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Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)

jeopallt
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Published by Universitas Suryakancana

ISSN : 23383739 EISSN : 2614099 DOI : -

Core Subject : Education, Art,

Arts Education Languange, Linguistic, Communication & Media

This journal was published to be the media for professional development of English educators and anyone who concern with English language. JOEPALLT is chosen as this journal name for it represents the vision of its publishment, to give more explanations on relevant concept or burning issued related to the study of English teaching, Linguistics and literature. It is firstly launched in 2013 by the English Department of Faculty of Education and Teacher Training UNSUR (Universitas Suryakancana) Cianjur. This journal is published twice in a year (March- September).

Arjuna Subject : -

Articles 93 Documents

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THINK-PAIR-SHARE: ITS IMPLEMENTATION TO IMPROVE STUDENTS’ CAPABILITY ON UNDERSTANDING GRAMMAR ON THE SECOND SEMESTER STUDENTS OF STKIP SILIWANGI Ningtyas Orilina Argawati
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 5, No 2 (2017): Joepallt
Publisher : Universitas Suryakancana

Abstract Learning English as foreign language is considered difficult because it has its own systems and aspects that completely different from our mother tongue, such as the grammar, pronunciation, vocabulary, and cultural background of the language. Vocabuary is an important skill since we can not deliver meaning without words. However, learning English is not dealing only on vocabulary but also on grammar. Learning grammar becomes important since grammar can determine meaning of sentences. In the level of University students, it is quite difficult to make the students master all of the theme on grammar in one semester. Moreover, if it comes to conditional sentences. This topic really relays on the understanding of concepts. Once the students catch the concept, they will be able to solve some problems relate with the topic easily. To build their capability on understanding a concept of such a topic, teacher needs to figure out the appropriate way. Think-pair-share seems to be a good way to teach conditional sentences. The method used in conducting this research is Classroom Action Research. The research was conducted on two cycles with total meetings were seven; three meetings were for tests, and four meetings were for treatment. Each cycle covered the step of planning, acting, observing, and reflecting. From the data collected by the researcher, it can be concluded that the capability on understanding grammar of the second semester students of university level was improved. The improvements cover two points, they are: (1) improvement on their mean score. Mean score of pre-test was 4.1875, mean score of post-test 1 was 5.9625, while mean score of post-test 2 was 7.225. (2) improvement of their attitude and behaviour. It can be seen from their improvement of their activeness, enjoyment, curiousity and knowledge.Key words: CAR, Grammar, Think-Pair-Share

LANGUAGE ANXIETY OF ENGLISH AS A FOREIGN LANGUAGE AS PERCEIVED BY LEARNERS IN VOCATIONAL SCHOOL Agung Gianjar Anjaniputra
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 6, No 2 (2018)
Publisher : Universitas Suryakancana

Given that one of the difficulties in a foreign language acquisition associated with affects is anxiety that is undergone in different circumstances, and may determine the success of acquiring second/foreign languages, this research is aimed at portraying the situations under which learners undergo anxiety in EFL classroom and at exploring how learners cope with their anxiety by involving six students in a vocational school. Under the umbrella of descriptive research, interviews were conducted to collect the data required to address the purposes of this research. The result revealed that the situations under which learners experience language anxiety were categorized into two types of situation that entail performing in front of others and being pointed out by the teacher. Moreover, strategies to cope with the anxiety comprised preparation, positive thinking, and relaxation. Thus, it is suggested that teachers alleviate language anxiety by means of providing sufficient time for preparation, and creating friendlier classroom environment to avoid humiliating learners so that learners’ second/foreign language acquisition and learning are optimized.

Integrating Multimodality and Jigsaw Reading in Teaching Reading Comprehension to English Young Learners (A Case Study at Fifth Grade of Islamic Elementary School of Al Azhar 18 Cianjur) Nia Kurniawati; Ai Komariah; Elis Homsini Maolida; Vina Aini Salsabila
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 6, No 2 (2018)
Publisher : Universitas Suryakancana

English young learners’ ability in reading comprehension is considerably below teachers’ expectation. Many students still rely on direct translation technique in comprehending reading text. Various techniques were developed to improve young learners reading comprehension such as jigsaw reading. However, teaching young learners need to involve all the senses as multimodality offers. The aims of the current study were (1) to gain some description on the process of integrating multimodality and jigsaw reading technique in teaching reading comprehension to young learners; (2) to examine the students’ response on the utilizing multimodality and jigsaw reading technique at a private elementary school; and (3) to find out the difficulties faced by the teacher in applying the technique. This research involved a class of five grader of Al Azhar 18 Islamic elementary school in Cianjur. It applied qualitative approach. The instruments used were observation sheet, interview, and document analysis. The results showed that there are three steps in applying the chosen technique including preparation, practice, and evaluation. The students’ response positively to the technique, since it gives them chance to work in a group and ask things they don’t know to their peer, and are very excited with different media provided by the teachers. As for the teachers, the difficulties are more related to the time constraints in preparing the materials that should be very vary and handling the grouping with diverse level of English among the young learners.Keywords: multimodalities, reading comprehension, action research, English for young learners

THE IMPLEMENTATION OF VIDEO IN TEACHING LISTENING Astri Nur Utari; Vina Nurviyani
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 6, No 1 (2018)
Publisher : Universitas Suryakancana

ABSTRACT According to Meyer (2002) in Muniandy and Veloo (2011:173; cited in Tugiwati, 2014) defines video as a kind of multimedia material consisting of verbal and non-verbal presentations displaying simultaneous images, narration and on screen text. Video is an electronic device that produces live images with a sounds. The major goals of this study were to investigate the implementing of video in teaching listening, the object of this study is the second grade students in senior high school. This study employed a classroom action research. Classroom action research on this study was conducted in two cycles. There are four steps in each cycle; planning, action, observation, and reflections. The data of this study were analyzed by using mix method, both of quantitative and qualitative. For quantitative method, the researcher used test to collect the data. While for qualitative method, it was analyzed by using questionnaire and observation. The test is used by the researcher to measure student’s listening skill improvement. In each cycle the researcher conducted pre-test and post-test. The questionnaires were used to support the data. Observation was used to evaluate the learning processes. The results show that the use of video in teaching listening was success to improve students’ achievement. It can be seen from the result of each test in each cycle. In cycle 1 the mean scores of pre-test 1 was 53.06, post-test 1 was57.83. While in cycle 2, pre-test 2 was 71.94, post-test 2 was 75.81. The result of questionnaires shows that the students could understand the content of the video easily. The result of observation showed that video could create fun learning. Keywords: listening, video, teaching listening, teaching listening through video

Utilizing Storytelling Technique Using Finger Puppet in Teaching Vocabulary Mastery to Young Learner Ira Riyani
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 7, No 1 (2019)
Publisher : Universitas Suryakancana

Vocabulary is one of the most important things to teach English to young learners, however in the practice it faced some issues especially on the use of medias, the use of media which is not interesting can make students’ easy to get bored in learning. This research paper is intended at increasing vocabulary mastery and describing the implementation of teaching vocabulary by using storytelling to teach vocabulary to the fifth grader students of Jamaras elementary school. This research focused to get insight on the implementation of storytelling by using finger puppet in teaching vocabulary to young learners, to find out the strength and weaknesses of teaching vocabulary through story telling using finger puppet, and to find out the students response in teaching vocabulary through storytelling using finger puppet. This study employed a qualitative design. The researcher used two narrative stories to gather the data. Concerning the qualitative data, this research collected and analyzed data from classroom observation, guided interview, and guided questionnaire. This research was conducted in elementary school in Cianjur, involving a teacher and students of Jamaras elementary school. The participants were ten students of the fifth grade. The findings show, that storytelling by using finger puppet is beneficial to teach vocabulary, because it made the student easy to get new vocabulary. Whereas the strengths of the use of storytelling using puppet in teaching vocabulary were the students were more interested and not bored in the learning process. The weaknesses of the use of implementation storytelling using puppet was the students more focus on puppet than on the story that conveyed by the teacher and also from the students response from the questionnaire teaching vocabulary through storytelling can help them to get the new vocabulary in a fun way.

THE USE OF COOPERATIVE LEARNING TO IMPROVE STUDENTS' ABILITY IN READING COMPREHENSION IN MTS NURUL BAROKAH 2017 Ai Munawaroh
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 5, No 2 (2017): Joepallt
Publisher : Universitas Suryakancana

Abstract This paper reports a study of using cooperative learning to improve Students’ ability in English reading comprehension of recount text. Because reading still becomes one of the problems which students face at school including Secondary School. Cooperative learning is one of the several methods which gives much opportunity for students in group with various abilities for comprehending of recount text. The aims of this study are to investigate use of cooperative learning and to find out the students' response of using cooperative learning for improving students' ability in English reading comprehension. This study applied mix method design by using triangulation by one group pre-test and post-test design. The quantitative data was obtained by students’ score in English reading pre-test and post-test of recount text. Meanwhile, the qualitative data were obtained from classroom observation and interview. The study was conducted at one of the Islamic Junior High Schools in Cianjur which involved 24 students in eighth grade. The findings showed the hypothesis testing proved that tcount ≥ ttable 14,29≥1.714. Therefore, the null hypothesis was rejected. It meant, the use of cooperative learning could improve students’ ability in English reading comprehension. Another finding also showed students’ responses were positive. They responded that cooperative learning is more enjoyable. Furthermore, it helps them in understanding recount text and also it could be applied as one of the teaching reading to be implemented in Secondary School. Key words: Reading, Reading Comprehension, Cooperative Learning and Recount Text

BEAUTY CONCEPT REPRESENTED ON COSMETIC ADVERTISEMENT Diana Rahmawati
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 7, No 1 (2019)
Publisher : Universitas Suryakancana

The issues surrounding beauty concepts such as related to women in color, how society make their own standard of beauty and how its prevalence in any mass media’s advertisements deserve our attention. Fenty Beauty tried to handle those problems related to skin tone and beauty standards. The objectives of this research were to analyze how the cosmetic advertisement represent beauty concepts according to semiotics signs, and to decipher messages conveyed by verbal (tagline) and visual signs in cosmetic advertisement represent beauty concept. The participants of this research are Rihanna and eleven models in Fenty Beauty advertisement video in each scenes. The Fenty Beauty video itself captured woman with different skin tones, hair, body sizes, ethnicity and religion. To obtain the data the researcher used two instruments namely video observation, and documents analysis. The findings investigating the beauty concepts cover the skin tones, make up, hair and face symmetry. Meanwhile, the finding examining messages there verbal and visual sign. Verbal sign was found in two types. The first is ‘the new generation of beauty’. It means as freedom of expression in creating beauty looks based on their apparences. The second is ‘Fenty Beauty by Rihanna’, it means beauty is something personality. The messages are conveyed in visual signs are everyone is beautiful in their own way with what is God already given. There’s no concrete standard for beauty relate to skintone, hairs and face symmetry. The natural make up always makes someone more gorgeous. Furthermore, the researcher would also suggest further research to incorporate readers to think critically and open-minded what they see in cosmetic advertisement.

AREL TO ENHANCE STUDENTS’ SPEAKING SKILLS IN DEBATING suci rahayu nirwana; Nia Kurniawati
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 6, No 2 (2018)
Publisher : Universitas Suryakancana

Speaking skill is believed as an essential part of language instruction at every level because it supports learning in multiple ways. Debate is considered as the best method to enhance students‟ speaking skills that used to construct the argument, create the logic idea, work in group, sharing knowledge and arrange the information to be delivered in debating. This is a qualitative research focuses on AREL to enhance the students‟ speaking skills in debating. The aims of this research are finding out the implementation of AREL in debating; investigating how AREL reflected on students speaking performance and revealing the obstacles faced by teacher and students in applying AREL. The research was conducted in a senior high school and involved tenth-grade students who became a delegation in each class as the candidates to compete in the debate competition in Cianjur. The instruments used for this research were observation, questionnaire, and interview. Moreover, there were stages in implementing AREL included: introducing debate of WSDC, implementing AREL (Assertion, Evidence, Reason, and Link-back), giving a stimulant, and constructing the argument. By using AREL in debating, the students became confident to speak English and got a lot of benefits from the debate not only for their speaking skills but also advancing their critical thinking. They showed their ability to explore the argument by giving a logical reason and strong evidence in order to elaborate on their argument. It was also reflected in the students speaking performance including conversational discourse, pronunciation, accuracy and fluency, affective factors, and the interaction effect. However, AREL is difficult to apply for students with insufficient ability in reading information and constructing or arranging their speech. In addition, the students were still in tenth grade and it was also such an obstacle because their speaking skill is still low. Furthermore, the students have more obstacles in their speaking skills such as memorization, anxiety, less vocabularies, and grammatical error.

THE USE OF BIG HERO SIX MOVIE WITH SUBTITLES TO TEACH VOCABULARY IN SENIOR HIGH SCHOOL Nur Tri Lestari; Elis Homsini Maolida
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 6, No 1 (2018)
Publisher : Universitas Suryakancana

Abstract This research entitled “The Use of Big Hero Six Movie with Subtitles to Teach Vocabulary in Senior High School”.The vocabulary learning is important and indispensable part of any language learning process to the learners. However, current teachers’ methods of teaching vocabulary seem not to be so effective that the quality is far from being satisfactory. In this case, the application of movies is considered one of the effective ways to teach vocabulary to the learners. Therefore, it is essential to get teachers and students to be familiarized with this relaxing but useful technique. This research intends to examine the use of movies to teach vocabulary form students. The research was carried out in SMA ISLAM AL-MAZIYAH at 10-3 class as a subject in the study. Qualitative method was applied and for triangulation purpose three data collection techniques were chosen such as observation, questionnaire and interview. The observation was conducted two times. To complete the data, the researcher used observation sheet during the learning process in the class. Beside that, the researcher used lesson plan to answer the first research question. Then, the questionnaire was conducted to answer second research question. To support the data, the questionnaire results were analysed after the observation. After the questionnaire the researcher used interview to answer the third research question, to complete the data the interview was conducted to the teacher. The result of study shows that the students is enthusiastic learning vocabulary through movie. Movie is good for facilitating thinking and problem solving, movie can be used in big class, students are naturally exposed to the myriad of authentic speech forms of the target language, it is simple and it helped the students to acquire new vocabularies that they never found in their student books. However, the teacher have a difficulties to teach vocabulary through movie. Such as, poor facility of the school copyright restriction of the movie, movie takes too much time, educational part may only be a small portion of the overall, movie may turn teacher and students become passive and movie requires more preparation. Key word : Movies, Vocabulary.

(A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 1 Cibeber) Muhamad Ilham Hikmawandini; Nia Kurniawati
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 5, No 2 (2017): Joepallt
Publisher : Universitas Suryakancana

THE USE OF NUMBERED HEADS TOGETHER TECHNIQUEIN TEACHING SIMPLE PAST TENSE Muhamad Ilham HikmawandinyNia Kurniawati Abstract The research was aimed at discovering whether Numbered Heads Together technique is effective to improve students’ ability in simple past tense and finding out the student’s responses toward this technique. The quasi-experimental design was utilized in order to collect the data. This quantitative research involved two classes of tenth grade at one senior high school in Cianjur in which one class was assigned as the experimental class and the other one was assigned as the control class. The instruments used were pre-test, post-test, and questionnaire attitudes towards the Numbered Heads Together technique. The pre-test was conducted in which the pre-test mean scores were the bases in identifying the initial learning framework of the participants. After conducting the selected lessons that employed the Numbered Heads Together technique in experimental class and employed Grammar Translation Method in control class, the students of both classes were given a post-test. The gain score of the two classes were compared by using Independent t-test. Results showed that the significance value was less than the significance level which was 0.032 < 0.05. It means that the Numbered Heads Together technique is effective to improve the students’ ability in simple past tense. Based on the questionnaire analysis, the findings showed that most of the students agreed that employing the Numbered Heads Together technique helps them to be more confident in term of participating because of group encouragement and benefits them to understand the hard concept of the learning material. Thus it can be concluded that the students’ responses toward the Numbered Heads Together technique were positive. Keywords: Numbered Heads Together, cooperative learning, simple past tense

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jauhar helmie

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