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<![CDATA[THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Eva Mariana]]>;
<![CDATA[Entis Sutisna]]>;
<![CDATA[Asih Wahyuni]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Volume 2 Number 2 Tahun 2020 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i2.2474
<![CDATA[Reading comprehension is the process of getting the main purpose of the text during reading. Students not only can read the whole passage but also comprehend and understand what the important point of the text is. However, the difficulty of comprehending text during reading is a problem for students. Cooperative Integrated Reading and Composition (CIRC) technique is the solution to solve the problem. The aim of this research is to investigate the use of Cooperative Integrated Reading and Composition (CIRC) technique on students’ reading comprehension. In conducting this research, the writer applied pre-experimental method and one group pretest and posttest design. This research is conducted to the first semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were 20 students as the sample of this research by using random sampling. The result shows that based on t-table, the degree of freedom of 19 at significant level of 0.05 is 2.09. However, the value of t-test is 3.89. From the comparison between the value of t-test and the t-table, it can be concluded that the value of t-test is higher than t-table (3.89 more than 2.09). Thus, the alternative hypotheses of this research (Ha) is accepted. Therefore, CIRC technique affects students’ reading comprehension..]]>
<![CDATA[THE USE OF MIND MAPPING TECHNIQUE ON STUDENTS’ ABILITY TO WRITE A RECOUNT TEXT ]]>
<![CDATA[Ani Hartiwi]]>;
<![CDATA[Entis Sutisna]]>;
<![CDATA[Nur Utami Sariat Kurniati]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1487
<![CDATA[Writing is one of the language skills that should be mastered by the students. According to pre research observation, they still got some difficulties when they were asked to write English text. Developing ideas is one of their difficulties in writing. Hence, an appropriate technique is required to help students overcome this problem. This study is conducted to find out the effect of using mind mapping technique on students‟ ability to write a recount text. Pre Experimental method and One Group pretest-posttest design are used in this study. First grade students of SMA Negeri 1 Cigombong are chosen as the sample. They are 32 students, all in one class. Purposive sampling technique is used to choose the sample. The data are collected through pre-test and post-test in the form of writing test. Then, t-test is used to analyze the data. The result of analysis shows that the value of t -test is 23.29 and the value of t-table at 0.05 level of significance is 2.04. This indicates that the value of t - calculated is higher than t-table, hence null hypothesis is rejected and alternative hypothesis is accepted. Thus, it is concluded that there is an effect of using mind mapping technique on students‟ ability to write a recount text. Keywords: Writing ability, Recount text, Mind mapping technique.]]>
<![CDATA[THE USE OF SCRAMBLED WORD GAME ON STUDENTS’ VOCABULARY ]]>
<![CDATA[Vanila Sakinah]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 1 (2022): Volume 4 Nomor 1 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i1.5149
<![CDATA[Learning vocabulary is often monotonous because the teacher only asks the students to do the worksheet without giving activities to make them enjoy learning. For that reason, the teacher needs an appropriate medium that can offer a fun learning process and attract the students’ interest. One of the teaching mediums is scrambled word games. The aim of this research is to investigate the use of scrambled word games on students’ vocabulary retention. The population of this research is the first-grade students of SMP Negeri 3 Cikembar. The total number of samples are 10 students of class VII-B. The sample is chosen by simple random sampling technique. In conducting this research, the writer applies a pre-experimental method and uses one group pretest-posttest design. The writer gives pre-test, two treatments, and post-test to the students. Vocabulary test is given to measure the students’ vocabulary in descriptive text as the topic. The data is analyzed by using the t-test formula. Based on the calculation of the data, the mean of the difference is 12.6 and the total of deviation of difference is 764.4. In conclusion, the final result shows that the use of scrambled word games has an effect on students’ vocabulary retention.]]>
<![CDATA[WRITING STYLE COMPARISON BETWEEN MALE AND FEMALE STUDENTS IN WRITING ARGUMENTATIVE ESSAY ]]>
<![CDATA[Amalia Salsabila]]>;
<![CDATA[Atti Herawati]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Volume 3 Number 1 Tahun 2021 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3415
<![CDATA[Male and female students have different and similar writing styles. These differences and similarities make them have their own characteristics in writing. The differences that occur can be seen in terms of lexical and grammatical features. This research aimed to compare writing style between male and female students in writing argumentative essay. This research was conducted at English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were four male and four female students from 4A in this research as the participants. To gain the research data, the researcher used three research instruments: documentation, questionnaire, and interview. Documentation instrument was used to analyze students’ work. Questionnaire instrument was distributed two times for each student. Interview was conducted once for each student. According to the data analysis, it was found that there are two similarities and three differences between male and female students in writing argumentative essay. The similarities are the use of psychological processes and the use of sentence structure, punctuation, and capitalization. The differences are the way to express the opinion, the use of words, and the use of certain possessive pronouns more frequently]]>
<![CDATA[TEACHING SPEAKING SKILL TO DEAF STUDENTS ]]>
<![CDATA[Zahra Nurmeiliawati Sukrisna]]>;
<![CDATA[Yanti Suryanti]]>;
<![CDATA[Mursidah Rahmah]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1492
<![CDATA[ABSTRACT English subject is taught to every student, including the special need students especially deaf students. This research aims to find out how the teacher teaches speaking skill as one of the skills in English to deaf students. Descriptive method is applied in this research which is conducted at SLB-B Dharma Wanita Bogor to 11th grade and the English teacher as the participants. Based on the result of this research, it is found that teacher has to apply the rules, strategies, and techniques in teaching speaking skill to deaf students. One of the ways in teaching them is teacher always helps them with the visual media since it helps them a lot in understanding the material. For example, teacher adds information by writing it on the whiteboard so they will know and understand how to sound the word clearly. Based on the result, it can be concluded that in teaching speaking skill to deaf students there are several special treatments and ways to be applied. They are; lip reading, counting the syllables, adding transcription, and mixing the languages. Keywords: Teaching Speaking Skill, Special Students, Deaf Students]]>
<![CDATA[Digital Storytelling for Improving ESP’s Students’ Motivation and Autonomy During Covid-19 Pandemic: A Conceptual Paper ]]>
<![CDATA[Reza Anggriyashati Adara]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 1 (2022): Volume 4 Nomor 1 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i1.4818
<![CDATA[Covid-19 pandemic has changed the way ESP (English for Specific Purposes) teachers and students interact in the classrooms. As teachers and students need to use online method to teach and learn English, an alternative strategy is needed to maintain students’ motivation and autonomy. One of alternatives which can be taken by teachers to improve students’ motivation and autonomy is digital storytelling. It is because digital storytelling has been considered effective to improve students’ motivation and autonomy. Therefore, the present study is a conceptual paper which will discuss the possibilities of digital storytelling integration to ESP classes. In addition, the present study aims to discuss strategies that can be taken to apply digital storytelling to ESP classrooms. ]]>
<![CDATA[THE USE OF PEER FEEDBACK TO ENHANCE STUDENTS’ ABILITY TO WRITE DESCRIPTIVE TEXT ]]>
<![CDATA[Khadijah Mahdiyyah]]>;
<![CDATA[Atti Herawati]]>;
<![CDATA[Lungguh Halira Vonti]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Volume 2 Number 2 Tahun 2020 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i2.2475
<![CDATA[Writing is one of productive skills that is different from other skills. In writing, students need more time to express their idea in a written form. Besides, teacher also needs time to give feedback to motivate the students in revising their work. To make the activity of giving feedback more effective and efficient, this research was conducted. It is aimed to find out whether peer feedback has positive effect or not in enhancing students’ ability to write descriptive text. This research involved the third semester students of English Language Education Study Program, Pakuan University. The sample was 21 students from semester 3A. They were chosen by using random sampling technique. The researcher used quantitaive approach and applied pre-experimental method. She chose one group pre-test post-test design. The instrument of this research was writing test to measure students’ ability to write descriptive text. In addition, the data were analyzed by using t-test formula. From the calculation, she finds the result of t-test value is 9.41 meanwhile the t-table value is 2.09 from the significant level 0.05 with the degree of freedom (df) is 20. It means that the t-test value is higher than t-table value (9.41 more than 2.09). The calculation indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, peer feedback affects students’ ability to write descriptive text.]]>
<![CDATA[STUDENTS’ ERROR IN CONSTRUCTING COMPLEX SENTENCES ]]>
<![CDATA[Aulia Faradiba]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Deddy Sofyan]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1488
<![CDATA[ABSTRACT The paper entitled “Students’ Error in Constructing Complex Sentences” is aimed to find out the error that students make in constructing complex sentences in interrogative form with the noun clause as dependent clause. In conducting this research, the writer applies descriptive method to describe the students’s error. The research was conducted in the fifth semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes the students who got score less than 70 in Text Based Structure. The data were gained from three instruments: documentation, questionnaire and interview. The documentation is taken from the students’ work, questionnaires are distributed to the 60 students who become the participants and the interview is done to the lecturer who taught Text Based Structure. The writer finds out there are four types of error that students made. Those errors are omission, addition, misformation and misordering. The result shows that the highest error made by students is misformation. The writer suggests that the students should learn more about the pattern of complex sentence so they will know the verb that should be used in the noun clause as dependent clause. Keywords : students’ error, complex sentence, noun clause]]>
<![CDATA[STUDENTS’ DIFFICULTIES IN UNDERSTANDING STATISTICAL CALCULATION ]]>
<![CDATA[Ihda Ulfah Arismika]]>;
<![CDATA[Iyan Irdiyansyah]]>;
<![CDATA[Entis Sutisna]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Volume 3 Number 1 Tahun 2021 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3416
<![CDATA[The paper entitled “Students’ Difficulties in Understanding Statistical Calculation” is conducted to analyze the students’ difficulty in understanding statistical calculation and the causes of it. The research is applied to the seventh semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. Students who got low score in statistics subject are chosen as the participants. Descriptive method is used in conducting this research. Questionnaire and interview are used to collect the data of this research. The result of this research shows that the students get difficulties in understanding statistical calculation. The problems are students are not able to answer statistics questions. Additionally, they are not able to understand the statistical formulas, not able to use scientific calculator, and not able to absorb the material that was taught well. Then, the causes are they are not interested in statistical calculation, they are not taught by interesting method, they were weak in calculating, and they are not familiar with scientific calculator.]]>
<![CDATA[Application of Cybernetetic Learning Theory Using Visual Illustration Media to Develop Students' English Speaking Skills ]]>
<![CDATA[Sriwati Sriwati]]>;
<![CDATA[Ruhanda Ruhanda]]>;
<![CDATA[Erwin Yulianto]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Volume 2 Number 2 Tahun 2020 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i2.2470
<![CDATA[The ability to speak English is a must to survive in global competition. As education people always try and want to explore to improve the quality of graduates who are better with a variety of methods, but the results are still not satisfactory as expected. Various attempts to improve English learning outcomes have been carried out through suitable and fun learning models using in-service and on-service training systems, but after completing the training many teachers returned to the old teaching method (teacher centered). Communicative approach methods / approaches have not been implemented so that the results achieved have not been improved. Of the four English language skills, the lowest score is speaking skills. The main cause is the low student interest in learning and the use of media that is less interesting, coupled with teaching and learning activities in the classroom that are boring. Seeing this kind of teacher creativity is needed, for example by conducting teaching and learning activities based on visual illustration media according to the tastes of the child but so that it can meet the demands of the curriculum and keep abreast of technological developments. The research method used is to use the concept of Action Research Class which consists of 2 cycles, where each cycle consists of several stages, namely planning, action implementation, observation and evaluation and reflection. Classroom action research on improving speaking English by applying cybernetic learning theory and visual illustration media carried out over two cycles is able to be an alternative learning reference for teachers and students who are fun.]]>
