Linguistic, English Education and Art (LEEA) Journal

Journal Information
ISSN / EISSN : 25979248 / 25973819
Current Publisher: IPM2KPE (10.31539)
Total articles ≅ 32
Current Coverage
DOAJ
Archived in
SHERPA/ROMEO
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Latest articles in this journal

Shella Monica, Machdalena Vianty
Linguistic, English Education and Art (LEEA) Journal, Volume 3, pp 1-16; doi:10.31539/leea.v3i1.792

Abstract:This research aimed at analyzing the quality of the newly developed local-content-based instructional graded reading materials for junior high school students in Lubuklinggau. The development of the instructional materials was then analyzed and evaluated in terms of their validity, practicality, and effectiveness using formative evaluation proposed, which consists of self-evaluation, experts review, one-to-one, small group, and field test. The result of expert review showed that the prototype of the product was categorized as having high validity as indicated by the average score of questionnaires on content and construct which was 3.23 (scale 1-4). Moreover, developed instructional reading materials were also considered as highly practical as indicated by the average score of one-to-one evaluation (3.39) and small group evaluation (3.18). Meanwhile, the result of field test evaluation showed that the developed reading comprehension test was highly effective to be used as reading assessment. Meanwhile, the result of field test evaluation shows that developed test could be categorized as effective because there were 20 students (74.07%) out of 27 students in reading comprehension test reached average category which was between 56 and 70. Hence, it was concluded that the developed products, either the test or the teaching materials can become alternative for teaching reading to students whose level of reading is level 3. Keywords: reading assessment; graded reading material; local content-agriculturalproduct
Ayu Oktaviani, Putra Saparingga, Dwi Susanto
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 173-188; doi:10.31539/leea.v2i2.583

The publisher has not yet granted permission to display this abstract.
Dewi Syafitri, M Ikhsan
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 151-172; doi:10.31539/leea.v2i2.694

The publisher has not yet granted permission to display this abstract.
Nostalgianti Citra Prystiananta
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 142-150; doi:10.31539/leea.v2i2.574

The publisher has not yet granted permission to display this abstract.
Indah Rahmalia
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 132-141; doi:10.31539/leea.v2i2.638

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Imelda Mallipa, Riana Murianty
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 116-131; doi:10.31539/leea.v2i2.588

The publisher has not yet granted permission to display this abstract.
Yulfi Yulfi, Sastika Seli, Reni Ariska
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 100-115; doi:10.31539/leea.v2i2.349

The publisher has not yet granted permission to display this abstract.
Ani Fiani
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 86-99; doi:10.31539/leea.v2i1.442

Abstract:Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing ESL/EFL listening abilities, but also metacognitive knowledge and metacognitive awareness. Moreover, the instruction enables ESL/EFL students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. This instruction they may encourage them to have an ability to regulate their own learning in and outside ESL/EFL classrooms. Therefore, based on the literature review and analysis above, ESL/EFL teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop ESL/EFL students’ listening abilities in and outside the classroom independently, particularly in the context of higher education in Indonesia. Keywords: Metacognition, Metacognitive awareness, Metacognitive instruction, Listening abilities
Fifin Naili Rizkiyah
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 72-85; doi:10.31539/leea.v2i1.301

Abstract:This study was aimed at finding out whether the implementation of picture series strategy can improve the ability of the students in writing narrative text. The research design was collaborative action research which consisted of two cycles, in where cycle 1 consisted of three meetings and cycle 2 consisted of four meetings. A cycle consisted of four steps namely: planning the action, acting on the plan, observing the action and reflecting on the observation. The subject of the study was the 34 students. The instruments used to collect data were observation checklist, field notes, questionnaires, scoring rubrics and the students’ writings. The data from the observation, scoring rubrics and questionnaires were analyzed and the results are presented in the form of tables and description, while the data gained from the field notes and the students’ writings were analyzed and reported descriptively. The result of the study showed that the picture series effectively improved the students’ ability in writing narrative texts. All students had reached the minimum score of 3. Moreover, the majority of the students gave positive responses towards the implementation of picture series, in the case that 70% of the students showed excitement. Furthermore, they found that picture series is interesting, easy to understand, moreover, it helped them to organize paragraphs and develop ideas in writing narrative texts. Keywords: Picture Series, Writing Ability, Narrative Text.
Shofiyatul Huriyah, Merie Agustiani
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 60-71; doi:10.31539/leea.v2i1.385

Abstract:The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English. Keyword: Teacher Talk, Learner Talk, Classroom Interaction.