JELLT (Journal of English Language and Language Teaching)
JELLT (Journal of English Language and Language Teaching) is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation.
Articles
127 Documents
<![CDATA[An Analysis of Zach Sobiech's Personality as the Main Character in Clouds Movie ]]>
<![CDATA[Kayla Gabriela Bit]]>;
<![CDATA[Adria Vitalya Gemilang]]>;
<![CDATA[Afria Dian Prastanti]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The purpose of this analysis is to find out the main character, Zach Sobiech, personality in Clouds movie. The researcher discussed the personality and nature of the main character in the Clouds movie directed by Justin Baldoni and distributed by Disney+, which was released on October 16, 2020. This study contains the personality of Zach Sobiech in Clouds movie. The types of personality and its factors of Zach Sobiech are analyzed using the theory of Paul Costa and Robert McCrae. The analytical method used is the descriptive qualitative method. Data collection is done by repeatedly watching and analyzing the evidence from the dialogues and his actions in the movie and the analytical theory here is obtained from books from library research and the internet in the form of electronic books. The results of the analysis in this study indicate that Zach has 11 personalities and, four personality traits from Zach, namely, openness, conscientiousness, extraversion, and agreeable.]]>
<![CDATA[A STUDY OF THE SPEAKING LEARNING STRATEGIES USED BY ENGLISH EDUCATION DEPARTMENT STUDENTS ]]>
<![CDATA[Eka Wahyu Saputra]]>;
<![CDATA[Nanang Bagus Subekti]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (317.025 KB)
|
DOI: 10.36597/jellt.v1i1.915
<![CDATA[English is the world language. There are four skills in English such as listening, reading, speaking, and writing. Based on the Competence-Based Curriculum, speaking is one of the four basic competences that the students should gain well. Meanwhile, developing speaking skills needs strategies or ways to make them easier to learn. This article describes the speaking learning strategies which were used by the English language students. The subjects of this study were the English language students of the fourth semester in English Education Study Program, Faculty of Teacher Training and Education of Sarjanawiyata Tamansiswa University, Yogyakarta. The data were collected through questionnaire and interview. This study used mix method and descriptive qualitative technique of analysis study which covered reducing data, displaying data and drawing data conclusion. The results from the analysis showed that almost all of the strategies proposed by Oxford (1990) were used by the students such as memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. Moreover, it showed significant correlation between the speaking learning strategies used by the students and the result of assessment.]]>
<![CDATA[THE IMPLEMENTATION OF PICTURE SERIES IN IMPROVING STUDENTS’ WRITING SKILLS OF SMPN2 BANGUNTAPAN ]]>
<![CDATA[Yeni Fitri]]>;
<![CDATA[Nanik Supriani]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (245.154 KB)
|
DOI: 10.36597/jellt.v1i1.916
<![CDATA[The objectives of this study are to describe students’ writing skills taught using picture series, to describe the students’ writing skills taught using traditional method, to find out significant difference between students’ writing skills taught using picture series and traditional method, and to find out a better class in producing writing skills e.g. experimental or control class. This research was experimental research. The population of this research was the eighth grade students of SMP N 2 Banguntapan. The samples were taken using lottery technique. For collecting the data, the researchers used paragraph writing test, in the pre-test and post-test. The data were analyzed using SPSS. The research findings showed that (1) the level of students’ writing skills taught using picture series was “very high†at the category scale of 75-above, (2) the level of students’ writing skills taught using traditional method was “high†at the category scale of 58.33-75, (3) the sig. (2-tailed) value of t-test was 0.000 implying there was a significant difference between students’ writing skills taught using picture series and traditional method, and (4) the result of t-test showed that the experimental class produced better writing than the control class.]]>
<![CDATA[THE IMPLEMENTATION OF TUTORIAL VIDEO TO IMPROVE STUDENTS’ SKILL IN WRITING PROCEDURE TEXT ]]>
<![CDATA[Ratri Ikadestanti]]>;
<![CDATA[Nanik Supriani]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (262.666 KB)
|
DOI: 10.36597/jellt.v1i1.917
<![CDATA[The objectives of this study are to describe the students’ writing skills taught using tutorial video in writing a procedure text, to describe the students’ writing skills taught using conventional method in writing procedure text,  to find out the difference between students’ who were taught using tutorial video and conventional method in writing procedure text, and to find out whether or not the class which is taught using tutorial video is better than the class using conventional method. This research was experimental research. The participants were the second grade students of SMK N 5 Yogyakarta. The results showed that the level of students’ writing skills taught using tutorial video was categorized as “very high†at the category scale 75-above (Mean= 80.11 and SD= 6.716), the level of students’ writing skills taught using conventional method categorized as “high†at the category scale 58.33-75 (Mean = 63.64 and SD= 6.302), the result of t-test showed Sig. (2-tailed) level was 0.000 which implies a significant difference between the students’ writing skills taught using tutorial video and who were taught using conventional method, the experimental class taught using tutorial video produced better writing skills than using conventional method.]]>
<![CDATA[DEVELOPING MATERIAL FOR TEACHING GRAMMAR USING MACROMEDIA FLASH SOFTWARE FOR JUNIOR HIGH SCHOOL ]]>
<![CDATA[Esti Nurani]]>;
<![CDATA[Hasti Robiasih]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (249.63 KB)
|
DOI: 10.36597/jellt.v1i1.918
<![CDATA[Since English is a second language in Indonesia, students are required to learn more to enhance their English language skills. In English learning process, many students prefer in Instructional Technology to conventional explanation in classroom activities. This phenomenon then leads to the new innovation in grammar teaching using Macromedia Flash software. This study describes how to develop the materials in teaching grammar for the eighth grade students of Junior High School using Macromedia Flash software. Therefore, this study belongs to Research and Development (R & D). In the pre-design study, the researchers conducted an interview to reveal the students’ difficulties and needs. In the material development, the researchers made the innovative and interesting product based on the result of learners’ analysis and contexts. In the post-design study, the researchers distributed evaluation questionnaire to the expert in order to obtain evaluation, comments, suggestions, and feedback. Based on the results of conducting validation from the expert, the materials for teaching grammar for Eighth grade students of Junior High School by using Macromedia Flash software program are well developed.]]>
<![CDATA[DEVELOPING READING MATERIALS USING ADOBE FLASH PROFESSIONAL FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Dwi Susanto]]>;
<![CDATA[Hasti Robiasih]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (163.507 KB)
|
DOI: 10.36597/jellt.v1i1.919
<![CDATA[The advance of the nowadays computer technology gives a positive effect toward the students’ motivation to learn, especially in reading. One of the nowadays computer technology applications is by developing reading materials using Adobe Flash Professional. In this article, the researchers carry out two objectives: (1) to describe the reading materials developed using Adobe Flash Professional for the seventh grade students of junior high school and (2) to describe the coverage of the reading materials developed. The researchers applied the steps of R&D in three sections namely (1) pre-design study from which the needs of reading material were analysed, (2) the materials development from which the product was constructed and (3) the post-design study from which the product was examined. The product is the reading materials about descriptive texts developed using Adobe Flash Professional. The product is based on the school-based curriculum (KTSP) that consists of four sections of learning namely BKOF, MOT, JCOT, and ICOT. Each section has different contents. The coverage of the reading materials include texts, grammar, vocabulary, pronunciation, and micro and macro skills of reading.]]>
<![CDATA[DEVELOPING STUDENTS’ VOCABULARY MASTERY THROUGH STICKY FLANNEL BOOK FOR ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Rani Setyaning Rum Aisyah]]>;
<![CDATA[Yuyun Yulia]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (470.598 KB)
|
DOI: 10.36597/jellt.v1i1.920
<![CDATA[The objective of this research is to develop the sticky flannel book for increasing students’ vocabulary mastery. The type of this research is Research and Development (R&D). The subjects were 28 learners of the fourth grade in the Minomartani 6 elementary school. The research instruments were questionnaires, interview guidelines, and observation guidelines. The products of this research are sticky flannel book as the medium and “English Time†as the student book based on the genre based approach. There are two units in the book. The title of the first unit is “Fruits†and the title of second unit is “Things in the Classroomâ€. There are four activities revealing four language skills. The activities apply the four steps of genre based approach: BKOF, MDOT, JCOT, and ICOT. The results of expert judgment questionnaires show that the products are categorized into good media and materials, and appropriate to be used in teaching English for the fourth grade of elementary students although there were some revisions that should be done.]]>
<![CDATA[AN ANALYSIS OF POLITENESS STRATEGIES USED BY CLAIRE PETERSON IN THE BOY NEXT DOOR MOVIE ]]>
<![CDATA[Supriyanta Supriyanta]]>;
<![CDATA[Imam Ghozali]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (390.063 KB)
|
DOI: 10.36597/jellt.v1i1.921
<![CDATA[In social interaction, people need to be aware of others’ faces to consider their feelings or maintain the relationship. In order to save a person’s face, people are supposed to use politeness strategies. The objective of the paper is to describe the types and functions of politeness strategies used by Claire Peterson in The Boy Next Door movie. This research belongs to discourse analysis and uses the theory of politeness strategies proposed by Brown and Levinson. The data is movie script of The Boy Next Door movie which is in the form of words and utterances. Based on the analysis, there are 37 utterances containing politeness strategies used by Claire Peterson. In detail, she uses the strategy of bald on record seven times or 18.9%, positive politeness 20 times or 54%, negative politeness 9 times or 24.4%, and off record once or 2.7%. The most frequent politeness strategy used by Claire Peterson is “offer and promise†which belongs to positive politeness strategy. This strategy is used 7 times or 18.9%. In general, she uses politeness strategies to maintain and build good relationship with the others in her daily life.]]>
<![CDATA[VIOLATIONS OF MAXIMS ANALYSIS OF COOPERATIVE PRINCIPLE IN MALEFICENT MOVIE ]]>
<![CDATA[Maria Anggryani Eno Toda]]>;
<![CDATA[Imam Ghozali]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (536.988 KB)
|
DOI: 10.36597/jellt.v1i1.922
<![CDATA[The objectives of this research are (1) to describe patterns of maxims violation made by the characters, and (2) to find out reasons why the characters violate the maxims in ‘’Maleficent†movie. This research belongs to a discourse study. The data for this study are 25 dialogues uttered by the characters and uses Grice’s theory of cooperative principle and its maxims to describe the utterances and patterns of the violation of the maxims. The researchers also use Goffman’s theory, Christoffersen’ theory and Khosravizadeh and Sadehvandi’s idea to analyze the reasons why the characters violate the maxims. The findings show that there are two patterns of maxims violations namely violation one maxim and more than one maxims. In addition, there are seven reasons used by the characters to violate the maxims. The most frequent reason is hiding the truth (20 times), followed by saving face (15), avoiding discussion (5 times), expressing feelings (4 times), pleasing the hearer (3 times), avoiding punishment (2), and the last is building someone’s belief (1 time).]]>
<![CDATA[AN ERROR ANALYSIS OF NARRATIVE TEXT WRITTEN BY STUDENTS OF ENGLISH EDUCATION DEPARTMENT ]]>
<![CDATA[Deni Deni]]>;
<![CDATA[TMA. Kristanto]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (327.539 KB)
|
DOI: 10.36597/jellt.v1i1.923
<![CDATA[Therefore, the objectives of the article are:(1) to describe the kinds of errors made by the third semester students of the English Language Education Study Program in writing narrative text and (2) to find out the sources of the errors made by the third semester students of The English Language Education Study Program in writing narrative text. This article is classified into discourse analysis. To analyze the data, the researchers used Dulay et al’s theory namely surface strategy taxonomy, communicative effect taxonomy and Brown’ theory namely interlingual transfer and intralingual transfer. The data were sentences on narrative texs containing errors taken from weekly journal of the third semester students of the English Language Education Study Program of Sarjanawiyata Tamansiswa University in academic year 2015/2016. There were 152 data containing omission, 98 data containing addition, 432 data containing misformation, and 17 data containing misordering. Meanwhile, the sources of error that the researchers found are 16 errors caused by  interlingual transfer and 276 caused by intralingual transfer.]]>
