79916343","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：