Journal of English Language Studies
Journal of English Language Studies is a registered journal with p-ISSN 2527-7022 and e-ISSN: 2541-5131. This journal is formally published twice annually – every March and September. It covers articles in the fields of English education (EFL/ESL), linguistics, and literature.
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<![CDATA[A Descriptive Linguistics Analysis on Student’s Essay Writing ]]>
<![CDATA[Ledy Nurlely]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1595
<![CDATA[The objective of this research is to identify student’s abilities and difficulties in writing descriptive essay. This research used qualitative method by descriptive linguistic analysis. The source of the data was taken from one of student’s essay. The finding showed that the student was able to arrange the content using chronological order. He was also capable in applying organization of the content (form). Nevertheless, he still had difficulties in using English grammar. Besides, the student lacked of vocabulary and made little mistake in using capitalization.Keywords: content, form essay, grammar, vocabulary.]]>
<![CDATA[An Analysis of Speech Act Ability Conducted by the Students of English Department in Muhammadiyah University of Metro ]]>
<![CDATA[Dedy Subandowo]]>;
<![CDATA[Mezia Kemala Sari]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1590
<![CDATA[This research is entitled The An Analysis of Speech Act Ability Conducted by the Students of English Department at Muhammadiyah University of Metro. It aims to analyze the language strategy and the usage of language politeness toward students’ speech act ability in speaking interaction in Muhammadiyah University of Metro. This is a descriptive qualitative analysis. The population of data is taken from the students of the fifth semester in Muhammadiyah University of Metro. The data collecting technique used in this research is noting technique and participative observation technique. Data analysis technique uses pragmatic identity method. The result of data analysis is presented with informal forms. The results show that there are three kinds of speech act strategy in language communication; namely, 1) locutionary 2) illocutionary, and 3) perlocutionary act. The politeness language usage, however, can be divided into direct and indirect speech and it covers reason, apology, gratitude, and request. Keywords: Language Politeness Strategy, Sociopragmatics, Speech Act]]>
<![CDATA[Involving Local Wisdom as Values to Develop English for Tourism Course Material: A Case of Baduy Tribe in Lebak Banten ]]>
<![CDATA[Welliam Hamer]]>;
<![CDATA[Sutrisno Sadji Evenddy]]>;
<![CDATA[Jumbuh Prabowo]]>;
<![CDATA[Rosmania Rima]]>;
<![CDATA[Dhafid Wahyu Utomo]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1597
<![CDATA[This study aims at developing course material of English for Tourism material involving the values local wisdom at English Department Untirta. In specific, this study has the objectives to (1) determine the current materials, (2) provide the materials for EFT which are appropriate to the needs of students and stakeholders by involving local wisdom of Baduy tribe. This study carried out in Serang and Lebak Regency. This study uses research and development methodology (R&D). The data collecting techniques in this study are documentation, questionnaire, and interview. The data gained from documentation and interview analyzed by using content analysis. While the data gained from questionnaire were analyzed quantitatively. The conclusions are (1) The running materials of English for Tourism are based on lecturer’s assumption, (2) Based on the expert validation, the model material of English for Tourism falls into very feasible category with the percentage of 86.76 %. The teaching material based on the results of the students’ responses by the percentage is in the category of good (78.9 %). Based on the validation both from expert and students it could be concluded that an EFT material involving Baduy local wisdom was feasible to be applied in English Department of Sultan Ageng Tirtayasa University. Keywords: material development, English for tourism, local wisdom, Baduy Tribe]]>
<![CDATA[The Influence of Reading Comprehension Achievement at the Eighth Grade Students of SMP Muhammadiyah 1 Rawa Bening By Using DRTA and KWL Strategies ]]>
<![CDATA[Dwi Andriani]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1591
<![CDATA[There are three objectives of this study : (1) to find out whether or not there was a significant difference in reading comprehension achievement of the students between before and after they were taught using DRTA strategy, (2) to find out whether or not there was a significant difference in reading comprehension achievement of the students between before and after they were taught using KWL strategy, and (3) to find out whether or not there was a significant difference in reading comprehension achievement between the students who were taught using DRTA strategy and those KWL strategy. The 90 samples out of 120 students from the eighth grade students were chosen by means purposive sampling technique. It used quasi-experimental method. The data was analyzed using t-test. The result showed there was a significant difference in reading comprehension achievement between before and after taught using DRTA strategy, there was a significant difference in reading comprehension achievement between before and after taught using KWL strategy, and there was a significant difference in reading comprehension achievement between the students who were taught using DRTA strategy and KWL strategy. Key Words: DRTA Strategy; KWL Strategy; Reading Comprehension Achievement.]]>
<![CDATA[Developing Syllabus of Introduction to Literature for Students of English Department in Untirta ]]>
<![CDATA[Eri Rahmawati]]>;
<![CDATA[Ika Handayani]]>;
<![CDATA[Siti Aisah]]>;
<![CDATA[Delsa Miranty]]>;
<![CDATA[Sri Widiastuti]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1598
<![CDATA[This research was conducted to seek the compatibility between the syllabus of Introduction to Literature Subject in English Department of UNTIRTA with the need of English Department students of UNTIRTA. The aims of this research are: 1) To find out what kind of English literature materials that English Department students need nowadays; 2) To find out the materials of English literature in the syllabus of Introduction to Literature; 3) To find out the kind of English literature syllabus needed by students of English Department in UNTIRTA. The objects of the research are limited to the syllabus of Introduction to Literature in English Department and the students of English Department in UNTIRTA. The theories used here are the theories of literature, curriculum implementation through syllabus and need analysis. This study is a qualitative research, a design and development program on English literature syllabus. This study is carried out in the undergraduate English Department of the Faculty of Teacher Training and Education in UNTIRTA. To ensure the validity and reliability of the results, the data were collected through the documentation of Introduction to Literature syllabus, the syllabus design and development, and the expert’s evaluation. The data from Introduction to Literature syllabus was analyzed to compare and relate it to the results of the needs analysis. Eventually, the evaluated syllabus was improved and reconstructed. Keywords: introduction to literature, syllabus design, need analysis]]>
<![CDATA[The EffeCT of Pre-Questioning Technique on Students’ Reading Comprehension ]]>
<![CDATA[Asih Rosnaningsih]]>;
<![CDATA[Wulandari Wulandari]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1592
<![CDATA[The objective of the study is to find out whether there is a significant effect of pre-questioning technique on students reading comprehension. In this research, the researcher used the quantitative research with the type of quasi-experimental research. This research involving two classes, VIII 8 was experiment class and VIII 9 was controlled class. VIII 8 was taught by using pre-questioning technique, while VIII 9 was taught by using conventional teaching. The researcher gave pre-test and post-test to the class. The collected data in this research are analyzed by using t-test. According to the result of statistical calculation, The result of pre-test, t-count was 0,32 < 1,987or accept H0 while in post-test, t-count was 2,293 > 1,987 or accept H1with 5% of significant level. It can be concluded that there is significant different effect of reading comprehension using pre-questioning technique between experiment and control class.Keyword: pre-questioning technique, quasi-experimental research, reading comprehension]]>
<![CDATA[The Effect of Individual and Cooperative Learning on Students’ Writing Ability ]]>
<![CDATA[Ishak Ishak]]>;
<![CDATA[Euis Yanah Mulyanah]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1593
<![CDATA[The objectives of the research are to improve students’ writing ability and to enrich the effective approach for the students in improving their writing ability. This is an experimental study conducted at Muhammadiyah University of Tangerang. The data were collected from 46 students as sample from 3rd semester at Muhammadiyah University of Tangerang and they were divided into two classes, one class as the experiment group and the other one as the control group. The researcher used quasi experimental research design to get the data and the data are gathered through pretest and posttest of writing by using writing essay as the instrument of the research. Based on the result of t-test shows that tobserved (1.93) > (1.72) ttable. So, Ho was rejected and Ha was accepted. Mean that, teaching writing by using cooperative learning technique was more effective than teaching writing using individual learning. In teaching writing, it is advisable for lecturers to learn the approach of cooperative and individual learning, but the lecturer should facilitate cooperative learning because it makes the students more motivated in the learning process. Keywords: Individual, Cooperative Learning, Writing Ability]]>
<![CDATA[Teacher’s Speaking Strategies at Vocational High School ]]>
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Cucum Rohmawati]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1594
<![CDATA[The aim of Study is portraying teacher’s strategies in teaching speaking to students at vocational high school level and recognizing students’ response towards the strategies by involving an English teacher and a class of 38 students. In collecting the data, classroom observation and interview were conducted to identify the strategies of teaching speaking, and questionnaire was administered to the students to gain the data about their response towards the strategies under the umbrella of descriptive research. The result revealed that the strategies used by the teacher were cooperative activities, role-play, creative tasks, and drilling. In the meantime, students’ response towards the strategies resulted in positive attitude as they responded that the strategies helped them to speak, as well as concerned oral production of students whose participation was emphasized. Key words: Teaching strategies, the teaching of speaking, vocational high school students]]>
<![CDATA[Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context ]]>
<![CDATA[Dina Rachmawati]]>;
<![CDATA[Emi Emilia]]>;
<![CDATA[Iwa Lukmana]]>
<![CDATA[ Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v2i1.1589
<![CDATA[This study is intended to determine the self-concept of English Foreign Language (EFL) Pre-service Teachers. The self-concept used in this study was adapted from the self-concept of Burns, (1982) and the Teachers’ Competence of Indonesia Government Regulation no. 19 article 28 (2005). The self-concept is divided into three aspects: academic self-concept, which is comprised of pedagogic and professional self-concept, social self-concept, and emotional self-concept. The data was collected through the five Likert-scale of closed-ended questionnaire. The questionnaire contains thirty items which represent the aspects of self-concept. The questionnaire was distributed to fifty participants of a pre-service program of English Education Department of Indonesia University of Education. Descriptive statistics were used to analyze the data. The findings show that most of the participants in this study have medium and high average on the three aspects of self-concept. The findings suggest that the participants of this study perceive themselves as prospective English teachers positively. Key words: Pre-service Teachers; Pre-service teaching program; Self-concept]]>
