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Bejo Sutrisno
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JELL (Journal of English Language and Literature) STIBA-IEC Jakarta
Published by Sekolah Tinggi Bahasa Asing IEC Jakarta
ISSN : 25408216     EISSN : 26543745     DOI : https://doi.org/10.37110/jell
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language and Literature (JELL) is a journal published by STIBA-IEC Jakarta. This journal is published two times a year (March and September). The main purpose of this journal is to advance and foster English Language Teaching or education, research, and Literature. The journal provides research to increase awareness, consideration and analysis of issues in Teaching English as Foreign Language or in Literature, and also promotes the interchange of ideas, and comparative studies in this field. The Journal calls for unpublished original manuscripts to be considered for publication. The papers submitted to the Journal should not have already been published elsewhere except circulated as conference presentations, nor should they be submitted simultaneously to another journal. JELL publishes the article twice a year, March and September.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 149 Documents
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BIMODAL INPUT IN TEACHING LISTENING COMPREHENSION EXERCISES budiarto budiarto
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.v1i01.5

Abstract

The objective of this study was to see whether bimodal input (audio and its tape-script) can increase students’ listening comprehension in TOEIC listening section. Three groups of freshmen were involved in this study. Before the experiment began, three groups took the same TOEIC listening pre-test. They were selected and put into three groups with roughly equal level based on pre-test scores. All of the three groups trained in the same listening comprehension skills and strategies, and after that they did the same TOEIC listening post-test. There were two experimental groups, one group was shown the tape-script during the listening exercises) and the other experimental group was provided tape-script in the post listening comprehension practices, while the control is not shown the tape-script at all. By using a projector, presentation slides of tape-script were shown to the two experimental groups, one group was exposed the tape-script and at the same time the students were reading the script, and the other group was exposed with the tape-script after they finished listening, in order to check and analyze some parts in the listening to make sure about they heard and to see the relevant information needed. The pre-test and post-test comparisons showed that all three groups performed better as indicated by the increase of the listening comprehension scores in the post test, so it may show that each group is eager to learn the language. Each has to deal with the test which consists of 100 questions broken down into four parts, photographs, questions and responses, conversations, and talks. The writer does not specify the results based on each part, but on basis of the whole listening section result instead.
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

Abstract

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
DONALD TRUMP AND HILLARY CLINTON’S DISTINCTIVE LANGUAGE STYLE DURING THEIR SPEECH ACCEPTANCE mangantar Sitohang
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.v1i01.7

Abstract

This research attempts to analyze the America’s President Nominees for 2017 to 2021 period, Donald Trump and Hillary Clinton’s language styles during their acceptance convention nomination speech seen from Speech Acts classification. Donald Trump representing Republic Party and Hillary Clinton representing Democratic Party must have done their best to prepare their speeches in their first day campaign for all the people coming the building/hall and all American who listen to their speeches. And the fact, the situations/atmospheres in the building, seen from the video/YouTube are so interesting, entertaining, mixed emotional and touching sceneries. Those sceneries are really present not only because their beautiful musical back grounds but above all due to their speech styles relating with or covering not only about their strong claims/beliefs or assertion /descriptions about his/her opponent drawbacks but also about his/her strengths or achievement. The pledges, assertions, commitment and desires or orders articulated are also interesting to see or observe. Many of their utterances contain slippery meanings or messages. So no wonder almost all the people coming the building constantly are really impressed and give enthusiastic and supporting responses to both of them in more than one hour, and quite often they give standing applause after hearing very strong declaration, commitments, plans, vows and promises to all Americans. And apart from that, we can clearly see how each blows his/her blow his/her trumpet or how each attacks his/opponent in world class level. And for the researcher, what they have demonstrated in term of their language styles are important, educating and inspiring, therefore deserves to be observed, and for English language lecturers/teachers and students who have interests in English, this is really interesting to observe
THE EFFECTS OF INTERPERSONAL COMMUNICATION SKILL AND VOCABULARY MASTERY TOWARDS STUDENT’S SPEAKING SKILL suhendar suhendar
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.v1i01.8

Abstract

The objective of this research is to find out (1) The effects of interpersonal communication skill and vocabulary mastery jointly toward student’s speaking skill at private universities in East Jakarta; (2) The effect of interpersonal communication skill towards student’s speaking skill at private university in East Jakarta; (3) The effect of vocabulary mastery towards student’s speaking skill at private university in East Jakarta. In connection to which, research methodology used by the researcher is explanatory survey with quantitative approach through correlation method. The researcher concluded that population is collected from a number of groups interest to the researcher, a number of group which researcher would like to make the results of the study to be reported. As for the sample of which is undertaken by random sampling and the samples thereof are 40 people. Finally, the research findings are: (1) There are significant effects of interpersonal communication skill and vocabulary mastery jointly towards student’s speaking skill at private university in East Jakarta. It is proved by Faccount= 25.835 > F table (0,05,2,37) = 3,252, and sig = 0.000 < 0.05. 2) (2) There is significant effect of student’s interpersonal communication skill towards student’s speaking skill at private university in East Jakarta. It is proved by taccount= 4.436 > ttable 2.024, and sig = 0.000 < 0.05. (3) There is significant effect of vocabulary mastery towards student’s speaking skill at private university in East Jakarta. It is proved by taccount= 3.250>ttable 2.024, and sig = 0.002 < 0.05
AN ANALYSIS OF FIGURATIVE LANGAUGE IN THE NOVEL THERE YOU’LL FIND BY JENNY B. JONES Saum Maria; bejo Sutrisno
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.v1i01.9

Abstract

The objectives of this research are (1) to find out what kinds of figurative language used in the novel, (2) to find out what figurative language the novel used widely and (3) to find out what figurative language used least. The data the researcher analyzed is all sentences which consist of figurative language mentioned in the source of theories in the chapter two of this term paper. The used data source is the novel entitled There you’ll Find Me by Jenny B. Jones. The researcher analyzed the novel by underlining every single sentence found containing figurative language. Then list them in a table and percentage their each types. The researcher found there are 11 figurative languages or, in other words, the novel used all kinds of figure of speech mentioned according to the expert’s theories in total use of 479 figurative languages. The percentage table shows the result that the use of metaphor is 35 or 7.3%, simile 70 or 14.6%, personification 81 or 16.9%, apostrophe 15 or 3.1%, overstatement (hyperbole) 162 or 33.8%, understatement (litotes) 23 or 4.8%, metonymy 20 or 4.2%, synecdoche 18 or 3.8%, transferred epithet 37 or 7.7%, paradox 15 or 3.1%, and pun 3 or 0.6%. According to the result, overstatement (hyperbole) is the most widely used figure of speech, and pun is the least one. The result of this research can give the readers about kinds of figurative languages; perhaps, they found some are new for them. Hopefully, the author of the novel keeps going creating such an interesting yet meaningful story through many other kinds of figurative language.
ERROR ANALYSIS ON ENGLISH WRITING SKILL FOR THE FIRST SEMESTER STUDENTS Bejo Sutrisno
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.v1i01.10

Abstract

The objective of this research is to find out the most and the least of typical errors on the first semester students’ writing skill. Writing gives an important role to students in practicing their ability to express their ideas to readers. The students sometimes commit errors when they write and those errors can effect to the content of their writing, as the result, the readers will be confused or do not understand to the students’ writing. This research using content analysis method. The writer interprets the data based on the errors on the students’ writing. This research found that error analyzes of students’ writing on word form is in the first rank (14,6%) followed by word choice (11,5%), Article and add a word (9,5%), Omit a word, singular-plural, verb tense, and capitalization (8,3%), Word order and Incomplete sentence (6,2%) and the least error is on Meaning not clear, that is (0%). This research has the implication that the lecturers should treat errors made by students as a part of learning process and it should be solved through remedial activity.
ENGLISH WRITING NEEDS FOR ACADEMIC PURPOSES IN FORMAL HIGHER EDUCATION Audi Yundayani
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.v2i01.11

Abstract

The study aimed to get the understanding about the learners’ needs of English writing skill for academic purposes in formal higher education. As a part of English for Specific Purposes (ESP), English for Academic Purposes (EAP) should play an important role in English teaching for non English program, specifically in higher formal education. This is a descriptive research that used observation, questionaire and interview. The data analysis and interpretation indicates that, 1) Learners’ proficiency in English writing for Academic Purposes in formal higher education is a must for use to enhance the learners’ academic performance. It is important for the lecturer to provide the suitable learning material and learning technique based on the requirement; 2) Learners’ English writing skill for academic purposes needs require ability in summarizing, paraphrasing, writing in academic genres like essays, reports and literature reviews, and writing in rhetorical-functional like explaining, defining and drawing conclusion
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

Abstract

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 INNER CONFLICT OF THE MAIN CHARACTER IN THE AVIATOR (2004) USING SIGMUND FREUD PERSPECTIVE cut novita srikandi
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.v2i01.14

Abstract

This study aimed to analyze the inner conflict of the main character in the movie entitled The Aviator. The Aviator takes the life story of world aviation named Howard Hughes. Howard Hughes is a young millionaire, entrepreneur, and also a movie director. He succeed seize his ambition at 24 years old. Freud's psychoanalysis approach used in analyzing the main characters is experiencing growth or personality changes dynamically. Changes and developments in the main characters' personalities due to their inner conflicts are complicated. The main character is kept up haunted by inner conflict, anxiety, and helplessness facing reality outside itself. Inner conflicts triggered by the sequences of events in the past, directly and indirectly influence or change the personality of the character. The inner conflict was traced and understood by using the theory of Freud's psychoanalysis.
THE ANALYSIS OF THE BULLYING IN THE POEMS “I GOT FLOWERS” BY PAULETTE KELLY AND “INCIDENT” BY COUNTEE CULLEN istiwarni diah
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.v2i01.16

Abstract

The purpose of this thesis is to analyze about the kind of bullying that is reflected in the poems “I Got Flowers” and “Incident” and how the bullying occurs in each poem. The analysis uses qualitative and content analysis method. The data are taken from books. The results of the analysis are (1) There are five types of bullying; physical bullying, verbal bullying, emotional bullying, sexual bullying, cyber bullying which are common happen in society. (2) The speakers of the poems get bullying in the different ways. The speaker of poem “I Got Flowers”, who is a woman, suffers verbal, physical, and emotional bullying from her husband but the speaker of poem “Incident”, who is still a little child suffers verbal bullying due to discrimination of race. (3) The speakers of the poems also feel the effects after suffering the bullying. The speaker of “I Got Flowers” is beat to the death because of get the bullying action repeatedly but the speaker of “Incident” has trauma for eight months in Baltimore

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