JOALL (Journal of Applied Linguistics & Literature)

Journal Information
ISSN / EISSN : 25027816 / 2503524X
Current Publisher: UNIB Press (10.33369)
Total articles ≅ 81
Current Coverage
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Suprapto Suprapto, Rio Kurniawan
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 102-108; doi:10.33369/joall.v5i1.10362

Abstract:
This study aims to improve students’ rhetoric skills of a class at the Indonesian Education Study Program Faculty of Teacher Traning and Education University of Bengkulu, in the academic year of 2018/2019. This research uses a qualitative approach with descriptive method to describe the conditions of rhetoric learning using the method sugestopedia for students from A class of Indonesian Education Study Program Faculty of Teacher Training and Education University of Bengkulu, academic year 2018/2019 was employed. Based of the research results in the first cycle there are advantages in the application of the suggestopedia method in learning speaking skill, namely; 1. The existence of student confidence and motivation in learning rhetoric. 2. By using the Suggestopedia Method, students can feel comfortable in learning, so that the imagination of students is more better. In the research conducted in the first cycle there are also deficiencies, namely the example of rhetoric given to students using simple aspects as that students tend to rhetoric based on the aspects used in the example of the rhetoric. The results of the data analysis of the second cycle of learning with the application of the suggestopedia method, obtained data; 37 students scored above 70 and mastery learning 92.5%. As the researcher stopped this class action research until the second cycle, because the research indicators had been reached.
Jerald Cano-Og Moneva, Audrey Jane Paclipan Cuizon
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 94-101; doi:10.33369/joall.v5i1.10046

Abstract:
A belief in one’s capability to do and perform the task well is referred to as self-confidence. Meanwhile, oral recitation is a form of speaking in front of other people to report information. Hence, this study was conducted in Jagobiao National High School- Senior High School Department. The researcher-made likert scale questionnaire was used to assess the students from the different strands, aimed to know the students’ confidence regarding their oral recitation performance and students’ confidence before and after they perform oral recitations. Moreover, the quantitative data were analyzed through weighted mean and paired samples t-test. In which, the result shows improvement of students’ confidence after ten or more times of performing oral recitations due to their intensive oral participation. It means that when a student is highly confident then she or he is able to perform the oral participation efficiently. Thus, it revealed that there is a significant difference between students’ confidence before and after oral recitations. In this study, suggestions were provided to students such as engaging in different activities that could enhance their confidence in all aspect and to the teachers and parents who need to help the students to perform well in school with self-confidence.
Dina Maryana Mastura, Safnil Arsyad, Irwan Koto
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 88-93; doi:10.33369/joall.v5i1.9403

Abstract:
The objective of this research was to investigate the effect of genre based approach on students’ writing ability of recount text. This study was conducted through quasi experimental design. The population were the total of 52 second year students of SMAN 05 Bengkulu Tengah (IPS1 as experimental class dan IPS2 as control class). Theexperimental class was taught by using genre based approach and the control class was taught by using the conventional approach.The instrument was a written test of a recount text. Before analyzing the data by using t-test, a normality and homogenity test were conducted, then scored by using assessment rubric of Heaton (1988). The result showed that there was significant effect of genre based approach on students’ writing ability of recount text. The effects were on the content, organization, vocabulary, language use, and mechanics.
Imelda Woa Wene, Ouda Teda Ena
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 71-87; doi:10.33369/joall.v5i1.8920

Abstract:
Taboo words are words that are strictly prohibited to be used due to the fact that they may cause misunderstanding or conflict and are not appropriate. Therefore, it is important to understand taboo words in order to avoid using inappropriate words.This studyexamines the use of taboo words by the characters in Dallas Buyers Club movie. It focuses on the types of taboo words and reasons that influence the characters to use taboo words in the movie. This study used content analysis method as the research method. The sources of data were the movie and its transcription. The researchers obtained the data from the characters’ utterances. This study finds there are five types of taboo words, namely cursing, profanity, obscenity, epithet and sexual harassment. Cursing is the most frequently taboo word used by the characters in the movie. The researchers also find that he reasons for using the taboo words are humor, psychological condition, ethnic group identity and social class. Psychological condition is the dominant reason for the characters’ use of taboo words. The result of this study provides an in-depth understanding of the usage of English taboo words in movies that might influence young English learners.
Rizky Amelia
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 60-70; doi:10.33369/joall.v5i1.10151

Abstract:
The gaps in feedback implementation bring this study to unravel students’ perception on employing self-directed feedback in writing. As the results of the previous studies on this concern are non-comparable, this study aims is to unravel students’ perception on employing self-directed feedback in writing. Employing a descriptive qualitative design, this study involved 23 English Department students of FKIP Universitas Lambung Mangkurat. The results show that students perceive self-directed feedback positively. It is seen from the correction that they make after the implementation of the self-directed feedback. However, students’ reflection on the use of self-directed feedback shows various perceptions. Therefore, teacher can wisely design which feedback given to whom. The students who are able to provide self-directed feedback can achieve maximum result of learning, and teacher can focus to assist the other students who need teacher feedback during the writing process. It is suggested to further researchers to investigate students’ emotional responses during the feedback in writing process or to investigate other factors that influence feedback.
Endang Sulistianingsih, Rizki Dwi Juliani, Toto Pradjarto
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 52-59; doi:10.33369/joall.v5i1.8763

Abstract:
The study employed a quantitative approach with Two-Group Design. The population consisted of six classes. We took a sample of two classes, VII-C as the experimental group and VII-D as the control group. Samples were determined using cluster sampling techniques. Based on the writer’s observation, some teachers in Junior High School Tegal still used the conventional technique in teaching especially in teaching reading, in fact, reading is very difficult to teach in Junior High School because a lack of vocabulary made the students’ motivation declined in reading. The result of the study revealed the use of Anagram was effective in teaching and learning reading. It happened since in Anagram implementation the students as the participants and the teacher as the facilitator. This situation was suited to the curriculum 2013 in which it concerned students oriented. Besides the students had fun and enjoyed reading because they teach each other, it easy to known students’ lack and need by Anagram Games, students trained to dare to ask and give their opinion especially in leaning reading which has many words and paragraphs. This method is easier, useful and flexible for the teacher to apply because of no need for a lot of time, media, realia and place. So, this study gives recommendations for teachers and students to implement this method.
Dalilah Fathma, Nurlela Nurlela, Muhammad Yusuf
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 39-51; doi:10.33369/joall.v5i1.8005

Abstract:
This research aims to find out the types of idiomatic expressions which are used by the students in their English essay and to describe on how far is their understanding of idiomatic expressions. In conducting this research, the writer applies qualitative approach by using content analysis to observe the types of idioms found in the students’ essays and doing an interview sessions in order to assess their understanding of idiomatic expressions.Based on the analysis, it is found that there are two types of idiomatic expressions found in the students’ essays. Both types are consisted of each one idiom for one student, those are A cup of tea categorized as Compound and Drop your jaw categorized as Verb + object/complement (and/or adverbial). Whilst, the results of their understanding of idiomatic expressions through interview session show that 6 of 7 were not able in passing the first facet of Six Facets of Understanding which is Explanation and categorized as the students do not understand about idiom, while 1 of 7 students could pass all facets and categorized as the only student who understands about idioms. The results show that actually the 4th semester of English Department students of Universitas Sumatera Utaraare not that familiar with idioms since five of seven of them did not use idiom in their essays and six of seven of them could not pass the facets of understanding.
Yanik Lailinas Sakinah, Putu Dian Danayanti Degeng, Sahiruddin Sahiruddin
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 26-38; doi:10.33369/joall.v5i1.9739

Abstract:
Learning strategy has been widely acknowledged to play an important role in foreign language learning to help the learners in improving language competence. However, studies about language learning in EFL setting in various setting with different participants are still required as to provide a comprehensive representation of how language learning strategies are applied by L2 learners, particularly in an Indonesian EFL setting. This study aimed to examine what language learning strategies are used by EFL learners who work as the local tour guide at National Park of Bromo Tengger Semeru /Taman Nasional Bromo Tengger Semeru (TNBTS), located in East Java, Indonesia. Participants of this study were 33 English learners who work as local tour guide The instruments used was Strategy Inventory for Language Learning (SILL) version 7.0 adapted from Oxford (1990) consisting of 50 questions with 5 scale for each item. This study had a quantitative design as it dealt with the analysis of the numeric data collected from the questionnaire results and employed SPSS software as a tool to analyze descriptive statistics. The result showed that the most frequent strategy used was compensation strategy with mean value 3.64 and the least frequent strategy used was memory strategy with mean value 2.77.
Vivi Adryani Nasution, Niza Ayuningtyas
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 11-25; doi:10.33369/joall.v5i1.9063

Abstract:
This study aims to describe the manifestation of language choice and the dominant factors of determining language choice among Chinese community inter-ethnic and intra-ethnic relations in Medan. This study used descriptive qualitative method emphasized on a multiethnic and multilingual Chinese community background. The sociolinguistic theory of language choice focused on the domain features involving family and occupation domains was used as the basis of this study. It applied Miles and Huberman technique for analyzing the data and the Bungin formula for calculating the data. Of the 80 respondents, the results of the questionnaire showed that the Hokkien sub-ethnic was the dominant sub-ethnic in Medan compared to other Chinese sub-ethnicities. The manifestation of language choice in the domain of family and occupation especially in inter-ethnic relation is dominated by vernacular language, especially Hokkien language although respondents come from non-Hokkien ethnic. However, Indonesia language becomes the main language used related to intra-ethnic relation. In addition, the dominant language choice factor is influenced by Chinese participant’s cultural backgrounds similarity.
Dyah Fitri Mulati, Joko Nurkamto, Nur Arifah Drajati
JOALL (Journal of Applied Linguistics & Literature), Volume 5, pp 1-10; doi:10.33369/joall.v5i1.7644

Abstract:
Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.