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JOEEL: Journal of English Education and Literature
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Pamane Talino
ISSN : 27233103     EISSN : 2723309X     DOI : https://doi.org/10.38114
Core Subject : Education,
Education
Journal of English Education and Literature (JOEEL) embodies research articles including: language teaching or learning literature related to language studies or learning language studies related to language learning other relevant fields
Arjuna Subject : Umum - Umum
Articles 40 Documents
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ENHANCING STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT THROUGH SUSTAINED SILENT READING Fathul Bari; Yohanes Gatot Sutapa Yuliana; Clarry Sada
JOEEL: Journal of English Education and Literature Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.144

Abstract

ABSTRACTThe researcher discovered that students did not understand reading descriptive text. Students did not know the meaning of the word. Sustained silent reading was a way to overcome students’ problem with reading. In this study, the researcher utilised classroom action research. The research was conducted in SMP Islam Walisongo Pontianak. The participants of the study were class 7 B with 36 students. For the first cycle based on the observation, implementing Sustained Silent Reading, the researcher watched students reading. The researcher discovered that some students did not earnestly read. Thereupon, the students did not understand reading descriptive text. Students did not know the meaning of the word. For the second cycle, there was something different at that time. The students started to understand what they were reading. The students began to pay attention to the teacher's elucidation about what they required to undertake on reading activity. They had started to enjoy reading descriptive text using sustained silent reading. The conclusion of this research was students could increase their understanding, reading in a descriptive text through sustained silent reading.Keywords: Reading Comprehension, Descriptive Text, Sustained Silent Reading
AN ANALYSIS OF COMMISSIVE SPEECH ACT USED BY DANIEL FORESTER AS A MAIN CHARACTER IN THE TOMORROW WAR MOVIE BY CHRIS MCKAY DANIAR SOFENY; Ruly Joan Farwati; Supriyatno Supriyatno
JOEEL: Journal of English Education and Literature Vol 4, No 1 (2023)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v4i1.273

Abstract

Commissive is a style of speech act in which the speaker expresses a willingness to do something in the future. This research was aimed to find the kinds of commisive speech acts used by Daniel Forester as the main character in The Tomorrow War movie in 2021 and to probe the functions of commisive speech act used. Descriptive qualitative research was applied in this research. The data were taken in the form of utterances that came from the main character who was Daniel Forester. The researchers used Austin’s and Searle’s theories to analyse the kinds of commisive speech acts and the functions of each kind. In this research, the researchers found some results (1) the entire data of commisive speech act in Daniel Forester, the main character in The Tomorrow War movie are 23 data included 6 kinds of commisive speech act, those are refusal, offer, promise, volunteer, threat, and guarantee. (2) Researchers have identified the functions of each data of the commisive speech act. In conclusion, the researchers have analysed Daniel Forester’s utterances in The Tomorrow War movie and finds 6 kinds of commisive speech acts and their functions by using Austin and Searle’s theory.
DEVELOPING INSTRUCTIONAL DESIGN FOR TEACHING WRITING PROCEDURAL TEXT USING PROJECT BASED LEARNING Nur bani; Yohanes Gatot Sutapa; Clarry Sada
JOEEL: Journal of English Education and Literature Vol 2, No 1 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i1.118

Abstract

This research was aimed to develop an Intructional design in teaching procedural text using project based  learning. The instructional design assisted for teaching writing for ninth grade students at SMP Negeri 2 Pontianak. This research applied development research and ADD procedure. On the analysis stage the researcher found the fundamental problems and needs of the students as well as the teacher expectation of writing material. On the designing and developing stage, the researcher collected the sources that needed and developed the instructional design. After the product assessed by the material expert, the instructional design  considered as valid and applicable to use. The researcher hope that, this product can be applied in the classroom. As for the future research, the researcher suggested to conduct the instructional design based on the  needs of the students. Drawing a clear design is needed to lead a good development of product.
IMPROVING THE SPEAKING SKILL OF TENTH–GRADE STUDENTS MAJORING IN FASHION THROUGH PODCAST MEDIA AT SMK N 8 SURABAYA Nurul Husna
JOEEL: Journal of English Education and Literature Vol 3, No 2 (2022)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v3i2.225

Abstract

This research aims to find out the student’s improvement in speaking skills after implementing podcast media in the teaching and learning process. The subject of the research was the tenth-grade students majoring in fashion 2 at SMK Negeri 8 Surabaya in academic 2021 / 2022. Which consisted of 33 students. The method used in this research was Classroom Action Research (CAR) conducted in 2 cycles. Each cycle follows four phases: planning, acting, observing, and reflecting. however, there are different treatment was given in the second cycle. There were two ways of collecting the data were obtained from observation sheet field notes and speaking tests. Based on the data showed significant improvement in their speaking performance after the second cycle was conducted. The target score (KKM) of SMK Negeri 8 Surabaya for English lessons is 70. The result of the research showed that in the pre-cycle only 7 students or 21% of students reached the minimum standard score. In cycle I, 14 students or 42% of students reached the minimum standard score, and in cycle II there were 30 students or 90% of students in X Fashion 2 that could pass the standard minimum score. It could be concluded that the students speaking skills could be improved by using podcasts in teaching and learning speaking.
INCLUSIVE EDUCATION SYSTEM FOR SPECIAL CHILDREN’S NEEDS Wahyuni Anggeriyanti
JOEEL: Journal of English Education and Literature Vol 1, No 2 (2020)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v1i2.80

Abstract

The aim of this study is to reveal the teachers’ understanding of basic concepts in inclusive education and the approaches they require to be competent on it. The study is supported by qualitative case study that is considered relevant to the phenomena of the study. The case to be studied is a primary school which proposes an inclusive education for children with educational needs that consists of four students in primary one and two teachers. The data is based on one-by-one interview guidelines, observation and document analysis. The component of findings and discussions consist of classroom management, teaching approach, social interaction and assessment. It can be concluded that the concept of inclusive education is a school program for all students with various background which is interpreting interaction and learning repetitively. Throughout the inclusive education, students with special education have access to enrich academic and social performance. The suggestion of study is for educators that should teach students in collaboration strategy and institution has a reference for future study on similar problem. The conclusion is that inclusive education is one of the options in providing alternative education. It is time for decision-makers apply any kinds of input to present education for all.
THE COMPARATIVE STUDY BETWEEN FLASHCARD AND SCRABBLE MEDIA TO MOTIVATE THE STUDENT’S MASTERY IN VOCABULARY Belinda Ekharisti Viklous
JOEEL: Journal of English Education and Literature Vol 3, No 1 (2022)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v3i1.172

Abstract

AbstractMastering vocabulary is very important for EFL students. The purposes of this comparative study are to 1) to determine the level of the students’motivation in vocabulary mastery, 2) to find out the interaction between the use of the applications(flashcard and scrabble) and the level of the students’ motivation. This quantitative study was conducted at SMA Negeri 1 Jelimpo from 21st - 28th January 2018. The population in this study was the tenth graders involving the students of class X MIA as an experimental class and class X IIS A as a control class. Data collection techniques used tests, questionnaires, and observations. The data analysis used a two-way ANOVA.  The results show that: (1) There is a differentmotivation in Vocabulary Mastery in proving withan average result of 67,7% in the medium category (2) Media influence to Value (sig = 0,047 <0, 05), while motivation does not affect the value (sig = 0.424> 0.05). (3) This study also finds a difference of effectiveness between the application of flashcards and scrabble media with the mean of experimental class gains 82,17 and mean of control class gains 68,80. Moreover, the result of observation shows the students of class X MIA are active and X IIS A are ranged into a very active, active, and quite active. Keywords: flashcard and scrabble media, vocabulary mastery, learning motivation
IMPROVING HIGH SCHOOL STUDENTS’ SPEAKING ABILITY BY USING THE CARTOON PICTURES SERIES Maria Goreti Djehatu
JOEEL: Journal of English Education and Literature Vol 4, No 2 (2023)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v4i2.348

Abstract

This study is aimed to identify whether cartoon images can assist high school students at SMP N 5 Kota Kupang in improving their speaking abilities. The descriptive method was used to characterize speaking performance of the students. This particular study employs a speaking assignment as the research instrument to collect data and focuses on three distinct elements of speaking: grammar, vocabulary, and pronunciation. According to the findings, it was discovered that (1) eighth-grade students could speak English, particularly when describing cartoon picture series orally. (2). students in the eighth grade showed a 'very good' speaking ability level (15.6). (3). the students’ speaking ability level for each element: Grammar; (M=5.20), vocabulary (M=5.40), and pronunciation (M=5.00). There are some recommendations based on the results of the research. It is recommended for the English teachers to train students to speak English effectively by using interesting media, such as pictures or videos, and encourage them to read more to improve their literacy skills. Secondly, the students need to work on their pronunciation by listening to English-language podcasts, music, and television shows. Future researchers are encouraged to conduct similar research with broader media and strategies to improve language learners' speaking ability
The Effectiveness of Teachers’ Corrective Feedback in Enhancing Students’ Ability to Recount Text Writing Irra Wahidiyati
JOEEL: Journal of English Education and Literature Vol 1, No 1 (2020)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v1i1.24

Abstract

Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers’, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students’ prior achievement, and ability in recount text writing. The samples are eighth-graders of SMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers. 
IMPROVING STUDENTS’ ENGAGEMENT IN SPEAKING THROUGH THINK- PAIR-SHARE TECHNIQUE (A Classroom Action Research at Ma’had al-Jami’ah IAIN Pontianak) Jazilatul Adawiyah
JOEEL: Journal of English Education and Literature Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.94

Abstract

This study aimed to improve Students’ engagement in speaking activities through Think-Pair-Share (TPS) technique. The TPS was used in this classroom action research (CAR) as a technique of teaching speaking in English under collaborative learning strategy. The study was conducted at Ma’had al-Jami’ah (boarding) IAIN Pontianak which involved twenty- five students as participants. Additionally, this study aimed to learn about the problem faced in the learning process through observations and reflections. The data of the research were qualitative and quantitative analysis. They were collected through classroom observations, field note takings and recordings. To analyze the data, the researcher used qualitative analyses by interpreting the data to find clear pictures of the students’ engagement. However, quantitative analyses were also used to support the interpretation. Through three cycles of planning, acting, observing, and reflecting procedures, it was found that the students’ engagement improved when the learners were actively participated in the implementation of Think-Pair-Share technique. The research findings showed that in the first cycle 41.6 %, the second cycle 60 %, and the third cycle was 75.6 %. Keywords: Engagement, Speaking activities, TPS
USING DICTOGLOSS AS AN EFFECTIVE METHOD TO IMPROVE STUDENT’S SKILL IN LISTENING NARRATIVE STORY Ray Suryadi; Serly Serly; Rais Abin; Hodairiyah Hodairiyah
JOEEL: Journal of English Education and Literature Vol 4, No 1 (2023)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v4i1.276

Abstract

This research was conducted at SMP Negeri 1 Tinondo. The research purpose is to find out whether there is a significant effect of Dictogloss method on Listening skill of Narrative text at the second grade students of SMPN 1 Tinondo. The population of this research consists of 43 students. From the population, there were 22 students were taken as a sample of experimental class and 21 students were control class. The sample was taken using saturation sampling. The research method used in this research is a quantitative method using quasi experimental method. The data collected through pre-test and post-test. This aims to determine whether there is an effect of Dictogloss Method on the students' listening skill of narrative texts. The data analyzed by using t-test which showed that the value of t-test (to) was higher than t-table (tt), to > tt = 32.023 > 1,717 in a significant degree of 0,05 %. It means that the alternative hypothesis (ha) was accepted and the Null hypothesis (ho) was rejected. In conclusion, The Dictogloss method has an effect on students' listening skill.

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