LANGUA: Journal of Linguistics, Literature, and Language Education <p style="text-align: justify;">Langua is Journal of Linguistics, Literature, and Language Education (e-ISSN: <a title="ISSN Portal - International Center" href="" target="_blank" rel="noopener">2623-1565</a>). This journal publishes articles twice a year (April and October). Langua accepts submissions from English Teachers, Lecturers, Linguists, and Researchers in terms of Research Report and Original Article. Langua is also an open reviewed journal dedicated to promoting scholarly exchange among teachers, lecturers, and researchers in the field of English Language Teaching. Authors are encouraged to submit complete, unpublished, original, and full-length articles that are not under review in any other journals. The submission procedure in Langua employs Online Submission.</p> English Department of STKIP Kie Raha Ternate en-US LANGUA: Journal of Linguistics, Literature, and Language Education 2623-1565 <p align="justify">Authors who publish with Langua Journal of Linguistics, Literature, and Language Education agree to the following terms:</p> <ul> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Langua.</li> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Langua.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul> Teaching English Poetry in EFL Classroom through Classroom Presentation <p>The objective of this research was to know about how to teach English poetry in the EFL&nbsp; classroom through classroom presentation. Poetry has been used in teaching and learning English in the classroom. Many educators have attempted to deal with poetry in the EFL classroom. English poetry is a subject in the fifth semester of the English Department at STKIP Kie Raha Ternate. The research design used in this research is qualitative research. The population in this research was all students of the English Department of STKIP Kie Raha Ternate, and the samples of this research were 20 fifth-semester students of the English department of STKIP Kie Raha Ternate. To collect the data the researcher used classroom observation and documentation. To analyze the data, the researcher was analyzed the data from the result of classroom observation or in other words the researcher analyzes the result of classroom presentation. The analysis showed that classroom presentation can enhance the students’ achievement in learning poetry.</p> S Syamsia Hamid Ismail ##submission.copyrightStatement## 2021-03-29 2021-03-29 4 1 1 13 10.5281/zenodo.4643009 The Structure of Peer Feedback <p>This article aims to propose an overview of structured peer-feedback applications. Even though peer-feedback is no longer a new thing in the world of teaching writing, until now there are still many researchers who are interested in studying it and not a few teachers are still using it. Research that has been conducted to test the effectiveness of peer-feedback and student responses to peer-feedback activities still shows different results. One thing that needs to be considered important is that differences in the results of peer-feedback use and research may result from unstructured application of peer-feedback. Experts have indicated that peer-feedback can be applied flexibly. They imply that peer-feedback activity should not be restrained in a rigid system. However, research suggests that without careful preparation, peer-feedback activity is unlikely to produce satisfactory results. In order for peer-feedback activity to be prepared, special stages in implementing peer-feedback cannot be avoided. Meanwhile, we are faced with the fact that until now there is no system that regulates the peer-feedback structure. It is for this reason that this article was written. Using literature research, this article provides a peer-feedback structure worthy of attention.</p> Z Zainurrahman ##submission.copyrightStatement## 2021-03-29 2021-03-29 4 1 14 34 10.5281/zenodo.4643017 Increasing English Translation Skill through Grammar Translation Method at the Fifth Semester Students of English Education Program at STKIP Kie Raha Ternate <p>This study aims to describe the improvement of translation skills through a combination of the grammar translation method. This study shows that the students' translation skills have not improved significantly. This can be seen from the achievement of student understanding. The results obtained through a questionnaire show that the translation course is very liked by 66.7 percent of students. Meanwhile, other aspects have not been seen to increase optimally. For assignments / exercises the percentage of 53.3 percent of students showed sufficient results. Meanwhile, for the implications and benefits aspects, the achievement was only in the range of 13.3 percent and the benefits aspect of 20.0 percent.</p> Sahrun Sudirman ##submission.copyrightStatement## 2021-03-29 2021-03-29 4 1 35 42 10.5281/zenodo.4643007 The Communicative Language Teaching and Students’ Vocabulary Memorizing Improvement <p>CLT is one of the techniques used to improve students' ability to learn vocabulary. Apart from memorizing vocabulary, students are also expected to be able to use vocabulary to communicate with one another, both indoors and outdoors. The type of research used by researchers is library research. This study aims to determine the development of learning using the CLT technique on vocabulary which was carried out in previous years, from 2008 to 2019. The samples taken were five articles, namely two published journal articles, two regular articles that were unpublished and one thesis. as well as researchers using qualitative methods to analyze some of these articles. The type of data used by researchers is document data. Following the data and results analyzed by the researcher, it can be said that learning using the CLT technique on vocabulary is not effective if it only relies on vocabulary without combining all the skills (Listening, Reading, Writing and Speaking) that exist in language learning. Therefore, if teachers want CLT learning to Vocabulary to be effective, then all the skills in the language must be combined so that the achievement of the desired results can be realized.</p> Onco Rumbouw ##submission.copyrightStatement## 2021-03-29 2021-03-29 4 1 43 83 10.5281/zenodo.4643005 The Grammar Translation Method, The Direct Method, and The Audio-Lingual Method <p>This article briefly presents the characteristics of different teaching methods, namely the grammar translation method, the direct method, and the audio-lingual method. Many authors have discussed each method separately and in this brief communication I will present the characteristics of each comparable method. The significance of the discussion in this article, theoretically and practically, can help teachers decide which method will work best for them and their students. By having knowledge about the characteristics of each method, teachers can make optimal use of the method they choose so that learning outcomes can be achieved optimally.</p> Risnawati Djauhar ##submission.copyrightStatement## 2021-03-29 2021-03-29 4 1 84 88 10.5281/zenodo.4642999