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Rama Dwika Herdiawan
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JELL (Journal of English Language Learning
Published by Universitas Majalengka
ISSN : -     EISSN : 25991019     DOI : https://doi.org/10.31949/jell
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of English Language Learning (JELL) is a peer-reviewed journal published in Indonesia by English Education Study Program, Faculty of Teacher Training and Education, Universitas Majalengka. This journal is published twice a year: November and June. The scopes of the journal include, but not limited to, the following topic areas: education policy, English curriculum, EFL methodology, teaching and learning strategies, evaluation and assessment, TEYL, classroom action research, translation, teaching media and ICT, applied linguistics, ELT materials development, linguistics, pragmatics, critical discourse analysis, and literature. The journal is published in online version.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 49 Documents
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Improving the Students’ Writing Skills by Integrating Problem-based Learning (PBL) with Teaching at the Right Level (TaRL) Approach in Class 7. C of SMP-TQ Mu’adz bin Jabal A Tenry Lawangen Aspat Colle; Nurnia Nurnia; Rabiah Rabiah
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

This study aims to improve students' writing skills by integrating Problem-based Learning (PBL) with the Teaching at the Right Level (TaRL) approach in class 7. C of SMP-TQ Mu’adz bin Jabal. This study was collaborative Classroom Action Research (CAR), with a writing test, observation sheet, and e-questionnaire as research instruments. This study used three stages of statistical technique; first, measure the students’ writing skills using a writing scoring rubric. Second, determine the category of students' scores. Third, find out the class percentage of writing score category where it can be said the student's writing skills in 7. C improves if 70% of the total students obtained a very good category (81-100) as their learning objectives achievement criteria in their writing assessment. The study result revealed that the % of students' writing score category in cycle one is 48%, then increased in cycle two is 74%. It concluded that the writing skills in class 7. C improves. Further study is recommended to investigate the PBL in improving other language skills such as listening, speaking, and reading to establish more conclusive findings on its roles.
Students' Problems in Online Learning: What Happened to the Students in English Class During Pandemic Covid-19? Tira Nur Fitria
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

This research describes problems faced by students of ITB AAS Indonesia in the implementation of online learning during the pandemic Covid-19 in the academic year 2020/2021. This research uses qualitative research. The analysis results show that during online learning in English class, students’ problems are: 1) concentration during learning. 2) feeling bored and lazy during learning. 3) slow or unstable internet network. 4) expensive internet quota prices. 5) technical problems with learning devices such as computers, laptops, or cellphones. 6) adaptation to digital technology such as video-conferencing applications. 7) the circumstances that are not conducive at home. 8 communicating and interacting with the lecturer and classmates. 9) managing work and study time. 10) accessing institutional e-learning or other learning applications. 11) understanding English learning materials. 12) doing the English assignments and homework given by the lecturer. 14) the total number of English assignments is too much. 13) having limited time for doing English assignments and homework. 14) the lecture schedule is not adjusted to the proper lecture schedule. 15) lecturers have a limited learning method during teaching online. 16) feeling worried and anxious about the English midterm exam and the final exam including the question type, number, or level of difficulty of questions and the implementation of online exams during online learning. 17) feeling worries and anxiety about the English final grade or score that will be obtained at the end of the semester. As teachers or lecturers, we have to find various solutions to overcome the problems.
Teachers’ Perspective Toward Self-Reflection to Improve Teaching Performance Bintang Hemas Widyanita; Sukma Nur Ardini; Salimatin Mufidah
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

The purpose of this research is to describe the teachers' opinion about self-reflection which improves their teaching performance. This research was done at SMA Islam Sultan Agung 1 Semarang with a total number of population was four English teachers. An open-ended questionnaire was used to collect data in this research. The questionnaire was distributed to respondents through google form on May 2023. After the data were collected, they were analyzed thematically. The data were extracted and discussed into the following six themes, namely (a) important form of evaluation, (b) perfect timing, (c) personal or collaborative self-Reflection, (d) documentation, (e) the benefit, (f) challenging, (g) boredom, and (h)teaching performances. Based on the results and discussion from the previous section, it can be concluded that teachers acquire self-awareness, identify areas for improvement, adjust their methods, respond to student needs, and strive for continual professional progress through self-flection.
Students’ Direct Strategies in Speaking English of the Third Graders at Vocational High School of Ma’arif V Kebumen Hastri Firharmawan; Dwi Heriyanto; Eka Nurhidayat; Yayu Sri Rahayu
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

Speaking strategies are important for effective communication. This study investigated the speaking strategies used by students in English class. The researchers used surveys and interviews to collect data from 60 students at the Vocational High School of Ma’arif V Kebumen. It was done from March-April 2023. The study results show that students have used a variety of direct speaking strategies in purpose to improve their speaking skills. The research identified three types of direct strategies to be used: memory, cognition, and compensation. Among those three types of strategies, three learning activities were the most frequently used: placing, role-playing, and mother tongue. The study suggests that a combination of the types of direct strategies can be effective in improving speaking skills. Teachers should consider using various strategies to help their students improve their speaking skills.
Youtube to Promote Critical Thinking in Critical Listening Course Ratri Harida
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

When it comes to teaching students listening skills, audio-visual learning techniques are superior to audio-only ones. Therefore, YouTube becomes the primary source to get diverse and high quality videos for critical listening courses. In order to better understand the language, students would be able to connect words and images. Using interviews and observation to collect the data, this research found that using YouTube videos has a positive impact on promoting critical thinking while engaging in a critical listening course. Through 1) freeze framing and prediction; 2) repetition and role play; and 3) reproduction activities, YouTube can help students in a critical listening course develop their critical thinking skills. Further advice on how to maximize the advantages of this activity for promoting critical thinking can be found by looking into the various strategies and techniques used by educators to incorporate YouTube videos into their teaching methods.
Photovoice in EFL Essay Writing: Student Militansina
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

Although research regarding writing for English as a foreign language has been much discussed and reported, little empirical evidence addresses photovoice, which documents the student teachers’ learning experience on essay writing in the Asian context. To fill this void, this article reports on a case study investigating the student teachers' learning experience on essay writing using photovoice. The research findings indicate that integrating photovoice in EFL writing instruction positively influenced student teachers' self-awareness, motivation, and reflective learning habits. Student teachers reported increased engagement in the writing process, improved self-evaluation and peer evaluation skills, and a greater sense of agency in addressing writing challenges, ultimately leading to enhanced writing proficiency and confidence. This study reveals the positive impact of photovoice in EFL writing instruction for Asian student teachers, enhancing self-awareness, motivation, and reflective learning habits and improving writing proficiency and confidence.
The Influence of Interactive Method toward the Students’ Speaking Skills at the SMP Santo Thomas 3 Medan Siska Julinda Yani Zega; Karisma Erikson Tarigan; Fiber Yun Almanda Ginting
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

In this study, the writer focused on the use of interactive methods on the speaking skills of class VII students of SMP Santo Thomas 3 Medan with the aims of 1) to determine whether the interactive method has enough influence on the speaking skills of class VII students of SMP Santo Thomas 3 Medan and 2) to find out how enthusiastic are students in learning speaking after they are thought by interactive methods. The type of research used is Classroom Action Research (CAR). The results of this study indicate that: 1) the interactive method affects students' speaking skills, increasing the average score of students' pre-test by 56.03%, formative test by 61.35%, and post-test by 72.32%. 2) It can be seen that the student's response to the interactive method on students' speaking skills is very positive. The percentage of the questionnaire results in statement number 3 there were 23 students 82% who agreed to the statement that students became more enthusiastic about speaking English in learning to speak English using material describing objects using interactive methods, and 4 students 14% strongly agreed. It can be concluded that the application of the interactive method positively influences students' speaking ability, which is the achievement of students' speaking skills.
Cohesive Ties Found in Writing English Text at SMA Dharma Wanita 2023/2024 Medan Karisma Erikson Tarigan; Meikardo Samuel Prayuda; Rosma Sani Fitria br Sinukaban
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

Cohesive is a concept applied to text linguistics and discourse analysis to determine if the written text's properties. Cohesive ties are divided into five categories: reference, substitution, ellipsis, conjunction and lexical ties. This research was conducted to look at the types of lexical cohesive ties in student description writing and the dominant cohesive ties found in the writing of SMA Dharma Wanita students. This research is limited by two types of cohesive ties, namely reference and conjunction. This study used the qualitative data techniques. Based on the results of student writing through descriptive text, there were 114 cohesive ties used by students with 32 cohesive tie reference types and 82 conjunctions.
Applying Make a Match Technique to Improve the Seventh-Grade Of Students’ Vocabulary Mastery In SMP Dharma Wanita Medan Meikardo Samuel Prayuda; Karisma Erikson Tarigan; Paulina Kezia Rajagukguk
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

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Abstract

The design of this research is Classroom Action Research (CAR). This research will observe and study the problems that arise in the implementation of the teaching and learning process. This study aims to prove that the make a match technique can improve the students' vocabulary mastery and to prove that the students' motivation in learning vocabulary is improved by using the make a match technique. This study used tests, questionnaires, observation sheets, and field notes as data collection instruments. The research results can be seen that applying the Make a Match Technique can successfully improve the students' vocabulary mastery. The students' mean score from the pre-test to post test. The students' mean score was 40 in the pre-test, the formative test was 62, and the post test was 80.

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