Linguistic, English Education and Art (LEEA) Journal

Journal Information
ISSN / EISSN : 25979248 / 25973819
Current Publisher: IPM2KPE (10.31539)
Total articles ≅ 51
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Latest articles in this journal

Nommariati Purba, Ambalegin Ambalegin
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 506-519; doi:10.31539/leea.v3i2.1285

This study aims to analyze the images found in the novel Maleficent by Elizabeth Rudnick in 2014. This is a descriptive qualitative study. The method of data collection is by observation (reading) and note taking (underlining). The result of the analysis is to find out the nine archetypal images. The images are water (river), sun, colors (red, green, blue, black, white), serpent, number (three), good mothers, wise old man, garden, and tree. The images are able to enlighten the fantasy moment created by the writer and bring the readers’ experiences to the literary work of fantacy. Keywords: Archetypal Image, Maleficent, Novel
Sujariati Sujariati
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 486-505; doi:10.31539/leea.v3i2.1253

This research aimed to know the effectiveness of using Aural-oral approach to improve the students’ listening comprehension, and to know the students’ activeness toward teaching learning process through Aural-oral approach at the eleventh grade students of SMAN 1 Makassar. Two cycles had been conducted, where each cycle consisted of four meetings. It implemented Aural-oral approach as an approach to improve the students’ listening comprehension and employed listening test as instrument. A number of subjects of the research were 16 students. It is consist of 9 women and 7 men. The researcher took real data from the school to know the students’ listening comprehension. The students’ mean score of listening achievement at D-Test was 50.69, at the cycle I was 65.28 and at the cycle II was 75.93. The result of the student's listening test in cycle II had improved in significant score, where the means score of students in distinguish phonemes was 87.5, in understanding Statement was 50, and in understanding dialogue was 90.28. It means that the students’ mean score at the cycle II was 75.93 reached the target score 75 and the students’ activeness toward teaching learning process by using Aural-oral approach was improved. It can be seen from the observation result of the students’ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle II always grow up. It could be stated that the research was successful. Keyword: Listening Comprehension, Aural-oral Approach, Student’ Listening, Student’s Activeness
Ingrid Gibretta Khairani Ginting
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 476-485; doi:10.31539/leea.v3i2.1317

This research aims at describing the maintenance of Cakap Karo in Kelurahan Sempakata Medan which was focus on Karonese parents’ attitude toward heritage language maintenance for their children and their efforts to help their children maintain Cakap Karo as their heritage language in Kelurahan Sempakata Medan. This research is conducted by using qualitative method. Data were collected from twenty Karonese parents who had a child (or children) between the ages of 6-18 years old in 2019, using the questionnaire and interviews. The result revealed that all the parents in this study had positive attitudes and efforts toward their children’s heritage language maintenance. There are some parents’ effort to enhance children’s Cakap Karo skill that found in this research; communication use Cakap Karo at home, use Karonese books, educational Karonese vocabulary books and Karonese songs, bring to the church of GBKP (Gereja Batak Karo Protestan) and traditional ceremonies, and connect with Karonese relatives and friends in home town using internet. This study confirms that parents’ attitude and efforts play important role in language maintenance. Keywords: Maintenance, Cakap Karo, Parents’ attitude, Heritage Language, Kelurahan Sempakata
Mike Amelia, Nostalgianti Citra Prystiananta
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 441-457; doi:10.31539/leea.v3i2.1314

This research had purpose to find out whether there was a positive effect of scavenger hunt technique on students’ reading comprehension of descriptive text. Scavenger Hunt is a fact-finding and information-processing activity, where the students work in group to search for hidden items and perform task by using some clues.The method used in this research was quasi-experimental research. This research was conducted at the eighth grade students of SMP N 2 Kota Solok. The samples of this research were two homogeneous classes that chosen by using purposive sampling technique. The experimental class was taught by using scavenger hunt technique, meanwhile the control class was taught by using three phase technique. The technique of gathering the data of this research was by using reading test. The result of this research showed that there was a positive effect of implementation scavenger hunt technique, where the mean score at experimental class was 77,14 and control class was 72,94. Thus, the experimental students outcomes were higher than the control class.It means that students’ reading comprehension of descriptive text taught by using Scavenger Hunt game technique was better than taught by using three phase technique. Keywords: Scavenger Hunt, Reading Comprehension, Descriptive Text
Ivan Susanto Salawazo, Marintan Simbolon, Vivi Enjelia Hutabarat, Achida N Veronika, Erikson Saragih
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 469-475; doi:10.31539/leea.v3i2.1017

The purpose of this study was to analysis students’ vocabulary in learning English of Ninth grade at SMP Swasta Yayasan Pangeran Antasari, Medan in the academic year of 2018/2019. The researchers used descriptive qualitative method to describe and implementing factual condition and characteristic. There are 72 students that decided two classes at ninth grade as the population. But the researcher only took one class consists of 36 students as the sample. To collecting data, researchers use questionnaire and vocabulary comprehension test as procedure. In analyzing the data, the researchers identifying the difficulties of students’ vocabulary and cause difficulties by analyzing students answer sheets and their mistakes. There were 25 students (70%) incorrect answer in the questions. There were 6 students (16%) in modal, there were 8 students (23%) in simple past tense, There were 8 students ( 24 %) in simple present tense, 3 students (7%) troubled in simple continuous tense. Meaning. Students who gave incorrect answer in the questions were 29 students (82%). Others difficulties is translation being other types of the questions that examined in this research. it was found that there were 23 students (64%) who were unable to give the correct answer. Concluding the cause difficulties of students’ vocabulary in learning English are the first students difficulties in pronouncing the words. Grammatical form be the second cause because the written form is different from the spoken form in english. The last, students does not give their attention to study english more, knowing a words much more, and limitations their time to sources of information about new words vocabulary. The last, forgot the words easily. Keywords : Analysis Students’ Vocabulary, Difficulties, Cause
Intan Nuvitasari, Pratiwi Retnaningdyah, Ahmad Munir
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 458-468; doi:10.31539/leea.v3i2.1208

This study was proposed to reveal how students criticize text and reconstruct gender equality through critical framing provided by the teacher. To conduct the research, field notes, recording on audio and video, and also students’ artifact (the result of discussion) were used. The text used in this research was the synopsis of Mustang (2015). The data was analyzed using critical discourse by looking at the influence of the linguistic used by the teacher and the text. The result showed that in criticizing text, female and male group is influenced by the linguistic used by the teacher and text and the power of the text and teacher can empower student to reconstruct gender equality and reject gender inequality, while male’s group was only influenced by the teacher. In addition, the linguistic used by the teacher also may lead them to relate with their society. In conclusion, female and males students are influenced by linguistic used in criticizing text. Keywords: Critical Framing, Gender Equality, Gender Inequality.
Naila Muroda, Ahmad Munir, Slamet Setiawan
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 426-440; doi:10.31539/leea.v3i2.1212

This study aims to investigate pre-service EFL teachers’ way evaluating their own teachers talk, especially in questioning skill using SETT (Self-Evaluation of Teacher Talk). The method used in this study is qualitative research toward four pre-service EFL teachers’ used as the research’s participants. By revealing the data, the author used teachers’ reflective journals as process for evaluation and also interview to obtain deeper perspective and feelings results of the data analysis. The findings indicated that doing the evaluation of questioning skills using SETT framework has helped their awareness of their language used in teaching, not only about the interactional features for communication but also how manage the language to assist the students to response. More importantly, they are able to use and control their language in running the classroom activities. Thus, it means that SETT has helped the teachers to achieved their personal development and awareness toward the classroom communication in holding the interaction especially in questioning skills. Keywords: Questioning Skills, SETT, Pre-service EFL Teachers
Novia Rina Saidah, Ahmad Munir, Syafi’Ul Anam
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 414-425; doi:10.31539/leea.v3i2.1254

This research aims to describe the use of communication strategies in an EFL classroom during the completion of task-based debate activity. This research was conducted in an English course located in Sidoarjo. The subject of this study are 10 EFL intermediate level students. In line with that reason, this research is a qualitative study since it focuses on the depth of the comprehension of the communication strategies data rather than computing it. For obtaining the data, the researcher do observation and records learners’ verbal and non-verbal behaviour based on Dornyei (1995) taxonomy of communication strategies during the debate activity. The result showed that all taxonomies by Dornyei are used by the subjects i.e avoidance strategies, achievement strategies, and stalling strategies in the debate. There are various reason for leaners to choose those strategies to overcome their communication breakdowns during the short-time debate between speakers such as because it’s time-efficient, less confusing, and sound trustworthy to lengthen their time to think, keep the communication channel at hand, and keep up the discourse at the moment when learners face the difficulties. As the conclusion, English debate activity is considered as one of the task that promotes students-centered learning in a TBLT class, provides opportunities for students to speak Engish, and challenge students to use their language sources to strengthen their arguments. In the debate, learners mostly applied stalling strategies such as fillers since is considered very easy and quick for learners to use when they encounter problems such as nervous, lack of vocab, and lack of grammar structure in the English debate activities. Keywords: Communication strategies, task-based learning, English debate.
Julio Agsa, Ambalegin Ambalegin
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 400-413; doi:10.31539/leea.v3i2.1260

This research aimed to analyze the slang terms found in the Kingsman: The Golden Circle (2015) movie. This descriptive qualitative research focused on slang formation in this movie. This research used Bloomfield and Guth’s theories. The source of the data was all slang terms in the movie. Method of collecting data used observational method with non-participatory technique. In analyzing the data, this research used referential identity method with competence in equalizing technique. From this research, the results showed that there were 1 slang term in abbreviation such as teeth, 14 slang terms in shortened form such as wanna, i’ll, i’ve, they’re, d’d, thinkin’, doin', hookin' up, ain’t, y’all, gent, 'em, ma'am, meth, champ, shittin’, 8 slang terms in interjection such as fuck, fucking hell, shit, cheers, yep, bloody hell, crap, fuck off, 3 slang terms in figurative expressions such as bullshit, kick in, dumbass and 12 slang terms in nickname such as buddy, babe, bruv, nan, fellas, pal, boy, mate, love, kid, folks, sugar. Based on the results, it can be concluded that the most widely used slang type is shortened form and the least used is abbreviation. Keywords: Slang Formation, Movie, Slang Terms
Imelda Mallipa, Riana Murianty
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 385-399; doi:10.31539/leea.v3i2.1256

Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students’ prior knowledge of topic in text. In teaching process, drawing students’ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context. Keywords: Teaching Instructions, Lesson Study, Passive Voice
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