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| 141 |
THE ABILITY TO EXPLORE TEXT DRAMA IN ENGLISH WITH THE CIRC (COOPERATIVE, INTEGRATED, READING AND COMPOSITION)
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 505-511 (2021) (2021)
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| 142 |
TRANSLATORS AS MEDIATOR: CULTURAL NEGOTIATION IN TRANSLATING ENGLISH LITERARY TEXT INTO INDONESIAN
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 306-320 (2021) (2021)
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| 143 |
IMPROVING ENGLISH VOCABULARIES THROUGH DERIVATIONAL MORPHEME
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 519-534 (2021) (2021)
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| 144 |
The Role of Theory in SLA Empirical Research on the Critical Period Hypothesis
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 1 (2021) (2021)
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| 145 |
FUNCTIONAL DELAYED ECHOLALIA: INSIGHTS FROM A MOVIE
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 340-355 (2021) (2021)
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| 146 |
USING SCRABBLE FOR LEARNING ENGLISH VOCABULARY AT MAN 2 KUANTAN SINGINGI
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 205-212 (2021) (2021)
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| 147 |
Not One Space for Y
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 1 (2021) (2021)
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| 148 |
INTEGRATING TECHNOLOGY IN EFL CLASSROOM FOR INDONESIAN ADOLESECENT LEARNERS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 542-552 (2021) (2021)
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| 149 |
ONLINE INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNING DURING COVID-19 PANDEMIC: A CASE FROM A CREATIVE TEACHER
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 1, Pp 87-96 (2021) (2021)
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| 150 |
SELF ASSESSMENT FOR HIGHER LANGUAGE LEARNERS’ AUTONOMY
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 2, Pp 264-278 (2021) (2021)
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| 151 |
RACIAL INEEUQALITY AND SEXIST OPPRESSION IN TONI MORRISON'S BELOVED
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 136-144 (2021) (2021)
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| 152 |
ONLINE LEARNING MEDIA IN HIGHER EDUCATION IN THE NEW NORMAL ERA
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 512-518 (2021) (2021)
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| 153 |
Engaging with ELL Students in Their Personal Writing
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 1 (2021) (2021)
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| 154 |
RHETORICAL MOVES AND LINGUISTIC REALIZATIONS OF RESEARCH ARTICLE ABSTRACTS BY INDONESIAN AUTHORS IN APPLIED LINGUISTICS PUBLISHED IN INTERNATIONAL JOURNALS
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 1, Pp 46-71 (2021) (2021)
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| 155 |
STUDENTS’ ATTITUDE TOWARD THE USE OF WATTPAD IN READING COMPREHENSION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 480-496 (2021) (2021)
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| 156 |
FACTORS AFFECTING LISTENING ANXIETY OF SENIOR HIGH SCHOOL STUDENTS IN ENGLISH CLASSROOM
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In: Journal of Applied Linguistics and Literature, Vol 6, Iss 1, Pp 32-45 (2021) (2021)
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Abstract:
In the process of listening, anxiety is a natural response that occurs to students who can divert the listening process. Thus, the purpose of this study is to find out factors affecting listening anxiety of senior high school students in the English classroom. The method used in this study was mixed method because the data obtained were in the form of qualitative and quantitative data. Participants in this study were 35 senior high school students in 2019-2020 academic year. The instrument used to collect data were questionnaire and interview. Questionnaire contained 14 questions was adopted from The Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) that was given to the students and interview was conducted with an English teacher and three students. The results of this study indicate that there are several factors that cause listening anxiety. The first, the students feel confused and anxious because they are unable to catch the words conveyed by the speaker. The second, the students feel difficult to understand the pronunciation of the speaker. The third, the students feel afraid when the speaker conveying information too quickly. The fourth, the students feel worried about the limited time in doing the listening task. The fifth, the students feel anxious because they think the other student more understand about the contents of the English recording. And the last, the students feel nervous when they do not understand the meaning of each word because they are lack of vocabulary in English. In conclusion, the students feel anxious in doing the listening task which resulted in their listening skills getting lower when learning English in the classroom
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Keyword:
english classroom; Language. Linguistic theory. Comparative grammar; LC8-6691; listening anxiety; P101-410; senior high school student; Special aspects of education
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URL: https://doaj.org/article/2e4df22917024065b7fc1457d5da5c05
https://doi.org/10.33369/joall.v6i1.11462
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| 157 |
FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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| 158 |
A CRITICAL DISCOURSE ANALYSIS OF A VINTAGE AMERICAN AIRLINES ADVERTISEMENT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 48-56 (2021) (2021)
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| 159 |
CULTURAL CONTENT IN ENGLISH TEXTBOOK FOR DEAF STUDENTS AT DISABLE SENIOR HIGH SCHOOL
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 453-464 (2021) (2021)
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| 160 |
ACOUSTIC EFFECTS OF DURATIONAL CUES IN THE PERCEPTION OF NAJDI ARABIC VOWEL CONTINUA
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 57-70 (2021) (2021)
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