Linguistic, English Education and Art (LEEA) Journal

Journal Information
ISSN / EISSN : 25979248 / 25973819
Current Publisher: IPM2KPE (10.31539)
Total articles ≅ 25
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Latest articles in this journal

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.
Ayu Oktaviani, Dwi Misgiyati
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 1-18; doi:10.31539/leea.v2i1.386

Abstract:The objective of the research was to find out communication strategies used by the Primary teachers in EFL classroom. The sample of the research was 3 teachers in grade 2, 5 and 6 at Palm Kids Elementary School of Lubuklinggau. The samples were taken through Purposive sampling. The researcher used descriptive qualitative research and the data were collected by using observation, interview, and documentation(field note and video recording). The result revealed that communiction strategies used by the English teachers’ were code switching, intra-lingual, IL based strategies, non-linguistics, cooperative, and formal reduction. In the other English teachers’ responded towards are the communication strategies helped the students understood the meaning, made the students easier to understood the material, helped students to understand what English said, helped to explain the material more detail in teaching and learning process and made the students have to master English well. Keyword: Primary Teachers, Communication Strategies, Primary School
Nury Kurnia
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 19-29; doi:10.31539/leea.v2i1.300

Abstract:The research aims at finding out the correlation between teachers’ friendly attitude and students’ speaking achievement. The sample of this research was class VIII A consist of 35 students of SMPT Madinatul Ulum Cangkring Kecamatan Jenggawah, Jember. The research was a correlational research which was attempting to find out the correlation between two variables, teachers’ friendly attitude and students’ speaking achievement. The statistical description of the two variables was conducted before calculating the score into Pearson product moment formula. Based on the data analysis, it was found that rxy0.677 was higher than r table 0.349 with significant level 0.05 or 5 % and df 33. Therefore, if rxy was higher than r table, it can be concluded that there was a positive correlation between teachers’ friendly attitude and students’ speaking achievement. The correlation indicated a high-strong correlation between the two variables. Keywords: Correlation, Teachers’ friendly Attitude, Students’ speaking Achievement
Dewi Syafitri, Melisa Marlinton
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 43-59; doi:10.31539/leea.v2i1.453

Abstract:The objectives of the research was to describe kinds and meanings of figurative language used in Edgar Allan Poe’s poems. The titles of the 8 Edgar Allan Poe’s poems were “Annabel Lee, The Sleeper, A Dream Within A Dream, To One in Paradise, Alone, Spirit of the Death, The Lake and Evening Stars”. Descriptive qualitative method was used to classify and analyze the data. The technique used in collecting the data was library research. Meanwhile, in analyzing the data, the researchers applied qualitative descriptive. After investigating the kinds and meanings in 8 Edgar Allan Poe’s poems, the researchers found 96 figurative languages. The figurative language in Edgar Allan Poe’s poems have been analyzed in kinds; there were 25 personifications, 6 similes, 16 metaphors, 11 hyperboles, 2 ironies, 9 paradoxes, 6 metonymies, and 21 symbols. The meanings of figurative languages found in Edgar Allan Poe’s poem were classified into 42 connotative meanings, 30 social meanings, 16 reflected and 8 collocative meanings. The conclusion of this research was Edgar Allan Poe’s poems are important to be read because the poems were rich with the using of figurative language which can attract the readers’ attention and evoke readers’ imagination. Key word: Semantics, Figurative Language, Poems.
Nostalgianti Citra Prystiananta
Linguistic, English Education and Art (LEEA) Journal, Volume 2, pp 30-42; doi:10.31539/leea.v2i1.344

Abstract:This research aims at investigating students’ learning styles of Accounting Program of AAK PGRI Jember in learning English as Foreign Language. EFL students have their own ways in learning English which they think as the most enjoyable way to a better comprehension of the material. By investigating their learning styles in learning English, teachers may know the best ways to treat their students to reach a better improvement. In this research, the sample was 41 students from three different academic years who were learning EFL. The data were collected through questionnaire and interview. The questionnaire contained 30 items of statements about 6 learning styles according to questionnaire by Reid (1987). An open-ended interview was conducted to support quantitative data gained from questionnaires. The result presents that students of Accounting Program of AAK PGRI Jember most preferred Visual style (44%) as their style in learning English. And Individual style (4%) as the least preferred style. It can be concluded that students of Accounting Program of AAK PGRI Jember enjoy learning English best by the assistance of pictures, charts, and videos because they can comprehend the material better. They also did not enjoy to learn individually because they were not independent type of student who enjoy being alone. Keywords: TEFL, Language Learning Styles
Linguistic, English Education and Art (LEEA) Journal; doi:10.31539/leea

Ani Fiani, Syaprizal Syaprizal
Linguistic, English Education and Art (LEEA) Journal, Volume 1, pp 216-232; doi:10.31539/leea.v1i2.283

Abstract:This current study is aimed to investigate EFL teachers perception on postmethod pedagogy proposed by Kumaravadivelu. To achieve the aim, the research method used here is a qualitative case study with nine doctoral students from various universities in Indonesia. The data collection tools are a questionnaire and structured interview. The result revealed that most of the EFL lecturers have already implemented postmethod pedagogy perspective divided into four parts: teaching interaction, teaching strategy, teaching objective, and teaching content although they were not aware yet about the concept. It was indicated that they theorized what they do and did what they theorize. For further researchers, postmethod pedagogy should be investigated in real condition of teaching and learning process and the effect of this pedagogy on students learning achievement so that it will be clearly found whether or not this pedagogy perspective is appropriate to be implemented in higher education in Indonesian context. Keywords: postmethod pedagogy, postmethod pedagogy framework, EFL teachers
Imelda Mallipa
Linguistic, English Education and Art (LEEA) Journal, Volume 1, pp 193-204; doi:10.31539/leea.v1i2.182

Abstract:This study aimed at investigating students perceptions on the implementation of group works and the problems that students faced in working with their friends in group. The method of this study was mix method, descriptive quantitave and descriptive qualitative method. The participants were sixty (60) students of the first and second year students in English Education at Papua University. The data for study was taken from a five level Linkert scale questionnaire, open ended questionnaire and students reflection sheet. The results showed that some 30 (50 percent) of students preferred group work to individual work and few students 12 (20 percent) were disagree with group works in their learning proces while some other 18 (30 percent) of students chose no opinion. The problems faced by students were that there were students who were difficult to interact with other tended to be passive in group discussion, those who were hinger achievers tended to dominate in group and did not listen to other opinions (sometimes did not have willingness to study together) then caused students with lower level ability had no confidence to talk in group discussion (sometimes did not come to group discussion), and students who did not want to work had no effort to read and to study materials (only asked for explanation from his or her friends). Thus, it can be concluded that the students in English Education Department at The University of Papua had positive perception on the implementation of group works in teaching process and the problems in working in group came from themselves and from their group members. Key words: group works, the perception, the problems, Higher Education