Articles
72 Documents
<![CDATA[The Issue in Assessing Listening: What Listening Aspect May Be Problematic Assessed Trough the Utilization of Technology ]]>
<![CDATA[Rohaniyah, Jaftiyatur]]>;
<![CDATA[Nasrullah, Nasrullah]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v3i2.3009
<![CDATA[Assessing listening is the process of assessing the spoken text through the auditory insight. It requires the ability to recognize the spoken input with the auditory capacity and the knowledge of spoken language. The task and the activities are served in six listening types (reactive, intensive, selective, responsive, extensive and interactive listening) and the indicative answer is encoded by particular listening type focus on. While technology as vehicle to assess the learners’ listening skill, that by using the technology much more spoken input are established by native-speaker and teachers’ own record is used any. This study uses document analysis from the available previous studies to analyzing, evaluating and answering the problem which is encountered by student’s listening and either or not technology used in assessing listening can help them to improve their listening ability. An overview of some researches provide that student get challenge to comprehend the native spoken input delivery such as, an accent, the length of speech, long spoken passage and linguistic feature. The authentic dialogue provides less density and length of the information than the dialogue created in the textbook, that the information incorporated in the machine/technology less improve the students’ listening comprehension. It lacks to assess in the selective listening type that the task focus on taking the important information from the spoken text.]]>
<![CDATA[An Analysis of Grammatical Error on Students’ Writing ]]>
<![CDATA[Syaiful Islam]]>;
<![CDATA[Putri Nuril Mufidah]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i1.3826
<![CDATA[The research was aimed to analyze the most common grammatical error on students’ writing. All categories of grammatical error types were classified and described based on Dulay on theory of Linguistic Category. The data source of this study was 26 students of the second grade of Nurul Jadid Islamic Senior High School (MANJ). In this study, observation, writing test, and documentation were used to collect data. The major findings of this study found 155 errors in the students’ writing composition. The omission error percentage is 44%. Meanwhile, addition error occurs in 27% errors, and the misformation error is 23%. The last, the misordering error is 6%. The result of the analysis shows that omission error is the most common error produced by the students. As a whole, students still committed errors in their writing. Teachers have to pay high attention to the problematic area of the grammar structure, so some pedagogical implications on the error analysis are suggested.]]>
<![CDATA[Values Education Through The English Language Learning ]]>
<![CDATA[Sugiono Sugiono]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i1.4010
<![CDATA[This study focuses on teaching values through English language learning. It explores the related literature reviewing the possibility of integrating values into the English language learning activities. Value-oriented education is an alternative to pursuing both the academic and social competence of students. It is constructed in response to the problematic issues of youngsters’ deviant behaviors and attitudes. It also challenges the trend of today’s education, which puts greater emphasis on mere academic achievement, employment opportunity, and economic growth. Consequently, students in schools turn to prioritize only academic competence for an employment chance. Few wish to achieve success both academically and socially, whereas they have a life outside their schools and homes; the life in society. The study views that integrating values into English language learning is not an easy task. It requires teachers’ innovation and creativity to pursue goals that are more than just the content of the curriculum. The challenge is that English language teachers need to construct their own lesson plans as core values are sometimes unclearly stated in the curriculum. In classrooms, the teachers recommend not to impose their own values or those of a particular culture in the society on their students]]>
<![CDATA[Analysis of Morphological Errors in Students' Writing ]]>
<![CDATA[Mohammad Sofyan Adi]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i1.3881
<![CDATA[The objectives of this research to investigated kinds of students’ morphological errors of SMK Ma'arif NU especially in writing narrative. This research is drawn in descriptive method. Twenty students of the tenth grade students at SMK Ma'arif Nu Gending are assigned to write narrative text in English based on the topic provided by the researcher. Students were asked to write text in 90 minutes. In this thesis, the researcher used morphological errors taxonomy to identify the students errors made by them. This research revealed about; the first, the participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. Second, the most frequent type of morphological errors contributed by participants was ‘misselection’. From this research, the research revealed that first language gave interferes their second language.]]>
<![CDATA[Partner Reading Strategy to Improve Students' Reading Comprehension ]]>
<![CDATA[Mochlis Ekowijayanto]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i1.4002
<![CDATA[The researchers decided to implement the Partner Reading Strategy in this research because it is an effective strategy for improving the students' reading comprehension. The students worked together to read, analyze, and discuss the text assigned in this cooperative learning strategy. This research aimed to help the students of the VIII C class of MTs Mambaul Hikam improve their reading comprehension using the Partner Reading Strategy and identify their engagement in learning activities. This research used a Classroom Action Research method as a research design. Partner Reading Strategy is an independent variable, and students' reading comprehension is a dependent variable. The subject of this research were 31 students, consisted of eleven (11) male students and twenty (20) female students. The researchers used some instruments to assess students' reading comprehension: formative tests and summative tests. In collecting the data, the writers used non-tests, including interviews, observation sheets, questionnaires, and field notes. The improvement of students' reading comprehension can be concluded from the improvement of the mean score of pre-test, formative test, and summative test. The summative test was given in the last meeting of each cycle. The result shows that using the Partner Reading Strategy successfully improved students' reading comprehension. Moreover, students' engagement played an influential role and impacted their learning outcomes. Implementing a Partner Reading Strategy can make students be involved in the educational activity and have a high level of engagement to earn high learning outcomes]]>
<![CDATA[The Correlation between Students’ Writing Skills and Speaking Skills ]]>
<![CDATA[Fadli Faisal Rahman]]>;
<![CDATA[Bradhiansyah Tri Suryanto]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i1.3977
<![CDATA[Some English learners might be very good at speaking English but not optimal in writing English, and vice versa. However, there were also some English learners who have almost the same score between writing and speaking skills. As fellow productive language skills, researching the relationship between writing skills and speaking skills will be very interesting. Based on the phenomena that exist in the field when reviewing the results of foreign language skills, especially English, the researchers tried to map the relationship between writing skills and speaking skills in English owned by learners, especially English learners in universities. It became very interesting to reveal the relationship between two different English skills through research with a correlation research design. This research was conducted with the aim of knowing the correlation between English writing skills and English speaking skills possessed by students. The design of this research is correlation research. The subjects of this study were 49 fifth semester students of the English Education Study Program, Nurul Jadid University, Probolinggo, in the 2021-2022 academic year. In the fifth semester the students took advanced writing courses and advanced speaking courses. From the results of the calculation of correlation analysis could be revealed that the correlation coefficient (rxy) is 0.0776. With an alpha value between 0.05 and 0.95, the t-table value is 1.6779, and the t-count value was 0.5338. From the results of this study, it could be stated that English writing skills and English speaking skills possessed by students had a very weak positive correlation. In other words, it could be stated that the higher the value of writing skills, the higher the value of students' English speaking skills with a very weak correlation.]]>
<![CDATA[The Depiction of Woman's Roles in Shakespeare’s Othello ]]>
<![CDATA[Durratul Hikmah]]>;
<![CDATA[Astutik Astutik]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i1.3825
<![CDATA[William Shakespeare’s Othello is a drama that tells about the woman’s femininity power in her role. Here, Desdemona as the central female character becomes the main focus in this research. This study aims to reveal woman’s roles depicted by Shakespeare in Othello and describe the factors affecting them. This study used the literary criticism with the theory of cultural feminism. This research is a type of descriptive qualitative research. From this research, two findings can be stated as the answer of the problems of the study. The first is, the roles of woman in Shakespeare’s play Othello are woman as a wife, woman as caretaker, and woman as peacemaker. From those roles, the researcher finds that the factors that affect woman’s roles in the drama are relationship and personal factors.]]>
<![CDATA[Exploring Grammatical Error in Speaking of Students University: A Case Study ]]>
<![CDATA[Yana Karisma]]>;
<![CDATA[Arif Bulan]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4654
<![CDATA[Researchers feel it is important to conduct research on grammatical errors in students, it is based on mistakes made by students when speaking. In addition, based on previous relevant research, there are still gaps. This study aims to analyze the types of grammatical errors that occur in students of the English education study program STKIP Yapis Dompu. The research method used in this study is qualitative research with a descriptive case study approach. The results of this study indicate that there are four errors encountered in the speaking of students of the STKIP Yapis Dompu English Education Study Program, namely omission, addition, misformation, and misordering. Omission consists of five errors, addition consists of four errors. misformation consists of three errors and misordering consists of two errors. Thus, the grammatical errors found in students of the English Education Study Program STKIP Yapis Dompu are only limited to the four types mentioned above.]]>
<![CDATA[The Lousing Method to Increase Students Learning Motivation in Learning English ]]>
<![CDATA[Mohammad Sofyan Adi]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4622
<![CDATA[ This study aims to know the effectiveness of the lousing method in increasing the motivation to learn English in the seventh-grade students of MTs Nurul Jadid. This study used a pre-experimental design using one group pre-test and post-test. Based on the results of the pre-test with a value of 32.77 and a post-test value of 67, it was proven that the post-test value is greater than the pre-test value. Meaning, there is an increase in student learning motivation. While, the results of the t-test (40.575) > t-table (2.060) indicates that H0 is rejected and H1 is accepted. Meaning, the lousing method is very effective in increasing students' motivation to learn English. This is also evidenced by the results of observations which show that students always enjoy, are active, have energy, feel happy, interactive in class and focus on the material. Therefore, the use of the lousing method really effective to be enthusiastic in learning English in a good and fun.]]>
<![CDATA[The Effectiveness of Using Rubber Ball Throwing Game to Teach Vocabulary ]]>
<![CDATA[Mukminatus Zuhriyah]]>;
<![CDATA[Rizqi Aziza]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4623
<![CDATA[The research aimed to find out student vocabulary mastery before and after being taugh by using Rubber Ball Throwing Game. It used pre eksperiment design. This research was conducted in SMPN 5 Jombang The sample in this study were students of class VIII-F of SMPN 5 Jombang for the academic year 2021-2022. The researcher analyzed the data using t-test through SPSS V.25. After collecting the data, the researcher got the pre-test and post-test scores with the mean pre-test was 79.23. and the mean value of the post test is 89.42. Then, the researcher analyzed the data using the t test, the results of Sig. (2-tailed) which is lower than 0.05. It can be stated that Ha is accepted. Based totally at the results of data analysis, several conclusions were obtained, namely the vocabulary of students before being taught using a rubber ball throwing game which looked low to be better after being taught using a rubber ball throwing game and there was a significant difference between students' vocabulary mastery before and after being taught using a rubber ball throwing game. Thus, it can be concluded that the use of rubber ball throwing game is effective for teaching vocabulary to class VIII-F students of SMPN 5 Jombang.]]>
