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THE EFFECT OF COOPERATIVE LEARNING TYPE TGT AND LEARNING MOTIVATION ON READING COMPREHENSION OF PRIVATE VOCATIONAL HIGH SCHOOL STUDENTS (SMK) IN BEKASI Abdulloh abdulloh
Journal of English Language and Literature (JELL) Vol 1 No 01 (2016): JELL STIBA-IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v1i01.6

The purpose of this study are to prove or determine the effect of cooperative learning model type TGT on reading comprehension , to prove or to determine the effect of learning motivation on reading comprehension and to know the interaction effect of cooperative learning and learning motivation together on reading comprehension, especially for Vocational High School (Sekolah Menengah Kejuruan /SMK) students. The study used survey and experiment with analysis model of treatment by level. Anova Two-Way is used to test the hypothesis. Experiment is carried out in two groups or samples, each of them was given different treatment. The first group called Experiment Class, a class that was taught by using cooperative learning type Team Game Tournament (TGT) with combination of reading race, while the second group called a Control class, a class that was taught by using expository method. Each group is then divided into two categories of level of learning motivation. The first group is a group of students with high learning motivation level, the second one with low learning motivation level. The research found that : (1) there is a significant effect of using cooperative learning on students reading comprehension achievement. It shows that sig = 0.000 < 0.05 and Fo=32,846 ; (2) there is a significant effect of the student’s learning motivation on students reading comprehension achievement , with sig = 0.000 < 0.05, and Fo = (52.566); and (3) there is a significant interaction effect together between cooperative learning and student’s learning motivation on students reading comprehension achievement with sig = 0.009 < 0.05 and Fo = 7.252

IMPROVING SPEAKING SKILL THROUGH PRESENTATION TASK AT THE FIRST YEAR STUDENTS OF PALM OIL POLYTECHNIC CITRA WIDYA EDUKASI - BEKASI Abdulloh abdulloh
Journal of English Language and Literature (JELL) Vol 2 No 01 (2017): JELL STIBA-IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v2i01.13

This paper aims at presenting the general outline of designing oral presentations task in speaking class for college students. The presentation task is as one of varied teaching techniques in teaching speaking skill in college environment especially for students of Palm Oil Polytechnic - Citra Widya Edukasi in Bekasi, in their English I and II subjects.There are two stages in this teaching design in one session of 3 X 50 minutes. The first half of the session used for speaking practice using the module provided and the second half used for presentation task. In presentation session they gather in group for preparing the topic of presentation related with their subjects or major (Management of Logistic and Palm Oil Processing of Harvest), still in group then they work together to finish the paper and power points. Guidance of presentation is given, let them rehearse or practice at home to be moderator, presenter, speaker or other roles. In class they rehearse their presentation in group consists of five to seven students three to four times in front of different goup before the real the whole class presentation begun. This study shows that the presentation task done in group by students genereates, accelerates and empowers studens to speak english confidently. This study also has many implication that lecturers may not neglect and underestimate students’ capability. Lecturers should empower and give much oportunity to give presentation as their task. And lecturers should motivate, monitor, and facilitate them to be independent and motivated learners in English subject and other subjects in general.

THE IMPORTANCE OF SUBMITTING MINI PLAN BEFORE TEACHING ENGLISH AS FOREIGN LANGUAGE AT INTENSIVE ENGLISH COURSE BEKASI BRANCHES Abdulloh abdulloh
Journal of English Language and Literature (JELL) Vol 2 No 02 (2017): JELL STIBA-IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v2i02.30

This study aimed to determine the importance implementation of lesson plan” Mini Plan” to improve the competence of the perspective teacher of English at one of the English schools, IEC in Bekasi. The competence in this study referred to the competence of preparing lesson plan and implementing classroom practice using mini lesson plan . This research conducted on population of 30 teachers and sample of 7 teachers of English clasess in IEC Bekasi. This study was descriptive study. This study tells us the condition before the implementation of submitting mini plan and after that implementation.The result shows that the readyness, professioanalism, achievement of the teachers before teaching, and the students retention in class are increased.

AN ANALYSIS OF FIGURATIVE LANGUAGE IN AVRIL LAVIGNE SONGS IN ALBUM AVRIL LAVIGNE Abdulloh abdulloh; ugi rahayu rahmawati
Journal of English Language and Literature (JELL) Vol 3 No 01 (2018): JELL STIBA-IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v3i01.33

This research aims to know and understanding the element of literature, especially in figurative language. The objectives of this research are (1). To identify some elements of figurative language are used by Avril Lavigne’s songs lyric. (2). To show the general meaning and detail meaning of the songs containing the figurative language itself in understanding songs lyric. (3). To find out the most and the least used figurative language of the songs. The data source used is the album self-titled Avril Lavigne by Avril Lavigne. In that album the writer chooses five songs to analyzed such as, Here’s to Never Growing Up, Bitchin’ Summer, Give You, What You Like, Hello Kitty, and Sippin’ on Sunshine. This research is descriptive qualitative research. It means that this research does not calculate the data and just gives description about figurative language that is contained in Avril Lavigne songs. It is done by using bold and underlining the songs lyric, classifying the figurative language and then giving the meaning. The result of this research is to discover some kinds of figurative language such as, Metaphor, Simile, Personification, Alliteration, Allusion, Hyperbole, Litotes, also Onomatopoeia

PREPARING PBT TOEFL PREDICTION: AN EXPERIENCE OF ONLINE TEACHING TOEFL PREPARATION Abdulloh Abdulloh; Sarsono Sarsono; Slamet Basuki
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 6 No 01 (2021): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v6i1.116

This study is aimed at exploring procedure, and teaching resources prepared by teachers on preparing the PBT TOEFL prediction at STIKES Banisaleh. There are 50 students joining the TOFL preparation course seated in different classes. This study has two research questions; a) How the teaching team use the certain procedure to prepare PBT TOEFL test in online way, b) What varied online teaching resources are applied by team teaching. Descriptive qualitative method is used to analyze the certain procedure and the varied resources used by the teaching team. Questionnaire distributed after the diagnostic test to investigate and prove the student’s preferences of study matched with the teacher’s procedures. Then researcher with the teaching team applied certain procedure. It is preceding Section Two of TOEFL PBT - Structure and Written Expression, then section three – Reading Comprehension, the last Listening Comprehension. And varied online teaching resources also made to accomplish the teaching procedure. It shows that the average score of the PBT TOEFL prediction at STIKES Banisaleh is 400. It means that Preparing PBT TOEFL by preceding Section Two and using varied online teaching resources is effective

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