Articles
<![CDATA[MEMORIZATION STRATEGY DURING LEARNING PROCESS: STUDENTS' REVIEW ]]>
<![CDATA[Ajeng Muliagita Kiswardhani]]>;
<![CDATA[Mutiara Ayu]]>
<![CDATA[ Journal of English Language Teaching and Learning Vol 2, No 2 (2021): JELTL ]]>
Publisher : <![CDATA[fsip.teknokrat.ac.id ]]>
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DOI: 10.33365/jeltl.v2i2.1450
<![CDATA[The purpose of this research is to determine about how the attitude of using the memorization strategy towards students' learning activities. This research using a quantitative methods. The sample of this research were 38 students from English Education in a private university. They consist of male and female sixth-semester students. The research instrument in the form of a questionnaire obtained through google form, then the data will be analyzed using SPSS to find out how students' attitudes towards the learning strategy of memorization. The results of this study indicate that the student's attitude towards the memorization learning strategy show a positive attittude, it can be seen from the results of the questionnaire that has been filled out by the participants. According to their responses, the memorization strategy also made it easier for them to absorb lesson information. These findings can be used by teachers or lecturers to apply the memorization strategy as an effective learning strategy for the students.]]>
<![CDATA[THE USE OF DESCRIBING PICTURE STRATEGY TO IMPROVE SECONDARY STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Zakiyah Farhanah Pratiwi]]>;
<![CDATA[Mutiara Ayu]]>
<![CDATA[ Journal of English Language Teaching and Learning Vol 1, No 2 (2020): JELTL ]]>
Publisher : <![CDATA[fsip.teknokrat.ac.id ]]>
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DOI: 10.33365/jeltl.v1i2.603
<![CDATA[Describing picture strategy is one of the techniques that can be used to improve students' speaking skills. Speaking skill is one of the subjects that difficult to be mastered by young learners. This study was conducted in SMA Al Azhar 3 Bandar Lampung at first-grade students. With qualitative data, the result showed that describing a picture strategy can improve students' speaking skills. This finding is in line with the previous research finding that describing pictures can help students to improve students’ speaking skills. Nevertheless, there are some problems gained in using describing picture strategy. Many students could not apply grammar correctly when they speak by using the strategy. The students are difficult to understand English when their friends speak English using describing the picture.]]>
<![CDATA[THE IMPACT OF USING INSTAGRAM FOR INCREASING VOCABULARY AND LISTENING SKILL ]]>
<![CDATA[Retno Widia Agustin]]>;
<![CDATA[Mutiara Ayu]]>
<![CDATA[ Journal of English Language Teaching and Learning Vol 2, No 1 (2021): JELTL ]]>
Publisher : <![CDATA[fsip.teknokrat.ac.id ]]>
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DOI: 10.33365/jeltl.v2i1.767
<![CDATA[Currently studying does not have to use books. There are many media besides books that can be a place for us to increase our knowledge. At this time the world of technology is progressing rapidly as one of the needs of every human being. Smart phone, becoming the most commonly used technology in daily life, is no longer a luxury item. Moreover, the existence of various applications on smart phones makes it easier for us to find information anytime and anywhere. One of the applications found on smart phones that many people enjoy to use is Instagram. Instagram is a social media that can share various information such as photos and videos. There are several Instagram accounts where they share information about English lesson such as sharing photos using English captions and sharing long-duration videos such as IGTV using English, and not infrequently some accounts make teaching videos like in class using markers and whiteboards that will make us understand English more easily and interestingly and we also can increase our vocabulary by seeing the caption or watching video.]]>
<![CDATA[THINK-PAIR-SHARE: ENGAGING STUDENTS IN SPEAKING ACTIVITIES IN CLASSROOM ]]>
<![CDATA[Dian Apriyanti]]>;
<![CDATA[Mutiara Ayu]]>
<![CDATA[ Journal of English Language Teaching and Learning Vol 1, No 1 (2020): JELTL ]]>
Publisher : <![CDATA[fsip.teknokrat.ac.id ]]>
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DOI: 10.33365/jeltl.v1i1.246
<![CDATA[Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share.]]>
<![CDATA[THE CORRELATION BETWEEN COGNITIVE READING STRATEGIES AND STUDENTS’ ENGLISH PROFICIENCY TEST SCORE ]]>
<![CDATA[Yoani Gustanti]]>;
<![CDATA[Mutiara Ayu]]>
<![CDATA[ Journal of English Language Teaching and Learning Vol 2, No 2 (2021): JELTL ]]>
Publisher : <![CDATA[fsip.teknokrat.ac.id ]]>
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DOI: 10.33365/jeltl.v2i2.1452
<![CDATA[One of the factors that influence the success of language learning is learning strategy, with language learning strategies learners not only get learning achievement, but also can improve language skills. This study aims to determine whether there is a correlation between cognitive reading strategies and English proficiency test scores. The population of this research was the third year students of the Department of English Education at private University. Quantitative methods were used to collect data. A self-report questionnaire consisting of 25 items was administered to 40 students. The reading strategy was evaluated under three headings: pre-reading, while-reading, and post-reading in both sections. The data collected from the questionnaire were statistically analyzed using SPSS. The result of this study indicated that there were positive correlation between cognitive reading strategies and English proficiency test scores. Students were usually and sometimes used cognitive reading strategy while reading a text.]]>
<![CDATA[THE IMPLEMENTATION OF PROJECT-BASED ASSIGNMENT IN ONLINE LEARNING DURING COVID-19 ]]>
<![CDATA[Aldi Yuliansyah]]>;
<![CDATA[Mutiara Ayu]]>
<![CDATA[ Journal of English Language Teaching and Learning Vol 2, No 1 (2021): JELTL ]]>
Publisher : <![CDATA[fsip.teknokrat.ac.id ]]>
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DOI: 10.33365/jeltl.v2i1.851
<![CDATA[By implementation of online systems strategy indirectly forces teachers and students to master the uses of technology in learning process. Online learning is needed to facilitate the teacher delivering the material to students during the pandemic situation. From this condition, it is suitable for teachers to implement Project Based Learning as it allows students to design, plan and carry out an extended project that produces a publicly exhibited output such as a product, publication or presentations Project Based Learning improves the students’ media research skills provides a real-world connection to context. The students conduct research using multiple information resources. By locating the resources themselves, their research skills develop and improve. Project Based Learning increases the students‟ collaboration. In the processing stages, students create and organize their own groups. They share knowledge and collaboratively construct their products. Through collaboration, they develop social communication skills and obtain multiple perspectives.]]>
<![CDATA[KEMITRAAN DENGAN PUSTAKAWAN SEKOLAH DALAM MENINGKATKAN LITERASI BAHASA INGGRIS SISWA SEKOLAH MENENGAH PERTAMA ]]>
<![CDATA[Mutiara Ayu]]>
<![CDATA[ BIBLIOTIKA : Jurnal Kajian Perpustakaan dan Informasi Vol 4, No 2 (2020) ]]>
Publisher : <![CDATA[Jurusan Sastra Indonesia, Fakultas Sastra, Universitas Negeri Malang (UM) ]]>
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<![CDATA[Penelitian ini bertujuan untuk menguji penggunaan strategi kemitraan guru dengan pustakawan sekolah dalam meningkatkan keterampilan literasi bahasa Inggris siswa. Empat puluh lima siswa dari satu sekolah menengah pertama dipilih secara acak sebagai sampel. Untuk melihat kemajuan yang dicapai siswa diberikan tes formatif dan pengumpulan data dilakukan dengan tes membaca dan menulis sebelum dan sesudah intervensi. Hasil penelitian menunjukkan bahwa di antara kedua keterampilan tersebut, pencapaian signifikan siswa tertinggi ada pada keterampilan membaca.]]>
<![CDATA[Online Learning: Leading e-Learning at Higher Education ]]>
<![CDATA[Mutiara Ayu]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 7, No 1 (2020): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v7i1.11515
<![CDATA[In the 'Information Age' where the demand of knowledge raises, the students are expected to retrieve more information to support and develop their learning process. Some universities have progressively opened up to the opportunity of e-learning concept, and they are currently integrating e-learning in their teaching to accommodate the diverse need in learning and providing more interactive materials that allow easy access to information. E-learning has the potential to transform the way of teaching and studying across the board. It can develop standards, and improve involvement in learning. This cannot substitute teachers or lecturers role, but in addition to existing methods it can develop the quality and decrease the time spent. This paper aims at presenting an overview of the extent to which e-learning is used at higher education and explores e-learning from the perspective of students and teachers. It also briefly explains the current condition of e-learning that utilizes interactive technology to enhance the learning experience.Keywords: e-learning, higher education, technology]]>
<![CDATA[INTERACTIVE ACTIVITIES FOR EFFECTIVE LEARNING IN OVERCROWDED CLASSROOMS ]]>
<![CDATA[Mutiara Ayu]]>
<![CDATA[ Linguists : Journal Of Linguistics and Language Teaching Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[Islamic State Institute of Bengkulu (IAIN) Bengkulu ]]>
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DOI: 10.29300/ling.v4i2.1658
<![CDATA[Involving students to participate in overcrowded classrooms activities is a challenging problem faced by teachers. They may spend much time to make students pay attention and concentrate on managing classroom activities. In Indonesia, many classrooms still go beyond thirty students, and it is common to be more than forty students in a class. As a result, the students are halfhearted and reluctant to participate actively in classroom activities. Promoting interactive activities such as forcing students’ engagement in group discussion and presentation seem to be alternative ways to aid students to learn English in a meaningful way and make them communicate effectively in English during teaching and learning process. Thus, the aim of this paper is to highlight some interactive activities for effective learning which can motivate and engage students with learning activities and create their interest in learning English in overcrowded classrooms.]]>
<![CDATA[THE IMPLEMENTATION OF ONLINE LEARNING IN ENGLISH LANGUAGE TEACHING DURING PANDEMIC: THE TEACHERS VOICE ]]>
<![CDATA[Mutiara Ayu]]>;
<![CDATA[Zakiyah Farhanah Pratiwi]]>
<![CDATA[ Journal of Research on Language Education Vol 2, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Teknokrat Indonesia ]]>
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DOI: 10.33365/jorle.v2i2.1316
<![CDATA[This study aims to explore the implementation of website that used in MAN 2 Bandarlampung. To overcome the problem structurally, the theoretical framework by discussing about theory and approach was conducted. The theories applied helped in finding out the implementation of this website. Meanwhile the approach was emphasized on one approach that is online media learning in the learning process during pandemic. Moreover, this analysis applied descriptive qualitative method to depict clearly about the problem by using the words. The result of this analysis shows that the use of online learning, especially Rumah Belajar brings some factors for the teachers in deliver the material. First factor is from the technology, it has some benefits and also problems for the teacher. The second factor is the teachers behavior in using this website. It can be concluded this website is quite good to help the teacher to do the learning process during pandemic because this website has covered the teachers need, but the school has not explained some features, so it hinders the teacher from doing their best. The implementation of Rumah Belajar during pandemic must have sufficient training to help teachers do their teaching during e-learning maximally. As a result Rumah Belajar during pandemic can assist in the implementation of online learning.]]>
