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Rama Dwika Herdiawan
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JELL (Journal of English Language Learning)
Published by Universitas Majalengka
ISSN : -     EISSN : 25991019     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language Learning (JELL) is a peer-reviewed journal published in Indonesia by English Education Study Program, Faculty of Teacher Training and Education, Universitas Majalengka. This journal is published twice a year: November and June. The scopes of the journal include, but not limited to, the following topic areas: education policy, English curriculum, EFL methodology, teaching and learning strategies, evaluation and assessment, TEYL, classroom action research, translation, teaching media and ICT, applied linguistics, ELT materials development, linguistics, pragmatics, critical discourse analysis, and literature. The journal is published in online version.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 84 Documents
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The Contributive Roles of Bilingualism in English Language Teaching Rama Dwika Herdiawan
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.037 KB) | DOI: 10.31949/jell.v1i1.874

Abstract

AbstractThis study is aimed to explore what the contributions of bilingualism to the English language teaching are as well as how the teachers employed it in their instructional processes. This also deals with how the students were engaged in  the process. This study employed qualitative research which focused on using interpretative design involving the classroom observation and also semi-structured interview. The result of the study revealed that the roles of bilingualism were considered to be a prominent tools which fostered the students’ communicative competence as well as the way the teachers taught the material. In conclusion, the implementation of bilingualism has significant roles in terms of teaching and learning the target language (L2) at junior high school level.Keywords: Bilingualism, English Language Teaching, Communicative Competence
Critical Thinking in Students’ Process of Writing the Argumentative Essay Eka Anggraeny; Juang Rudianto Putra
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v1i1.913

Abstract

 Abstract The basis of this study is to investigate the writing process done by the sixth semester students of English Department Jambi University in writing the argumentative essay and the challenges they found in the process of writing. In collecting the data, the researcher uses descriptive qualitative approach by inviting five participants to write an argumentative essay and to be interviewed afterwards. The researcher assesses essays using the checking list rubric and codes the data based on the research questions. The data are presented descriptively and are supported by the excerpts of essays, interviews, and related theories. The findings show that students have challenges in different aspects of key features in constructing the argument, which consist of: (1) position, (2) reasons or propositions, (3) a line of reasoning, (4) conclusion, (5) persuasion, and (6) signal words. The researcher also finds the challenges faced by the students through the interviews conducted. The challenges consist of: (1) The analysis and evaluation of content knowledge, (2) The writer’s development of position, and (3) The presentation of one position in coherent manner. As the result, this study is expected to help finding the way of how undergraduate students would be able to write an appropriate essay in academic context. The implications of the study and further research direction are also addressed. Keywords: Writing, Argumentative essay, Critical thinking
SFG in the Students’ Interpretation of Song Lyrics Yeni Dewi Cahyani
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v1i1.912

Abstract

ABSTRACT Song lyrics can give important clues about what people thought and felt, their daily struggles, and their dreams about the future.The language of the lyrics itself can express different meaning. It can be also said that song always sends message in every lyrics; and every song has the lyrics which gives a different meaning according to the language use. The problem is that the literal meaning of song lyrics is often hard to establish, and this meaning is usually enriched with allusion, suggestion, and implied meanings. One of the best ways to get an idea of the different things that a song means and has meant is to see what people have said about it. The purpose of this study is to apply the SFG in interpreting the student’s interpretation of song lyrics and the meaning making through representational strategies. The data were gathered from the students’ interpretation of song lyrics through writing task.The theme song used here is focused on the songs about relationships i.e., “Rolling in the deep” (Adele) and “Because of you” (Kelly Clarkson).The instrument to be used in analyzing the data is a systemic functional grammar (SFG). Having analyzed the students’ texts using transitivity, the study shows that there are different types of processes and their ways applied in the texts. The finding shows that the differences occur in the use of processes and their functions. Construction of interpretation in this case depends on clues from the text and probability, which is determined both by facts from texts and connotations. In relation to the meaning making through representational strategies, the different types of processes dominated in the students’ text synergized to build the representation of the song meaning related to the meaning which was meant by the song writer.Key words: SFG, interpretation, representation, song lyrics.
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE Rofii, Agus
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Journal of English Language Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACTThe research aims to investigate students’ reading comprehension at the eleventh grade of Senior High School before and after using the Cooperative Integrated Reading and Composition (CIRC) technique, and also to investigate the effectiveness of CIRC technique to improve students’ reading comprehension as well. CIRC technique was chosen as the x variable in the research. The research applied pre-experimental, one group pre-test – post-test design. The population of the research was eleventh grade that consisted of five classes and class XI IPS 3 was chosen as the sample. There were 26 students in this class. The instruments used to collect the data were tests which consist of pre-test and post-test. Pre-test was conducted to investigate students’ reading comprehension before treatments. The result indicated students’ reading comprehension was fair. Meanwhile, post-test was conducted to examine students’ reading comprehension after treatments. Furthermore, it can be concluded that there is significant effect of using CIRC technique. In line with that, it can be concluded that Cooperative Integrated Reading and Composition (CIRC) technique is effective to improve students’ reading comprehension. Keywords: Cooperative Integrated Reading and Composition (CIRC) technique, reading, comprehension 
The Use of Comics to Allow Creativity and Promote Higher Order Thinking Skills . Badriah
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (535.954 KB) | DOI: 10.31949/jell.v1i1.910

Abstract

AbstractThe study aimed to find out the effect of the use of comics on 11th elective program graders of SMAN 2 Cianjur in their Narrative text understanding performance as well as their attitudes towards it. The results show that visual images in form of student-generated comic strips allow for creativity where students can express ideas by images combined with text, and promote higher order thinking skills (analyzing, evaluating, creating) through student-centered work. From its findings, the study concluded that comics is: 1) effective for constructive activities such as writing and speaking and 2) benefitted slow learners as they can take advantage of visual guide to practice target-language use.Keywords: Comics, Narrative, higher order thinking skills
Pre Service English Teachers’ Strategies in Translating Spoof Texts Eva Fitriani Syarifah
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.281 KB) | DOI: 10.31949/jell.v1i1.829

Abstract

AbstractIn recent year, Curriculum in Indonesia specifically in English curriculum, it has been influenced by Genre Based Approach. It can be seen from the content of English language textbook both in senior and junior high school which consist of texts from several of genre such as procedure, narrative, descriptive, discussion, news item, report, spoof, recount and others. In comprehending all of those types of text, the students need to understand the content of the text. However, in some parts of the text the students find that it is not easy to understand the meaning of some words. This situation happens because they have difficulties to process the words from the source language into their target language. Thus, this study tries to investigate pre service English teachers’ strategies in translating spoof texts. The data were obtained through observation and interview. The results show that there are some strategies used by pre service teachers in translating spoof text which include word for word translation, literal translation, adaptation, and free translation. It can be concluded that translation cannot be separated from English language teaching. Thus, it is important for the teachers need to comprehend strategies in translation.  Keywords: Pre Service Teachers, Strategies in Translation, Spoof Text 
The Effectiveness of Initiation Response Evaluation Strategy in Teaching Students’ Reading Comprehension Kardi Nurhadi
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.6 KB) | DOI: 10.31949/jell.v1i1.914

Abstract

Abstract The purpose of this research is to know the effectiveness of Initiation Response Evaluation strategy effective in teaching reading comprehension. The formulation of problem is: Is Initiation Response Evaluation strategy effective in teaching reading comprehension? To achieve the purpose, the writer used Initiation Response Evaluation Strategy in teaching students’ reading comprehension. According to Franke et al (2007:1), “ Initiation Response Evaluation the teacher gives the questions, and then the students’ response the questions, and then the teacher evaluates the response”. In conducting the research, the writer used pre-experimental as the research method. In pre-experimental method, the writer used one group pretest and posttest. The research was conducted at the tenth grade of students SMAN 2 Indramayu. After the writer collected and analyzed the data, it was concluded that Initiation Response Evaluation was effective in teaching students’ reading comprehension of narrative text. It was proved by the score of tcount was higher than ttable. the value of tcount was 18,4 while the value of ttable at 0,05 level two tiled was 2.042. it means that tcount  >  ttable or in other word, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. Finally, the writer hoped that the result of this research will give English teacher an alternative strategy in teaching reading comprehension of narrative text. Keywords : Reading comprehension, Initiation response evaluation strategy, narrative text, pre-experimental.
Improving Students’ Reading Comprehension Through Cooperative Integrated Reading And Composition Technique Agus Rofi'i
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v1i1.1160

Abstract

The research aims to investigate students’ reading comprehension at the eleventh grade of Senior High School before and after using the Cooperative Integrated Reading and Composition (CIRC) technique, and also to investigate the effectiveness of CIRC technique to improve students’ reading comprehension as well. CIRC technique was chosen as the x variable in the research. The research applied pre-experimental, one group pre-test – post-test design. The population of the research was eleventh grade that consisted of five classes and class XI IPS 3 was chosen as the sample. There were 26 students in this class. The instruments used to collect the data were tests which consist of pre-test and post-test. Pre-test was conducted to investigate students’ reading comprehension before treatments. The result indicated students’ reading comprehension was fair. Meanwhile, post-test was conducted to examine students’ reading comprehension after treatments. Furthermore, it can be concluded that there is significant effect of using CIRC technique. In line with that, it can be concluded that Cooperative Integrated Reading and Composition (CIRC) technique is effective to improve students’ reading comprehension.
"WHY I CAN'T SPEAK UP? ": STUDENTS' ANXIETY IN PUBLIC SPEAKING Ayuning Tiyas; Yayah Nurhidayah; Rama Dwika Herdiawan
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.097 KB) | DOI: 10.31949/jell.v3i1.1619

Abstract

Abstract- Public speaking is a way to talks with individual or group listener with sharing ideas and influencing them either direct or via electronic communication to achieve a specific goal. The aims of this research are to explain what the factors influencing students’ anxiety in public speaking and explain how the students anticipate their anxiety in public speaking. This research used qualitative method. The instruments of this research are observation and interview. The results of this research are the students feel fear of making mistakes, fear of embarrassed, fear of being laughed, always thinking and self-conscious. In addition, assuming all audiences are friends, try to be confident, pray so that they are calm, change the mind set of "I can” continue to try and not become a burden are the way to anticipates their anxiety when public speaking.Keyywords: Anxiety, Speaking, Public Speaking
THE IMPLEMENTATION OF MULTIPLE INTELLIGENCE ON THE INPUT, PROCESS, AND OUTPUT OF ENGLISH LEARNING Dedi Hasnawan
Journal of English Language Learning Vol 3, No 2 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v3i2.1509

Abstract

This research aims at: (1) describing the implementation of Multiple Intelligences on the input, process, and output of English Learning in the Kinesthetic Intelligence Class at SD Immersion Ponorogo, (2) identifying the difficulties in implementing Multiple Intelligences (3) finding out the solutions offered by teacher to overcome the difficulties. This research applied a case study method as one of qualitative research. The data were collected through non-participant observation, interview, and documentation. In analyzing the data, the researcher used interactive model of analysis data by Miles and Huberman. The findings of the research reveals that: (1) the implementation of Multiple Intelligences at SD Immersion covers three aspects; the first is the use of MIR to observe the students’ intelligence characteristic as a reference for the teacher to design the teaching process, the second is the process of teaching/learning which was designed based on the students’ characteristic of intelligences, the third is the process of evaluation and assessment which focused on the students’ performance during the learning activity, (2) the difficulties found on implementing Multiple Intelligences are the creativity of the teacher in designing the lesson plan, material, and media, the difficulty in controlling the kinesthetic students’ behavior, and the time management for the preparation and activities for the students,  and (3) the solutions offered by teacher to overcome the difficulties are the use of online resources as the reference to design the learning materials and media, and the use of guiding and assessment during the process of learning to control the students’ behavior.

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