Journal of English Education and Linguistics
All topics related to education, teaching english, english and general linguistics, english and applied linguistics, discourse analysis, english and general literature. https://jurnal.stain-madina.ac.id/index.php/je2l/Focus-and-Scope
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<![CDATA[LICENSURE EXAMINATION: STUDENTS’ INTRINSIC AND EXTRINSIC FACTORS AS SUCCESS PREDICTOR ]]>
<![CDATA[Melvi A Briones,LPT]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.424
<![CDATA[Preparation to pass the licensure examination is vital at the very first stage of college life. This study aimed to determine the freshmen students’ intrinsic and extrinsic factors as success predictors for their licensure examination. The descriptive- correlation method was employed to determine the intrinsic and extrinsic motivation and the significant differences between the respondents’ motivation among colleges and between the factors. One hundred ninety-four (194) students were utilized as respondents of this study. FGD with five (5) deans from different colleges were employed for validation and intervention. Results revealed that between the factors, intrinsic is the highest motivating factor. Respondents believe that to pass the board exam, their effort to develop their own skills will bring them success. They also believe that providing material things and other support for their family as an external motivation will just follow. The test on significant difference revealed that students’ perception of motivation from among colleges have no significant difference. However, between the factors, a significant difference was noted. Activities on study habits and skills formation of students will boost intrinsic motivation and family-centered activities were seen as an effective intervention program.]]>
<![CDATA[VIDEO VLOG AS TEACHING MEDIA IN IMPROVING THE STUDENTS’ SPEAKING ABILITY IN PROCEDURE TEXT ]]>
<![CDATA[Anisa Juni Fidriani]]>;
<![CDATA[Entika Fani Prastikawa]]>;
<![CDATA[AB Prabowo Kusumo Adi]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.531
<![CDATA[Speaking is one important skill of English to present opinions, ideas, and convey our feeling to other people. Based on my observation teaching practicum in a vocational school, the students speaking ability have less confidence in practicing English speaking. Except for the students’ problem in speaking teacher’s media in the classroom also influence the process of teaching and learning. The use of conventional media is still found in the process of teaching speaking in class. The writer will focus on her research in improving students speaking skills by using media is Vlog. The purpose of this study is 1. To what extent student’s speaking ability taught without using video vlogs in procedure text? 2. To what extent student’s speaking ability taught using vlogs in procedure text? 3. Is there any significant difference between students speaking ability taught using vlogs in procedure text and those taught without using vlogs in procedure text?. The design of this study is quasi-experimental. The data were gathered through quantitative data. The writer takes XI AKL 2 as a control class and XI AKL 1 as an experimental class. The research instrument is a test. There are two types of tests given, namely pre-test and post-test. After collecting data, there are significant differences between the classes taught using video vlogs and the classes taught without video vlog. The results of the study can be seen on the post-test after giving treatment. Were the mean score pre-test was 57.11 which was classified as unsatisfactory and the mean score post-test was 70.67 which was classified as good. The result of the sig 2 tailed was 0.00. If the value of sig ( 2 tailed) < 0.05 then there is a significant difference between the learning outcomes taught without using video vlog between taught using video vlog meanwhile, the value of sig (2 tailed) was 0.000 < 0.005. So it can be concluded that there was a significant difference between the students speaking skills taught using video vlog.]]>
<![CDATA[ONLINE ASSESSMENT IN ENGLISH CLASSROOM: EFL TEACHERS’ PRACTICES AND CHALLENGES ]]>
<![CDATA[Dicky Meiantoni]]>;
<![CDATA[Wiyaka Wiyaka]]>;
<![CDATA[Entika Fani Prastikawati]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.532
<![CDATA[The outbreak of Covid-19 pandemic makes many changes in the educational system. One of the changes is in the process of assessment that is conducted by the teachers. Online assessment becomes the demand for teaching and learning process. In EFL teaching context, the English teachers are also demanded to present an online assessment that meets the students’ needs. The practice of online assessment needs to be investigated to capture whether it runs well or not. In line with this case, this present study describes online assessment practices as well as the challenges faced by the EFL teachers. By conducting descriptive qualitative research, the writers observed the practices of online assessment in English teaching in a junior high school in Semarang. There are three English teachers participated in this study. To obtain the data, the writers used observation and semi-structured interview as the instruments of data collection. After the data was collected, it was analyzed and interpreted descriptively. The findings show that English teachers implemented some online assessment tools such as Google Classroom, What’s App, Google Form, and Zoom in online assessment practices during the English teaching and learning. During the implementation of online assessment, the EFL teachers found some challenges such as internet connection, the different level of students’ intelligence, students’ low motivation, and EFL teachers’ lack of computer skills. The findings of this study imply that online assessment practices need to be evaluated to have a better implementation. Further, the EFL teachers’ computer skills need to be improved to realize an exemplary practices of online assessment in English teaching and learning.]]>
<![CDATA[TEACHING TECHNIQUES OF ENGLISH (ISLAMIC) VOCABULARY FOR HADITH STUDENTS IN STAIN MANDAILING NATAL ]]>
<![CDATA[Sri Wahyuni Hasibuan]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.553
<![CDATA[The purpose of this study was to describe the types of technique used by lecturer in teaching English Islamic vocabulary and to know the reasons of technique used by lecturer in teaching English Islamic vocabulary in 2021/2022 academic year in 1st semester. The study used descriptive qualitative research. The data obtained to answer the types of techniques was based on observation and the data to answer the reasons of techniques was interview transcription. Data were analyzed by data reduction, data display and data verification. The data from the observations were analyzed and the data from the interviews were transcribed. The results was there are three types of techniques used by lecturer in teaching English Islamic vocabulary. They are visual technique (using picture), verbal technique (meaning definition, translation, and memorization), and technique of teaching (repetition drill). There are some reasons used by lecturer in teaching English Islamic vocabulary among them are saving time, to make student happy and not bored, gives long term memory retention to the learners etc.]]>
<![CDATA[FLASH (FUN LEARNING ENGLISH) WITH PICTIONARY FOR VOCABULARY ENAHNCHING ON RURAL STUDENTS ]]>
<![CDATA[Sartika Dewi Harahap]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.568
<![CDATA[Learning English for some students were getting bored and less fun. It makes them become lazy and unserious to following the class. Especially, in rural students with local language user for learning the foreign language. Teaching English will become the difficult way for English teacher who teach in seven grade students on MTs S Ittihadiyah Aek Korsik Desa Parimburan Kecamatan Sungai Kanan Kabupaten Labuhanbatu Selatan North Sumatera. Vocabulary is the basic and the important aspect of language in order to easier to able to speak, to read, to write and to listen. FLASH (Fun Learning English) with Pictionary as a teaching strategy were designed and adapted by English teacher. It can help the students feel comfortable, fun, active and more motivated when they were enhaced their vocabulary during the learning process. The author conducted the data by using classroom observation and test including a series of processes to identify the problem that are appearing. The analysis showed how the pictionary gave the enhancing the students on knowing, memorizing and pronouncing the word. Keywords : Pictionary, Vocabulary, Fun Learning English.]]>
<![CDATA[THE VIEWS OF PARENTS AND TEACHERS ON THE PROVISION OF ENGLISH LEARNING FOR CHILDREN ]]>
<![CDATA[Yudha Nur Widiananta]]>;
<![CDATA[Dadan Rusmana]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.569
<![CDATA[This study entitled “The Views of Parents and Teachers on The Provision of English Learning for Children” which aims to reveal the views of parents and teachers about giving English language learning to children. The research method used by the researcher in this study is a qualitative research method by conducting observations and interviews with parents and teachers about giving English language learning to children. The results showed that the majority of parents and teachers strongly agreed with the provision of English learning to children because they experienced a period so that it was easier to understand English lessons compared to adults. Others feel ashamed because the children are still too early to learn the lesson. The provision of English language learning has a positive impact on children in addition to communicating; English can also make children able to compete in the world of work in the future.]]>
<![CDATA[LEARNING STYLES IN RELATION TO ACADEMIC PERFORMANCE OF BTVTED STUDENTS ]]>
<![CDATA[JOSE ARIEL IBARRIENTOS]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.571
<![CDATA[The study is a descriptive-correlational research which aims to determine the significant relationships between students’ learning styles and their academic performance. The study focuses on the learning styles of the first year BTVTRD students who are officially enrolled during the first semester of the school year 2019 – 2020. A survey is utilized in the collection of data while in its statistical analysis the Person Correlation Coefficient was employed. The results revealed that, on learning styles, diverse characteristics define the nature of learners in the BTVTED program. Their learning styles encompass physical, cognitive, affective, and physiological elements that influence learning. On academic performance, majority of the BTVTED students are classified above average. Applying the parametric test using Pearson Product – Moment Correlation, the study concludes that there is a significant relationship between students’ learning styles and their academic performance on the physical, cognitive, and physiological elements of learning. However, on its affective aspect, the contrary hypothesis is proved. Overall, the study finds the need for specific actions that will address the issue on pedagogical strategies employed in teaching the curriculum, approaches in the delivery of instructional content, monitoring, evaluation, and adjustments of key issues in the teaching and learning, institutional program to help students in difficult circumstances, and other studies that will help the college improve its quality education and services.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ EMOTIONAL INTELLIGENCE AND READING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[Dewi Sartika]]>;
<![CDATA[Dewi Septarani]]>;
<![CDATA[Rekha Asmara]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.575
<![CDATA[The objective of this report was to see if there was a correlation between emotional intelligence and reading comprehension achievement among eighth-grade students at SMPN 2 Kayuagung. A correlational research design was utilized. Purposive sampling was applied to choose 140 students for the study. A questionnaire was utilized to check students’ emotional intelligence and a writing test in the form of multiple choice about recount text was employed to measure students’ reading achievement. Before administering the test to the samples, the validity and reliability of the test were assessed on non-sample students at SMPN 2 Kayuagung. The Pearson Product Moment was used to examine the data. The correlation coefficient was found to be 0.240 based on the results at a p-value of 0.05. It was found that r-obtained (02.40) was higher than r-table (0.166). It meant students' emotional intelligence and reading comprehension had a positive relationship. Students who had good emotional intelligence had better reading achievement.]]>
<![CDATA[Learning Loss during Covid-19 Pandemic in Indonesia and the Strategies to Minimize It ]]>
<![CDATA[Agus Wahyudi]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.579
<![CDATA[The current coronavirus (Covid-19) pandemic is having a profound impact, not only on people’s health, but also on how they learn, work and live. Amongst the most important challenges created by Covid-19 is how to adopt a system of education built around physical schools. Based on the Higher Education Law number 12 of 2012, Article 31 concerning Distance Education is a learning process that is carried out remotely through the use of various communication and information media. With the implementation of distance learning during the pandemic and the problems that occurred above, it turns out that this decision has the risk of causing learning loss for students. Asian Development Bank (ADB) estimates that school closures due to the Covid-19 coronavirus pandemic have made many students in Indonesia lose learning opportunities Based on the Human Capital Index 2020, Indonesia has a LAYS of 7.83 years. This research was conducted using qualitative descriptive research. This study aims to reveal the facts, phenomena, and circumstances that existed during the research process by providing what actually happened when learning activities took place with distance education. This burden is the responsibility of all elements of education, especially the state in facilitating the continuity of schools for all educational stakeholders to conduct distance learning. How should Indonesia plan, prepare, and overcome the Covid-19 recovery, in order to reduce the losses to the world of education in the future]]>
<![CDATA[Resilience in Online Learning: A Case Study for Language Learners ]]>
<![CDATA[Fatin Nadifa Tarigan]]>
<![CDATA[ Journal of English Education and Linguistics Vol. 2 No. 2 (2021): Journal of English Education and Linguistics ]]>
Publisher : <![CDATA[Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal ]]>
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DOI: 10.56874/jeel.v2i2.582
<![CDATA[The Covid-19 pandemic has changed the world especially the education sector requiring the educators and students to carry out online/virtual home learning activities. The students with various assignments given by lecturers are required to be able to survive in difficult conditions started from must be able to survive in all pressures, tasks, and various problems experienced during online/virtual learning, must be able to demonstrate good academic resilience during the COVID-19 pandemic till must be able to survive in various conditions and in a state of covid-19. This study used descriptive qualitative research method with research subjects were the students in the English Education Study Program in Universitas Pembinaan Masyarakat Indonesia batch 2020/2021. The results showed that the academic resilience of students was in the high category with a percentage of 63% and in the medium category by 37%. It indicates that during the Covid-19 pandemic, students were able to survive in these conditions and were able to get out of the academic problems they experienced and were able to get out of the academic pressures that existed during the virtual or online teaching and learning process.]]>
