JETA (Journal of English Teaching and Applied Linguistic)
Journal of English Teaching and Applied Linguistic (JETA) is a peer-reviewed journal run by the English Language Education Department of STKIP PGRI Bandar Lampung (Institute of Teachers Training & Education of PGRI Bandar Lampung), Indonesia. JETA aims at reporting high-quality empirical and original research contributions for the benefit of teachers, lecturers, and researchers in the field of English Language Teaching, Applied Linguistics, Literatures, and English Language Studies. The scope includes theory and practice in English language teaching and learning, language teachers’ training and education, teaching English as a second or foreign language (TESL, TEFL), Applied Linguistics, English Literatures, and English Language Studies. It also publishes book reviews of potential interest to readers. Papers submitted to this journal must be original, and are not considered in any other journals. The journal is published in both print and online versions. The online version of the journal is free access and download.
Articles
58 Documents
<![CDATA[IMPLEMENTING VAKT METHOD FOR TEACHING ENGLISH READING TO DYSLEXIA STUDENTS ]]>
<![CDATA[Ni Luh Putu Novi Wulandari]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 1 No. 1 (2020): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[There are four skills that should be mastered in English, namely listening, speaking, writing, and reading. People should do a lot of practice for mastering those skills, including the students with special needs. Dyslexia students usually have problems in reading, knowing, and pronouncing the words. This study aims to review the use of Visual, Auditory, Kinesthetic, and Tactile (VAKT) in teaching reading skill for students with dyslexia. The study is a library study that focuses on collecting the theoretical and empirical studies about VAKT for teaching reading skill to dyslexia students. Visual, Auditory, Kinesthetic, and Tactile (VAKT) is a method that is used to help dyslexia students in improving their reading skill. This study finds that the use of VAKT is effective teaching method to Dyslexia students because this method helps Dyslexia students to improve their reading skill.]]>
<![CDATA[POLITENESS PRINCIPLE ANALYSIS OF ROAD DAHL’S CHARLIE AND THE CHOCOLATE FACTORY ]]>
<![CDATA[Andri Maulana]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 2 No. 2 (2021): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The study focuses on the politeness principle of Road Dahl’s Charlie and the Chocolate Factory based on Geofrey Leech’s theory. Leech mentions there are six maxims of politeness principle as follows: Tact Maxim, Generosity Maxim, Approbation Maxim, Modesty Maxim, Agreement Maxim, and Sympathy Maxim. The objectives of this study are identifying and classifying into several categories of politeness principles as well as analysing the conversational text in the story. This research uses a qualitative approach for the study of literature (documents) from a variety of sources, both print and electronic, as well as texts, journals, and scientific articles. In conducting this study, Roald Dahl’s Charlie and the Chocolate Factory book is used as the primary source for the data collection. The data are collected by taking several conversational texts in its story. The result of this study can be concluded that in the text of the story of Charlie and the Chocolate Factory by Roald Dahl there are several discourse contexts in the story that are in line with the politeness principle by Geofrey Leech.]]>
<![CDATA[MOBILE ASSISTED LANGUAGE LEARNING: WHAT'S UP WITH WHATSAPP ]]>
<![CDATA[Eny Dwi Marcela]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 1 No. 2 (2020): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[Mobile phones are viewed as significant aids to English language learning. Numerous studies have been conducted in different contexts on mobile assisted language learning (MALL) that indicate the benefits of mobile devices for English language learning. During the recent technological years, language learning has been attempted to transform its path from the conventional methods to instrumental applications. Mobile phone provides people to reach and exchange information through chats (WhatsApp). With the rapid increase in the use of mobile devices nowadays, especially smartphones, it is only natural for educators to turn to mobile technology to examine how it can be fully integrated in an educational context to support students’ learning beyond the classroom. This study attempts to solve the lack of communicative learning opportunities by introducing mobile-assisted language learning with Whatsapp. In addition, it tries to investigates the perceptions of students towards the use of Whatsapp as a tool for develop their English writing skill. To achieve the result, a sample of 50 sophomores from the Department of English Education of STKIP PGRI Bandar Lampung, aged 18 to 20 years old. The results suggest that mobile-assisted language learning helps to create language immersion, which effectively motivates the learners further. Therefore, mobile-assisted language learning is promising in English learning for college students.]]>
<![CDATA[THE INFLUENCE OF USING MNEMONICS TECHNIQUE TOWARDS STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Sinta Novia]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 1 No. 2 (2020): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The research was aimed to know the influence of Mnemonic Technique towards students’ vocabulary mastery, and to know whether or not the average score of the students’ vocabulary mastery which is taught by using Mnemonic Technique. In conducting the research, the writer used experimental method. The population in this research were the students at the second semester of eighth class at MTs Negeri 1 Tanjung Karang 319 students in 9 classes. The sample of this research was two classes, one class was VIII KK as experimental class there were 30 students, and another class was VIII F as the control class there were 31 students. In determining the sample, the writer used cluster random sampling technique. In collecting the data, the writer used vocabulary test. In analyzing the data the writer used t-test formula. Based on the data analysis, the students who were taught Mnemonic technique get higher score than those who were taught translation technique. It can be seen from calculating of the result of the hypothesis testing and average score of the experimental class that was higher than the control class. The average score of experimental class is 74.66 and the average score of the control class is 70.53. it also can be seen at the significant level 0.01 and 0.05 the ttest is higher than ttable (ttest ttable),that is 2.73 > 1.68 for significant level 0.01 and 2.73 > 2.02 for significant level 0.05. Therefore, substitution strategy gave the positive influence of Mnemonic technique towards students’ vocabulary mastery at the eighth class of MTs Negeri 1 Tanjung Karang in 2017/2018.]]>
<![CDATA[THE INFLUENCE OF INSTAGRAM’S PICTURES TOWARDS THE STUDENTS’ ESSAY WRITING SKILL ]]>
<![CDATA[Destia Herlisya]]>;
<![CDATA[Riska Alfiawati]]>;
<![CDATA[Irvan Dodo]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 1 No. 2 (2020): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[This research reports on the effectiveness of Instagram’s pictures towards the students’ essay writing skill. Instagram becomes one of the famous social media in the world, in this research Instagram is used as a medium to improve the students’ essay writing skill. The aims of the research were to know and to describe student’s essay writing skill and to know and to describe whether there is influence of Instagram’s pictures towards student’s essay writing skill. The research was conducted by using a quasi-experimental design with pretest and post-test. The population of this research are the students at the sixth semester of English education major at STKIP PGRI Bandar Lampung, that consisted of 76 students in 2 classes. The sample of this research were two classes, they were as control class and experimental class. Control class was taught by Individual writing while experimental class was taught by Instagram’s pictures. In getting the data, the writer used writing test. The result showed that based on the calculation, the writer got that = 5.92 and = 1.67 and 2.39. It means that . So, Ho is rejected and Ha is accepted.From the result above, the writer states that there is a positiveinfluence of Instagram’s pictures towards students’ essay writing skill.]]>
<![CDATA[IMPROVING STUDENTS’ WRITING ABILITY THROUGH COOPERATIVE LEARNING TYPE JIGSAW ]]>
<![CDATA[Purna Wiratno]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 1 No. 2 (2020): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The object of this research is to find the improving students writing ability through cooperative learning type jigsaw at SMP level. The research was conducted in SMP N 3 Katibung, Lampung selatan in 2018/2019. The research was conducted at the second semester in the academic year of 2018-2019. The subject of research was students at the second semester of the eight B class of SMP N 3 Katibung, Lampung Selatan in the academic year of 2018/2019. It consists 25 students. In conducting this research, the writer used classroom action research method. This method used to improve student writing ability through cooperative learning type jigsaw. The writer used one class in this research. The data analysis research finding, the writer concludes that students’ writing ability of the eighth class of SMP N 03 Katibung Lampung Selatan increased. It can be seen from the result of the second cycle which has mean score 74.8, it was better than in cycle I which has mean score 68.64.Teaching learning process using cooperative learning type jigsaw became active and Cooperative learning type jigsaw is one of the suitable techniques in teaching writing. By applying this technique, the students can improve their writing skill. This technique helps the students in making composition about narrative text with good structural.]]>
<![CDATA[THE INFLUENCE OF PEER EDITING ONLINE TOWARDS THE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Akhmad Sutiyono]]>;
<![CDATA[Destia Herlisya]]>;
<![CDATA[Elvira Agape]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 2 No. 1 (2021): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[Lots of students find the difficulties when they have to put their thoughts into writing. Moreover, when they need to do the proofreading and editing their own writing, this inevitably makes writing exceptionally tiring and distressing. In this study, researchers focused on a series of writing processes, especially editing and proofreading activities. The objective of this research was to find out the influence of Peer Editing online technique towards the students’ research proposal writing skill and to know and to describe whether the effectiveness of the students’ research proposal writing skill who learn through peer editing online is higher than those who learn through conventional technique. The research was conducted by using a quasi-experimental design with pretest and post-test. The population of this research are the students at the fifth semester of English education major at STKIP PGRI Bandar Lampung that consisted of 63 students in 2 classes. The sample of this research were two classes, they were as control class and experimental class. Control class was taught by Individual writing while experimental class was taught by peer editing online technique. In getting the data, the researchers used writing test. The result showed that based on the calculation, the researchers got that = 5.41 and = 2.00 and 2.66. It means that Ho is rejected and Ha is accepted. From the result above, the researchers state that there is an improvement and a significant influence of Peer editing online technique towards students’ research proposal writing skill.]]>
<![CDATA[THE EFFECT OF STORY MAPS STRATEGY ON READING COMPREHENSION NARRATIVE TEXT IN ENGLISH DEPARTMENT STUDENTS ]]>
<![CDATA[Eva Nurchurifiani]]>;
<![CDATA[Febriyanti]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 2 No. 1 (2021): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The research was conducted in seventh semester students of Prose Course English Department of STKIP PGRI Bandar Lampung. The objective of this research is to know whether there is the influence of story maps strategy towards students’ reading comprehension in narrative text. The samples of this research was two classes. The first class was VII (A) as the experimental class and the second class was VII (B) as the control class. The experimental class consisted of 32 students and the control class consisted of 32 students. In this research, the researcher used experimental method. In collecting the data, the researcher used reading test with the form of multiple choice and consist of four options. Based on the data analysis, the value of t-test is 6,41 and t-table is 2,66. It means that t-test is higher than t-table (6,41>2,66) in significant level 0,05. So, the null hypothesis (Ho) is rejected and hypothesis alternative (HI) is accepted. Finally, the researcher concluded that there is a significant influence of teaching reading comprehension in narrative text through Story Maps Strategy in English department students of STKIP PGRI Bandar Lampung in academic year 2018/2019.]]>
<![CDATA[VOCABULARY MASTERY THROUGH TEACHER-LED ACTIVITIES USING MISSING WORDS FOR THE TENTH GRADE STUDENTS ]]>
<![CDATA[Febriyanti]]>;
<![CDATA[Sri Wahyuningsih]]>;
<![CDATA[Dian Cahya Novalia]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 2 No. 1 (2021): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The study aimes to know wheter there is positive influence of teacher-led activities using missing words towards students’ vocabulary matery at the senior high school level. In this research the writer used an quasi experimental method. It consisted of two classes: they are experimental class and control class. The population of this research was the students at the second semester of the tenth grade at MAN 1 Pesawaran. The population consisted 251 students from six classes. The sample of the research was X1 and X2. Then for sampling technique the writer used Random Sampling technique. To collect the data, the writer used multipe choice test and to prove hypothesis, the writer used t-test formula. After analyzing the data, the writer tested the hyphotesis and the result of tratio= 5,61, ttable= 1,98 for α = 0,05 It means that tratio> ttable. It means that there is significant influence of teacher-led activities using missing words toward students’ vocabulary mastery at the second semester of the tenth grade at MAN 1 Pesawaran]]>
<![CDATA[THE EFFECT OF TEA PARTY STRATEGY TOWARDS STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Karci Iva Ardiany]]>;
<![CDATA[Eka Wilany]]>
<![CDATA[ JETA (Journal of English Teaching and Applied Linguistic) Vol. 2 No. 1 (2021): JETA: Journal of English Teaching and Applied Linguistic ]]>
Publisher : <![CDATA[English Department, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[The objective of the study was to find out whether tea party strategy gave a significant effect towards students’ reading comprehension at the tenth grade of SMA Negeri 23 Batam in academic year 2019/2020. This research used a quantitative approach. In this research, experimental method was used as the method. The researcher focused on quasi experimental. The population was the students at the tenth grade students that consisted 0f 288 students that selected by using cluster sampling technique. The sample was two classes as experimental and control class. The researcher used quantitative data by giving pre-test and post-test to measure the students’ reading comprehension. The result of this research was the data gotten by giving pre-test and post-test. The result of calculating t-test was tcount < ttable (0.895 < 1.997), it means that Ho was accepted and Ha was rejected. Therefore, there was no significant effect of tea party strategy towards students’ reading comprehension at the tenth grade of SMA Negeri 23 Batam. However, Tea Party strategy could encourage the student more active in the learning process and it could create an enjoyable learning atmosphere. The tea party strategy could increase teamwork between students, could improve the students’ critical thinking, and could improve the students' confidence and students' interest in learning reading comprehension. Therefore, the teacher could carry out the tea party strategy in reading comprehension to improve the students’ reading comprehension.]]>
