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Journal Of English Language and Education

JELE
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Published by Universitas Mercu Buana Yogyakarta

ISSN : 25416421 EISSN : 24607142 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

JELE (Journal of English Language and Education), with registered number 2541-6421 (online), ISSN 2460-7142 (print) is a scientific multidisciplinary journal published by LPPM Universitas Mercu Buana Yogyakarta. This journal encompasses original research articles, and short communications.

Arjuna Subject : -

Articles 7 Documents

Search results for , issue "Vol 1, No 1 (2015)" : 7 Documents clear

The Effectiveness of Blog as Media in Improving The Students‟ Writing Skill of Descriptive Text (An Experimental Study of the Eight Graders of MTsN Brangsong Kendal in the Academic Year of 2013/2014 Thoriq Hidayaturrahman
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This study aimed at comparing students‟ ability in writing descriptive text withblogtechnique and without blog. This study is used to answer the questions: Is thereany significant difference in the achievement between the students who wrotedescriptive text with blogtechnique and the students who wrote descriptive text withoutblog? And how well the students write descriptive text after being taught by using blog.Quantitative method was used in analyzing the gathered data. The basic outline showedthat in the writing skill, the second year students in the first semester of Junior HighSchool are supposed to write a descriptive text, so the data weredescriptive textswritten by two classes of the second year students of MTs Brangsong Kendal as thesample. One of them was the experimental group and the other one was the controlgroup. The result of the study shows that Blog technique applied in writingdescriptiontexts of VIIIgrade of MTs Brangsong, Kendal, actually gave contribution in improvingthe students‟ skill in writing descriptive texts. This technique could be an effectivemethod. It is proper since there was a significant difference between the control groupand the experimental group when the study was conducted. Based on the statisticalanalysis, it could be seen that the students‟ in the experimental group was improvinghigher than the control group. The mean of the experimental group was higher (from71.81to 80.11) than the control group (from 71.72 to 74.61). The t-value for two meansof post-test was 4.170; meanwhile the critical value at α = 5% was 1.67. Since the tvaluewas in the Ho rejection area, it was concluded that there is a significantdifference in the achievement between the students in control group who were not giventhe treatment and the experimental group who were given the treatment (Blogtechnique). By using this technique in the experimental class, the class situation wasvery enjoyable, the students freely communicated to each other to share their ideas.The writer had observed that the writing descriptive texts scores of the experimentalclass were higher than those of the students who wrote descriptive text without Blog.Keywords: Blog, Descriptive Text, WritingSkill

Register Realization in the Writing of 8th Grade Students of SMP Kesatrian Semarang (A Comparative Study between Dialogue and Recount Text) Azizah Ezard Maulina
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This research aimed at comparing the contextual description of the field, tenor,and mode between written dialogue and recount text in the writing of the 8th grade students of SMP Kesatrian 1 Semarang. The next was to find which text was the student‟s major and find the reason why register realization in dialogue and recount text is the same or different. This was a qualitative research by employing descriptive comparative method. The corpus of the data of this research were written dialogue and recount text in the writing of the 8th grade students of SMP Kesatrian 1 Semarang. The results showed as follows: (1) the production of „experiential domain found‟, „short term goal‟, and „long term goal‟ in the written dialogue texts were more various than in the recount texts; (2) The production of agentive or societal roles, status, and socialdistance in dialogue texts were also more various than in recount texts; (3) The role of language, type of interaction, and the rhetorical trust in the written dialogues were different from the recount texts ( Meanwhile the medium and the channel of both texts were the same); (4) The students produced more various features in terms of contextual description of the field, tenor, and mode in written dialogues than in recount texts; (5) The similarities between written dialogues and recount texts found in the terms of medium and channel. Meanwhile the differences between them were found in the other terms (experiential domain etc.). In conclusion, the students were more major inmaking written dialogue than recount text.Keywords: Mood, Register, Theme, Transitivity, Recount Text

Improving Students‟ Listening Competence by Using Contextual Teaching and Learning (A Classroom Action Research Conducted at the Second Grade of MTs. Ma‟arif 2 Muntilan, Magelang) Happy Annisa; Octa viani; Hermayawati Hermayawati
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

his research was conducted to improve students‟ listening competence byusing Contextual Teaching and Learning (CTL) method. The aims of conducting thisresearch were as follows: (1) improving students‟ listening competence through CTL;(2) finding the students‟ interest improvement on their listening by using CTL; (3)finding the improvement of the students‟ listening competence by using CTL. TheClassroom Action Research was used by the researcher in conducting this research.Furthermore, the pre-test, treatments, and post-test were given to find the students‟listening improvement in learning using CTL.The result of the research showed thatCTL could improve the students‟ listening competence. It could be seen from theaverage scores in the pre-test and post-test. The average score of students in the pretestwas about fifty six point two. Meanwhile, the average score in the first post-test andsecond post-test were seventy two point five and eighty point six. The result of thestudents‟ average score showed the improvement in their listening achievement by byusing CTL. The students‟ interest improved through the students‟ active contributionduring the learning processes which was measured by using scoring rubric of“metacognitive rubric motivation”. Therefore, it can be concluded that CTL is effectiveto teach listening to the students. In short, the method can be used by the teacher as analternative to teach listening.Keywords: Classroom Action Research, CTL, Listening, Method, Motivation

The effectiveness of process genre and product genre approaches to teach writing to introvert and extrovert students (the case of the tenth year students of state senior high school 1 Wirosari-Grobogan in the academic year of 2013/2014) Wahyu Kyestiati Sumarno
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This present study aims to investigate the effectiveness of Process Genreand Product Genre Approaches to teach writing to introvert and extrovertstudents. A quasi-experimental study with 2x2 factorial designs was conductedto gain answers. Data were collected by using Myers Briggs Type Indicator,observation notes and a pre-and-posttest. Data were analyzed by using T-test,Two-Way Anova, and Tukey test. The findings revealed that first, ProcessGenre Approach was significantly effective to be used to teach writing to boththe introvert and extrovert students; while, the Product Genre Approach wasonly effective to be used to teach writing to the extrovert students. Second,quantitatively, the Process Genre Approach was not significantly more effectiveto be used to teach writing compared to the Product Genre Approach. Third,the students‟ personalities significantly influenced their writing quality, inwhich the extrovert students‟ writings were better than the introvert students‟writings. Fourth, there was a significant interaction occurred between theteaching approaches and the students‟ personalities on their writing quality.Based on the study results, the researcher suggests English teachers to considerusing Process Genre Approach in their writing classes and identify eachstudent‟s personality in the very beginning of lessons, acknowledging that thestudents‟ personalities significantly influence the students‟ writing quality.Keywords: Process Genre Approach; Student’s Personality; Writing Instruction

Developing an Electronic Dictionary of Elements and Compounds in Chemistry to Improve the Tenth Graders‟ Pronunciation Mat Ibnu
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Inaccessibility of electronic dictionaries for learning pronunciation of elementsand compounds in Chemistry was found at Semarang State Senior High School 2. Theobserved inaccessibility came from the Chemistry teacher who shared her problemsthat her students got difficulties in pronouncing elements and compounds. Then, theexisting electronic dictionaries were lack of the words they needed. Hence, this studywould like to develop an Electronic Dictionary of Elements and Compounds inChemistry (EDECC) for assisting students, notably the tenth graders of SemarangState Senior High School 2, to improve their pronunciation in learning elements andcompounds. This study employed Research and Development design to develop theEDECC. This design was adopted and modified fromBorg and Gall (2003:772). Sevenstages were employed for developing EDECC were information and research collecting,planning, developing, validating, revising, try out, and producing final EDECC.Observation, interview, validation, and pre-test also post-test were administered tocollect the data while both quantitative and qualitative approaches were used toanalyze the collected data. From the result of observations, questionnaires, validation,interviews, and pre-test and post-testwere found that applying the EDECC gainedpositive perspectives toward teaching and learning process.Moreover, the test ofeffectiveness consisting validity and reliability tests on pretest and posttest employingquasi experimental design reported that there was significant difference between theresult of pretest and posttest. It means that all the result of collected data agreed thatthe EDECC could be implemented in improving the students‟ pronunciation.Keywords : Electronic Dictionary, Teaching Pronunciation, Chemical Elements andCompounds

Video Making Project To Improve Students‟ Autonomy And Ability In Transactional And Interpersonal Conversations Riko Arfiyantama
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Speaking as one of the productive skills is considered difficult forforeign language learners. One of the efforts to solve the difficulty is improvingthe students‟ autonomy in speaking practice. The study is about the use ofvideo making to improve students‟ autonomy and speaking ability intransactional and interpersonal conversations. The objective of the study wasto find out how video making project is implemented in classroom. Students ofSMA 1 Limbangan were taken as the subject of the study. This study usedclassroom action research by conducting a pre-test, first cycle, and second cycleactivities particularly focused on speaking. The students‟ speaking achievementwas scored based on the video they had made. The students were also asked tofill the questionnaire to know their improvements in autonomy. The result ofthe research showed that the average score percentage of autonomy in pre-testwas 68%, cycle I result was 87% and cycle II result was 89%. While the resultalso showed that the average of students‟ speaking achievements in pre-test was60, cycle I was 68, and Cycle II was 73.It can be concluded that using VideoMaking project in teaching transactional and interpersonal conversations canimprove the students‟ speaking competence as well as autonomy.

Using English Movies to Enhance Grade XI Students‟ Speaking Skill (A Classroom Action Research Conducted in SMAN 1 Seyegan, Sleman) Noor Aeni; Restu Arini
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This research intended to discover two things, namely the students‟ interest inlearning English by using movies watching media, and the result of the students‟speaking skill improvement on cyclical implementations. This research appliedClassroom Action Research proposed by Kemmis and McTaggart (2000) with twocycles. Each cycle consisted of a pre-test, treatments, and post-tests. It involved 31students of XI IPA 3 class in SMAN 1 Seyegan as the research subjects. The result ofthis research showed that English movies could make the students interested infollowing the English class. It was proven by the students who became more active totalk in English and did not feel shy or reluctant to share their thoughts. Another resultshowed that the students‟ average score was gradually improved from 58.08 in the pretestbecame 65.74 and 74.78 in the first and second post-tests. It can be concluded thatEnglish movies is effective to be implemented as an alternative teaching and learningmedia to teach English speaking skill. Therefore, English teachers are recommended touse English movies to optimize the English learning outcome not only on speaking skillbut also other skills.Keywords: Classroom Action Research, English Movies, Improve, Speaking Skill

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