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Journal of English and Arabic Language Teaching
ISSN : 24070998     EISSN : 24071005     DOI : -
Core Subject : Education,
Journal of English and Arabic Language Teaching, JEALT (Online ISSN 2407-1005 | Print ISSN 2407-0998), is a scholarly refereed journal originally founded at the Language Development Center of State Islamic University of Sultan Syarif Kasim Riau. JEALT has established itself as an excellent source for the latest developments in the field, both theoretical and pedagogic, including improving standards for teaching English and Arabic as foreign language in Indonesia and around the world.
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Articles 7 Documents
Search results for , issue "Vol 8, No 2 (2017): J/E/A/L/T" : 7 Documents clear
What Principles of Multimedia Learning Do Language Instructional Designers Need to Know? Muhammad fauzan Ansyari
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

One of the trends in educational technology is multimedia. Instructional material designers or developers often ignore the principles of learning with multimedia in the creation of learning materials. Therefore, the aim of the given paper is to discuss the principles of multimedia learning material design to help students learn better. This includes Dual Coding Theory (DTC), Cognitive Load Theory (CLT), and Mayer‘s principles of multimedia design. 
تصميم تعليم المفردات على المدخل الاتصالي Dadang Firdaus
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

إن المدخل الاتصالي  هو مدخل  يركّز  اهتمامه على الجوانب التفاعلية بين المعلم والطلاب لتعليم اللغة العربية لغير الناطقين بها، حيث أن يكون  التفاعل غاية في التعليم و يكون  مقياسا على قدرة الاتصال لدى الطلاب. ويتصف المدخل وصفا طبيعيا وسياقيا. وقد اشتهر هذا المدخل في تعليم اللغة، حيث أن يتحاول نظرة اللغويين عن أهداف تعليم اللغة، وتختص عن اللغة العربية. فإنه قد تغيّر من أن يكون تعليم اللغة العربية لاستيعاب قواعدها أي اللغة االداخلية إلى أن يستهدف تعليم اللغة العربية للاتصال. فاطالب الناجح هو الذي يقدر على الاتصال الجيد وليس من يستيعب قواعد اللغة ولم يقدر على تقديمه في الكلام. بل، كيف يكون هذا التعليم لدى الطلاب الذين لديهم إتقان محدود من مفردات؟  هل يمكن فيه الاتصال الجيد. هل سيتحدث الطلاب كمحادثة المتعلمين الذين لهم المفردات الغازرة.  لذلك نقدم صياغة التعلم التي نسميها تعلم التواصل القائم على اللغة العربية مع مفردات محدودة. يتم تصميم هذا التصميم وفقا لاحتياجات الطلاب الذين لديهم بعض الصعوبة في التواصل بسبب مفردات محدودة. وبالإضافة إلى ذلك يتم إعداد الجوانب التواصلية وفقا لمبادئ التعلم لغة التواصلية.
The Effect of Using Digital Storytelling on Students’ Reading Comprehension and Listening Comprehension Muhammad Fajri Hamdy
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

The purpose of this study was to find out the effect of using digital storytelling strategy on students' reading comprehension and listening comprehension. The design of this study was Quasi-Experimental with pretest and post-test. Thus, two classrooms containing the total of 60 students of level II at Language Development Center of UIN Suska Riau were selected as the sample based on their similar characteristics and were assigned into an experimental and a control group. In collecting the data, reading and listening   tests   as   well   as   observations   were   utilized   to   assess   participants’ comprehension abilities prior to and after the treatment. In analyzing the data, the t-tests (paired sample, and independent sample) were run in SPSS. In addition, Cohen D formula was applied to determine the effect size. The results showed that there were no significant differences (p > 0.05) between the means of the pretests scores, and there were significant differences (p < 0.05) between the means of both groups post-tests scores,  reading  comprehension  (p=0.02),  and  listening  comprehension  (p=0.04).  In other words, the students’ comprehension levels were similar prior to the treatment, and the students of the experimental group outperformed the control group after the treatment. In addition, the values of the effect size obtained, reading (0.5), and listening (0.5), were categorized into the moderate effect size. Thus it was inferred that the use of digital storytelling had a significant effect on students’ reading and listening comprehension at Language Development Center of UIN Suska Riau.
EFL Students’ Vocabulary Development: Using Leveled Texts in Online Reading Instruction Dodi Settiawan
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

As technology is continually evolving; this research presents one of its impacts in changing the traditional way of teaching vocabulary. Current technological applications are available for designing and implementing  reading instruction in order to effectively develop students’ vocabulary knowledge. In this research, online reading instruction was designed to solve EFL students’ vocabulary learning problems in my own practice. To design it, readtheory.org as an Learning Management System (LMS) that stores and distributes leveled texts was used as technology (media) to make their vocabulary study easy, interesting, practical, and even enjoyable. The research findings show that the designed instruction help them to read leveled texts a lot and they reap the reward of their reading that is expanding existing vocabulary knowledge and acquiring new vocabulary. Therefore, reading leveled texts a lot cannot only be designed to improve reading skills and strategies. But, it also can be designed into activities for improving or developing EFL students’ vocabulary knowledge.
Improving Students’ Reading Comprehension by Using SQ3R Method Wandi Syahfutra
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

Reading is one of the most important components of any language and it is an essential tool  for  long-life  learning.  The  goal  of  reading  is  comprehension.  In  order  to comprehend reading passage, students need to apply some methods to help them. This study aimed at improving students’ reading comprehension and motivation by using SQ3R method. SQ3R system has been used successfully for many years and the system has proven effective in increasing students’ retention. Student learning centres on a complex problem that does not have a single correct answer. Students work in collaborative  groups  to  identify what  they need  to  learn  in  order to improve their reading comprehension.. From the test, it was obtained that the lower score is 64 and the higher score is 88. The mean is 81.03. The data were obtained from the research by using SPSS. Overall, the results showed that students’ reading comprehension could be improved by using SQ3R method were identified.
The Effect of Directed Reading Thinking Activity (DRTA) Method on Students’ Reading Comprehension for State Islamic Senior High School Abdullah Hasan
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study aims to find out the effect of using Directed Reading Thinking Activity (DRTA) Method on students’ reading comprehension. A quasi-experimental design was used with pre-test and post-test non-equivalent control group design. The number of participants was 63 students divided into an experimental group (31) and a control group (32) of the students of MAN 1 Pekanbaru. Two research questions and four hypotheses were posed  in this study.  Before conducting the treatment, pretest  was administered, and posttest was administered after the treatment. Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed  a  significant  effect  of  using  Directed  Reading  Thinking  Activity  (DRTA) method on students’ reading comprehension. Using DRTA method contributed 72% on students’ reading comprehension, meanwhile the control group using non-DRA method contributed 49%. At last, it can be inferred that DRTA method is suitable to apply in teaching  reading  comprehension  at  State  Islamic  Senior  High  School  (MAN)  1 Pekanbaru.
The Difficult Items Analysis in Listening Test at Senior High School 1 Tambang Rizky Gushendra; Iqbal Ramadoni
Journal of English and Arabic Language Teaching Vol 8, No 2 (2017): J/E/A/L/T
Publisher : State Islamic University of Sultan Syarif Kasim Riau

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Abstract

This study aims to determine the level of difficulty in the question items given to students in the Listening test. The Listening Test here is on the Listening Section of the English National Examination in two academic years, 2015/2016 and 2016/2017, focusing solely on investigating the difficult items and represented components of the declared items Listening Section in the National Exam of English in the academic year 2015/2016 and 2016/2017 on twelfth-grade students in SMA Negeri 1 Tambang. In this descriptive quantitative study, the writer took thirty students as a sample of 203 students to obtain difficult items of students in the Listening Section in the English National Examination. They are consisted of fifteen items for each academic year. The results of data analysis show that there are some items that are difficult for students. For Listening Section in English National Examination 2015/2016, there are three items that are declared difficult. the items are item 3, item 9 and item 11. And for Listening Section in English National Examination 2016/2017 shows six items that are declared difficult. They are item 2, item 8, item 9, item 11, item 13, item 15. Therefore, the Listening Section component in the English National Examination of 2015/2016 which is also difficult to do is component 1, component 3, and component 4. Moreover, the Listening Section in the English National Examination in 2016/2017 which is also difficult to do is component 1, component 3, component 4 and component 5.

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