https://journal.iainlangsa.ac.id/index.php/jl3t/issue/feed JL3T (Journal of Linguistics, Literature and Language Teaching) 2020-08-23T21:07:33+07:00 UPT. Pengembangan Bahasa upb@iainlangsa.ac.id Open Journal Systems <div id="journalDescription-7" class="journalDescription"> <p><strong>Journal of Linguistics, Literature and Language Teaching (JL3T)</strong>&nbsp;is a scholarly journal intended to involve scholars from all international academic and professional community to publish an article on theoretical, conceptual or methodological approaches to linguistics, literature and language teaching; research findings on linguistics, literature and language teaching and current issues on linguistics, literature and language teaching.</p> <strong>Authors are always welcome to submit their manuscripts written in Bahasa Indonesia, English and Arabic for publication consideration.</strong></div> https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/1355 The Teachers’ Questions in Indonesian EFL Classroom 2020-08-16T19:44:54+07:00 Ahmadi Ahmadi ahmadiadi@upi.edu Eri Kurniawan eri_kurniawan@upi.edu <p>Abstract</p> <p>Despite the abundant advantages of teacher's questions, teachers still do not gain any benefits from them as they face many challenges in posing them. However, teachers who pose questions as a part of teaching-learning strategy in the class may gain different output. A descriptive qualitative study is carried out to find out the types of questions that dominantly posed by a teacher in the intensive listening course at an institute of Islamic studies in Ponorogo. A lecturer and her class took part as participants on the study. Class observations, videotape observation, and interview were utilized to gather the data. The revised Bloom’s taxonomy process verbs, assessment and questioning strategies was employed to analyze the data. The finding shows that the lecturer spent 73.8 percent of her questions on remembering, 17.8 percent on understanding level, 5.9 percent on analyzing and 2.9 percent on the evaluating level. It indicates that her questions were dominated by low level of thinking skill.&nbsp;</p> <p>Keywords: Questioning, questioning strategy, teacher’s question</p> 2020-08-16T19:44:54+07:00 Copyright (c) 2020 JL3T (Journal of Linguistics, Literature and Language Teaching) https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/1882 AN OT ACCOUNT OF PHONOTACTIC AND CODA NEUTRALIZATION OF ENGLISH LOANS IN PILIBHIT HINDI-URDU 2020-08-16T20:05:42+07:00 Mohd Hamid Raza razahamid086@gmail.com <p>This paper provided the basic information of the phonological processes as the Coda Neutralization and Phonotactics of English Loans in Pilibhit Hindi-Urdu within the framework of Optimality Theory (OT). The objectives of this paper were to represent the aspects of the coda neutralization in the sense of voiced obstruent segment becomes voiceless obstruent segment in the final syllable structure of the loanwords, and the consonant clusters break within the insertion of an extraneous segment in any location of the English Loans in Pilibhit Hindi-Urdu. In the another framework, this paper revealed the phenomena of devoicing features of coda consonants and the grades of the additional segments in Pilibhit Hindi-Urdu loanwords within the principles of Optimality Theory (Prince &amp; Smolensky, 1993). The central idea of this paper was to explore the process of conflicts between the candidates at the surface level and reflects the properties of the input candidate by the observation of the constraint rankings. In this study, it was propounded the effective formalities of the hierarchy of the constraint rankings and drew one of the best candidates as an optimal candidate out of the output candidates from English loans in Pilibhit Hindi-Urdu. The groundwork of this paper was related to the significant aspects of the English loans that were adapted within the addition, insertion, or deletion of the segments in Pilibhit Hindi-Urdu. In this paper, it was also determined the facts of the coda devoicing of the speech segments in terms of neutralization at the end of the syllable structure of English loans in Pilibhit Hindi-Urdu.</p> 2020-08-16T20:05:42+07:00 Copyright (c) 2020 JL3T (Journal of Linguistics, Literature and Language Teaching) https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/1883 AN IDIOMATIC EXPRESSION ANALYSIS ON AN AUTHENTIC MATERIAL “PRIDE AND PREJUDICE MOVIE” A MOVIE FROM JANE AUSTEN BOOK 2020-08-16T21:28:02+07:00 Dessy Kurniasy dkurniasy@gmail.com Eka Sonia Sweetcream500@gmail.com <p>The study was aimed to find and analyzed about how many idiom consist in Pride and Prejudice (2005) Movie, what are the meanings of idiom in Pride and Prejudice (2005). The data was taken from dialog line of the actor and actresses in the Pride and Prejudice (2005) where it was the script of the movie. Research design in this study was descriptive qualitative research. The technique used by the writer to collect the data was documentation. The finding showed that there are four classifications of idiom according to the Moon in Mabruroh (2015); those are transparent idioms, semi-transparent idioms, semi-opaque idioms, and opaque idioms. Transparent idioms are those idioms which are easy to comprehend its constituent meaning. Semi-transparent idioms are the idioms that usually have metaphorical meaning and their constituent parts have a little role in comprehending the whole meaning of the expression. Semi-opaque idioms are the group of idioms whose figurative meaning is not related to the meaning of their constituent words, in other words, the idiomatic expression is separated into two parts; a part with literal meaning, and the other part with a figurative meaning. The last is opaque idioms which is the idioms where the literal meaning of their parts have little to do with actual sense of idiom because it has cultural reference item.&nbsp; Transparent idioms that has been found in the movie is about 25 idioms, semi-transparent idioms is about 20 idioms, whether semi-opaque idioms are found about 17 idioms and the last, opaque idioms that has been found in the movie is about 18 idioms.</p> 2020-08-16T21:28:02+07:00 Copyright (c) 2020 JL3T (Journal of Linguistics, Literature and Language Teaching) https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/1884 STUDENTS’ ABILITY IN UNDERSTANDING HOMOPHONE IN ENGLISH 2020-08-23T21:07:33+07:00 ruly adha adharuly@yahoo.com Aprilisa Astri aprilisaastri65@gmail.com <p>This research was aimed at finding out the ability of students to understand homophone in English. The research was qualitative descriptive research. The subject of the research was the seventh-semester students of the English Department of IAIN Langsa, academic year 2018/2019, that consisted of 32 students. The researchers used documentation as an instrument for collecting the data. The documentation was the result of the test given by a lecturer. The test given by the lecturer consisted of 20 questions about homophone in English. The question was in the form of phonetic transcription. The question consisted of two parts. In the first part, the students must mention two different words from a homophony sound. In the second part, the students must fill in the blank with a correct homophone word by relating to the pronunciation at the end of sentences. After conducting the research, the researchers found that 24 students got low mark because they were only able to answer one until ten questions correctly; 2 students got medium mark because they only answered 11 questions correctly, and six students got high mark because they can answer 12 until 17 questions correctly. Therefore, it can be said that the ability of students to understand homophone in English was not good enough. The problem faced by the students was that they still did not comprehend the concept of homophone in English. As a result of the test given by a lecturer, some students only knew that a homophone consisted of only one word, so they answered only one word, and some students also answered the question with three different words.</p> 2020-08-16T21:49:02+07:00 Copyright (c) 2020 JL3T (Journal of Linguistics, Literature and Language Teaching) https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/1885 READING STRATEGY METHODS TAUGHT BY LECTURERS IN TEACHING TOEFL AT IAIN LANGSA 2020-08-23T21:06:45+07:00 Mhd Rasid Ritonga bilarasti@gmail.com Riska Mardhatillah riskamardhatillah19@gmail.com <p>The objectives of this study are to investigate methods used by lecturers in teaching reading TOEFL and to identify the strengths and weaknesses of reading teaching methods used by lecturers in improving TOEFL scores for students. Reading is a cognitive activity where a person engages in the mental cycle of learning, understanding, and knowing information. This research was a descriptive qualitative approach to the design of a case study. The data were taken from observations and interviews. After collecting the data, the final results were analyzed and described. The result of this study showed that the lecturers used several methods in teaching TOEFL, namely; the mixture of the eclectic methods, the combination of reading teaching methods, the shared book experience, silent reading strategy, and discussing methods.</p> 2020-08-16T22:04:09+07:00 Copyright (c) 2020 JL3T (Journal of Linguistics, Literature and Language Teaching) https://journal.iainlangsa.ac.id/index.php/jl3t/article/view/1886 THE EFFECTIVENESS OF USING SELF MONITORING APPROACH TO READING AND THINKING (SMART) STRATEGY IN READING COMPREHENSION OF THE SECOND GRADE STUDENTS OF SMP NEGERI 8 LANGSA 2020-08-23T21:05:55+07:00 Muhammad Abu Bakar mabubakar@unimal.ac.id Rafika rafikabaduri@gmail.com <p>This research was a quasi experimental research which took place in SMP Negeri 8 Langsa with the total number of population was 117 students and 56 of them were the sample from experimental class and controlled class. This research used pretest and posttest to collect the data. It also used some statistical formulas to analyze the data. It was found that there is a difference in the students’ achievement in reading comprehension between students taught Self Monitoring Approach Reading to Thinking (SMART) strategy and those without using Self Monitoring Approach Reading to Thinking (SMART) strategy. The result of the experimental group is 80.96 and the control group is 65.54 Self Monitoring Approach Reading to Thinking (SMART) strategy has many advantages in teaching reading comprehension. It makes the students more interesting and enjoying the lesson because it is supported by situation. Learning using Self Monitoring Approach Reading to Thinking (SMART) strategy that is accompanied as the background can stimulate, refresh, and support learning.</p> 2020-08-16T22:20:38+07:00 Copyright (c) 2020 JL3T (Journal of Linguistics, Literature and Language Teaching)