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JELT (Jambi-English Language Teaching)

jelt
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Published by Universitas Jambi

ISSN : - EISSN : 25033840 DOI : https://doi.org/10.22437/jelt

Core Subject : Education,

Languange, Linguistic, Communication & Media

Jambi-English Language Teaching (JELT) is an international refereed journal in English language teaching. It publishes articles that explore the application of English language in teaching and everyday experience of English in education. Its scope is national and international in that it welcomes articles from academicians, researchers, graduate students, and policy makers. All articles should be in English. The journal publishes articles in English language teaching, issues in teaching and methodologies and application of material designs of English such as in the following disciplines : 1. English language teaching 2. Applied Lingusitics 3. Teaching Methodologies 4. Curriculum Development and Syllabus Design 5. Material Design 6. Teacher Education and Professional Development 7. Linguistic Theories and English Language Teaching 8. Teaching English Specific Purposes

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 89 Documents

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FISHBOWL TECHNIQUE AND LEARNING INTEREST EFFECTS ON SPEAKING ACHIEVEMENT OF SMK SEMBAWA Jaya Aswadi; Habibi Akhmad
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

Indonesian students are assumed to have low ability in speaking performance in terms of meaning, form, and communication aspects. This study investigated whether or not Fishbowl Technique and students’ learning interest are effective to improve students’ speaking achievement. The population of this study was 150 eleventh grade students of SMK SPP Sembawa Banyuasin. Sixty of them were taken to be the sample of the study. They were divided into experimental and control group through cluster random sampling. To collect the data of speaking achievement, the oral test was used. The criteria were interaction, pronunciation, fluency, and grammar. The findings showed that there was a significant difference in achievement before and after the treatment in the experimental group of students’ learning interest, it was shown that the sig. The significance Value was 0.000 < 0.05, it means that the students’ speaking achievement significantly increased. The test of Between-Subjects Effects analyses, the significant value of the technique (fishbowl) and the students’ learning interest were 0.936, the probability sig. of technique was 0.000, and the interaction between high, medium and low interest was 0.936 which was higher than the significant level of p-value 0.05, it means that there was no significant interaction between students’ learning interest and fishbowl technique. It could be meant that the learning interest did not contribute to improve the students’ speaking achievement when the fishbowl technique was applied. Keywords: Fishbowl, Interest, Speaking

APPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENT Wahyuni Sri; Diem Dahlan Chuzaimah; Ekawati Dian
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

The aim of this study was to find out whether or not; Cooperative Integrated Reading and Composition (CIRC) could improve the students’ reading comprehension and writing achievement. The population covered the whole eighth grade students of SMP 1 Pagaralam. 40 students were selected purposively as the sample and divided into two groups, experimental and control group each comprising of 20 students. During the research, the students in the experimental group were taught reading and writing by using CIRC. To check whether the application of CIRC could improve the students’ achievement, the students were given reading comprehension and writing test. The obtained data were analyzed by using paired sample t-test and independent t-test. Statistically, based on the result of paired sample t-test and independent t-test analyses, it strongly showed that there was significant improvement and difference in reading comprehension and writing achievement after the students were taught by using CIRC. Key words: Reading Comprehension, Writing Achievement, CIRC

IMPROVING STUDENTS SPELLING ABILITY BY USING MAKING WORDS IN SDN 6 PALEMBANG Wahyudi Agus; Pamuji Arief
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

Spelling is the forming of words from written and oral forms according to accepted usage. English spelling is difficult and often unpredictable. To be a better speller, a student must be able to remember sounds of letters in isolation as well as how to blend them into whole words. The students need a great deal or practice using the words functionally, as in writing. Therefore, the students have to associate letter sounds with the correct letters. Making Words is an innovative word study and word play activity, students are guided through the process of using a limited number of letters to make a series of words. This study was conducted in SD Negeri 6 Palembang, One of the quasi-experimental designs, the pretest-posttest non-equivalent control group design was applied in this study. The results of the study showed that there was significant difference in Spelling ability between the students who were taught by using Making Words and those who were not. On the basis of the independent samples test, t-obtained of the posttest of experimental and control groups was 2.511. Finally, the results of the interview showed that most of the students were interested in learning Spelling through Making Words. Therefore, Making Words is an effective way to be used in teaching spelling. Keywords: Spelling, Making Words, Young Learners

DEVELOPING ABILITY IN ANSWERING READING QUESTION BY USING QUESTION-ANSWER RELATIONSHIPS TECHNIQUE Marliasari Sherly
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

The ability to comprehend the reading text is very crucial to assess the students’ understanding towards what they have read. The main goal is to derive some understanding of what the writer is trying to convey and make use of that. Unless the reader cannot gather any information and use it to efficiently function. A technique called Question-Answer Relationship (QARs) was used to assist students to gain the ability to comprehend the text. This technique was technically used to identify the type of response necessary to answer question. This technique requires the students to distinguish when it is appropriate to use background knowledge or textual information to answer the question. The objectives of this study were to find out the significant differences between students’ ability in answering questions of reading text, and to figure out whether the QARs technique were able to develop students ability in answering questions of reading text. The population of the study was all of the eighth graders of SMP Negeri 1 Lembak consisting of 139 students from 5 classes. 60 students were selected by using cluster random sampling method and the samples were divided into two groups, experimental and control group. The test consisted of 40 multiple choice questions. The result of data analysis showed that t-obtained 2.006, where the critical 1.67, at the significance level of 5% and df 52. This showed that there were any significant differences in students’ ability in answering the question between the students who were taught by QARs and those who were not. And through this study, teaching reading by using question-answer relationships technique can significantly develop the students’ ability especially to the eighth graders at SMP Negeri 1 Lembak. Keywords: comprehension, question-answer, reading text

THE EFFECT OF INSTRUCTIONAL MEDIA POWER POINT -BASED AND EMOTIONAL INTELLIGENCE ON DESCRIPTIVE WRITING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS CLASS VII SMPN 8 MUARO JAMBI Puspayanti Puspayanti; Saharudin Saharudin; Budiyono Herman
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

This research aims to determine the effect of the use of instructional media power point-based and emotional intelligence on descriptive writing skill of Junior High School students number eight Muaro Jambi class seven. This is quantitative with quasi-experimental study which was conducted in two classes, class VII D as the experimental class (has treatment) and class VII F as a control class (has no treatment). Overall results of the research showed that there is no effect of the use of instructional media power point-based and emotional intelligence on descriptive writing skill of Junior High School students class seven at 95% level of significant. This is because of three hypotheses proposed; only one hypothesis stated that H1 received. The rest, hypothesis two and three H0 received. The results of hypotheses testing to hypotheses one, two, and three, are: (1) There is an effect of instructional media power point-based on descriptive writing skill of Junior High School students, (2) There is no effect of emotional intelligence on descriptive writing skill of Junior High School students, (3) There is no interaction between instructional media power point-based and emotional intelligence. It is true that the result of hypothesis testing on hypothesis one that there is an effect of instructional media power point-based, but the effect is not significant.Keywords: instructional media, power point -based, emotional intelegence, descriptive writing ability

PRAGMATIC COMPETENCE AS THE ART OF LANGUAGE USE IN INTERACTION Siska Vrenti
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

The ultimate goal of the research was to delineate EFL students‟ bilingual school interaction to find out Pragmatic aspects in term of cooperation among the participants, and politeness strategy. Since pragmatic competence holds important role in language learning instead of linguistic competence. The research subjects were English native teacher and 24 students of third grade of Tunas Mekar Indonesia Elementary School. To find out pragmatics‟ aspects of the interaction, the researcher analyzed teacher‟s and students‟ utterances by transcribing, coding and classifying them based on the theory. The findings show that pragmatic competence is very needed to be applied in the interaction, the teacher should be first model for their students in the classroom communicative activity. The teacher‟s utterances or speech acts should be understandable by the students, thus ultimate goal of communication can be shared. Pragmatics deals with some aspects which can be implemented as references to conduct manner through language use contextually and appropriately. It directs the participants to cooperate achieving communication goals through various guidance which reflect good values and politeness strategy of language use. In another word, it is the art of language use in the interaction. Key words: Pragmatic Competence, Speech Act, Cooperative Principle,Politeness

TEACHERS’ PERCEPTION ABOUT TOTAL PHYSICAL RESPONSE METHOD IN TEACHINNG SPEAKING SKILL AT SD ISLAM AL-FALAH JAMBI Selvi Azli; Yanto Yanto; Nely Arif
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 2 (2016)
Publisher : Universitas Jambi

The purposes of this qualitative study were to find out the voices of teachers about total physical response method in teaching speaking skill and describe activities that teachers usually give in teaching speaking skill using total physical response method. Data for this study were collected through a demographic background, interview, and observation. The demographic data were analyzed descriptively. The interviews data were analyzed using thematic analysis. The observation were analyzed descriptively using observation sheet and using video recorded for recorded the process of teaching speaking skill using total physical response method in the classroom. There were five English teachers as participants in interview and there were two English teachers as participants in observation. Based on the research results, there were five major themes emerged from the data related to the voices of teachers about TPR method in teaching speaking skill such as body gesture in teaching speaking skill, difficulties in learning vocabulary, effective method in teaching speaking skill, participation and interaction in teaching speaking skill, and role play in teaching speaking skill. As the suggestion, TPR method is recommended to be applied in teaching speaking and teachers who apply this method were suggested to develop appropriate classroom management.

HIGH SCHOOL SUCCESSFUL DEBATERS’ SELF REGULATED LEARNING STRATEGIES AT SMAN 3 MALANG Fachrial Saputra; Ive Emalina
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 2 (2016)
Publisher : Universitas Jambi

Debate is one of teaching strategies that is used in learning speaking. Debate includes the discipline of learners to manage their own learning. When learning English through debate, learners are using Self Regulated Learning (SRL) strategies. SRL strategies in debate are helping so many debaters to maintain their speaking using English as well as to think analytically while speaking using English. Therefore, this research was conducted to see the way that senior high school debaters used SRL strategies. This study used case study that is very popular form of qualitative analysis and involves a careful and complete observation of a social unit, be that unit a person, a family, an institution, a cultural group or even the entire community. Case study in this study was applied to analyze the kinds of SRL strategies that were used by senior high school successful debaters in SMA Negeri 3 Malang. This study revealed the presence and the way SRL strategies were used by the participants that were included into several attributes, including metacognitive, strategy, adapting, engaging, and self-initiating. Each of attribute was having their actions, including goal setting and planning, organizing and transforming, keeping records and monitoring, seeking social assistance, reviewing records, environmental structuring, self-evaluation, rehearsing and memorizing, self-consequence, and seeking information. Moreover, not all of the strategies always appeared on every participant and also the way that the participants used the strategies was different one to another.

AUTHENTIC MATERIALS SELECTION IN HOSPITALITY PROGRAM AT STATE VOCATIONAL HIGH SCHOOL (SMKN) 1 BUDURAN SIDOARJO Abdul Kholik
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 2 (2016)
Publisher : Universitas Jambi

Authentic Materials are helpful for the students of vocational high school to know the real use of English in the real context. Using authentic materials is expected to meet an ideal teaching materials to build students’ interest in learning English since there is no coursebook that can be ideal for any particular class (Brian, 2001) and teaching materials for vocational high school tend to be viewed as distinct and separate from general coursebook (Alan, 1995). However, authentic materials should be selected carefully to get the proper authentic materials that could make students interested, motivated, and possibly bring authentic learning. Thus, there are two research questions that need to be answered; those are what kinds of authentic materials used by the teacher and the criteria used by the teacher to select them to be used in English teaching in Hospitality program at SMKN 1 Buduran Sidoarjo. The research used descriptive qualitative design with narrative approach since the focus of the research was to explore more on teacher’s experience in using authentic materials to be used in English teaching of hospitality program. The data was collected through documentation and interview technique using document analysis checklist and interview guideline as the instruments of the research. The result of the study showed that the teacher used both of two categories of authentic materials; those are authentic print materials such as bills, order forms, signs, pictures, etc. and authentic auditory materials such as videos, songs, etc. Selecting those authentic materials, the teacher considered four criteria: 1) authentic materials should appropriate to basic competence and students need, 2) authentic materials should be interesting, 3) authentic materials should be understandable, and 4) authentic materials should up-to-date or do not seem obsolete to be used.

TEACHING SPEAKING BY USING ROLE PLAY TO THE EIGHTH GRADERS OF STATE JUNIOR HIGH SCHOOL 15 PALEMBANG Jhoni Eppendi
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 2 (2016)
Publisher : Universitas Jambi

English speaking skill is one of skills to be noticed in this globalization era. However, Indonesian English speaking skill was still low. Therefore, the objective of this study was to find out whether or not the use of Role Play strategy could improve students’ speaking performance. 60 out of 212 eighth graders of State Junior High School 15 Palembang were chosen randomly as the sample. In collecting the data, the pre-test and post-test were given to both groups to measure their speaking skill. The result showed that speaking achievement of the students who are taught by using role play were significantly improve those who were not. Role play could motivate and attract their attention to the lesson. They were active in expressing their ideas, feelings and opinions freely. The students like role play because it is like a game. Thus, the students enjoy to be active orally especially for shy students. It means that role play is effective to be used in teaching speaking to the Eighth Graders of State Junior High School 15 Palembang.

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Reviewer

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Contact Name Habizar

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Phone +6282269943388

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Editorial Address Kampus Unja Mendalo. Jl. Jambi – Muara Bulian No.KM. 15, Mendalo Darat, Kec. Jambi Luar Kota, Kabupaten Muaro Jambi, Jambi. Telpon : 0741-583122. Email : humas@unja.ac.id

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Abstract

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Contact Name
Habizar

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habizar@unja.ac.id

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+6282269943388

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habizar@unja.ac.id

Editorial Address
Kampus Unja Mendalo. Jl. Jambi – Muara Bulian No.KM. 15, Mendalo Darat, Kec. Jambi Luar Kota, Kabupaten Muaro Jambi, Jambi. Telpon : 0741-583122. Email : humas@unja.ac.id

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