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Teaching Writing Skills through Descriptive Text by Using Digital Storytelling “StoryJumper” Rahma Fitriyani; Muhamad Ahsanu; Mustasyfa Thabib Kariadi; Slamet Riyadi
JELLE Vol 4, No 1: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION 2023
Publisher : Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i1.2536

The aims of this study are to describe the implementation of StoryJumper, to describe the students’ skills in writing descriptive text after being taught using StoryJumper, and to explain the teacher’s and student’s perceptions toward the use of StoryJumper at the tenth-grade of MA Al Ikhsan Beji in the Academic Year 2022/2023. This study used Classroom Action Research (CAR). The subjects of this research were students in class X Social Science 1. The data were collected from observations, tests, and interviews. The result of this research shows that teaching writing skills through descriptive text using digital storytelling “StoryJumper” run effectively. It could be seen from the result of the observation that the teacher and the students could implement StoryJumper as a medium for teaching writing descriptive text properly. The students’ skills in writing descriptive text improved after the implementation of StoryJumper. From the result of the tests, the mean scores increased from 48.95 in pre-test to 71.94 in post-test 1 and to 80.38 in post-test 2. The students’ scores were analyzed using the Paired Samples T-Test in SPSS 20. The result shows that the p-value is 0.000 which is less than 0.05. It means that the result is statistically significant. The teacher and students also had positive perceptions toward the use of StoryJumper. Furthermore, it can be concluded that digital storytelling “StoryJumper” is effective to be used as a learning medium for writing descriptive text. Keywords: Teaching Writing, Descriptive Text, Digital Storytelling StoryJumper

PERSPECTIVES AND PRACTICES FROM INDONESIAN EFL TEACHERS ON LANGUAGE ADVISORS’ ROLES IN FOSTERING LEARNER AUTONOMY Muhamad Ahsanu; Dyah Wijayawati
SPHOTA: Jurnal Linguistik dan Sastra Vol. 12 No. 2 (2020): SPHOTA: Jurnal Linguistik dan Sastra
Publisher : Fakultas Bahasa Asing (FBA) Universitas Mahasaraswati Denpasar

Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.

Implementing the “Show-and-Tell” Method to Improve Students’ Speaking Skills Hasna Salsabila; Muhamad Ahsanu; Mustasyfa Thabib Kariadi; Slamet Riyadi
JELLE Vol 4, No 2: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i2.3261

This study aimed to find out the implementation of the "show-and-tell" method, the improvement scores after using the method, and teachers' and students' perceptions toward the method. This research used a Classroom Action Research (CAR) design, which was conducted in two cycles. The data included both qualitative and quantitative data. The quantitative data were gathered from pre-test and post-test, while the qualitative data were obtained from observations and interviews. The result of this research showed that; (1) The implementation of "show-and-tell" method was successfully implemented in the teaching and learning process. It is shown by the students' feeling enthusiastic about the use of media and actively participating in the learning process. (2) Besides that, the results from pre-test to post-test 2 showed a significantly different score. In the pre-test, the mean score was 46.44, then it became 66.60 in the post-test 1, with an increase in students' scores of 20.16 (43.41%). Then, in post-test 2 the mean score increased to 76.26, with an improvement of 9.66 (14.50%). Furthermore, the result of the T-test shows that the significance value (sig. 2-tailed) was 0.00 < 0.05. It means that the implementation of the show-and-tell method to improve the students' speaking skills in the seventh grade of SMP Negeri 3 Karawang Barat had a significant effect. (3) This result is also supported by the data from the interviews with the teacher and the students. They stated that this method helped them improve their speaking skills. The teacher also said that she was satisfied with the students' speaking test scores after using the show-and-tell method in the teaching process.

LANGUAGE DEVIATION: BRINGING LANGUAGE FROM SCIENCE TO FASHION Nisa Roiyasa; Muhamad Ahsanu; Binta Nurul Azkiya
LEAD (Language, Education and Development) Vol 1 No 1 (2021): September
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2021.1.1.4838

The article argues that the non-literal way of thinking is the potential force in creating language creativity in lives. Besides to be brought as a means of communication, language should be delivered in a more personal and mediating for every student’s individual character, voice, culture, and background. The direction of ELT is still to the conformity to situational communicative functions. Class is considered as a place for equipping students with situational-linguistic features so they are able to fulfill the communicative demands in some particular situations (science). Language deviation can be introduced to the class for the students to be able to cloth free and personal feeling, thoughts, and aspirations (fashion). The study applied library-study approach to answer the inquiries. It suggests that Language deviation requires the user to have prior knowledge in English and to have higher level of creativity. Students can learn to play with the language by applying foregrounding. Foregrounding involves stylistic distortion of a certain language at any level of language. In classrooms, teachers can apply lexical distortion in the form of neologism and semantic distortion to challenge students to be able to think beyond literal meaning.

Teaching Writing Skills through Descriptive Text by Using Digital Storytelling “StoryJumper” Fitriyani, Rahma; Ahsanu, Muhamad; Kariadi, Mustasyfa Thabib; Riyadi, Slamet
JELLE Vol 4, No 1: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i1.2536

The aims of this study are to describe the implementation of StoryJumper, to describe the students’ skills in writing descriptive text after being taught using StoryJumper, and to explain the teacher’s and student’s perceptions toward the use of StoryJumper at the tenth-grade of MA Al Ikhsan Beji in the Academic Year 2022/2023. This study used Classroom Action Research (CAR). The subjects of this research were students in class X Social Science 1. The data were collected from observations, tests, and interviews. The result of this research shows that teaching writing skills through descriptive text using digital storytelling “StoryJumper” run effectively. It could be seen from the result of the observation that the teacher and the students could implement StoryJumper as a medium for teaching writing descriptive text properly. The students’ skills in writing descriptive text improved after the implementation of StoryJumper. From the result of the tests, the mean scores increased from 48.95 in pre-test to 71.94 in post-test 1 and to 80.38 in post-test 2. The students’ scores were analyzed using the Paired Samples T-Test in SPSS 20. The result shows that the p-value is 0.000 which is less than 0.05. It means that the result is statistically significant. The teacher and students also had positive perceptions toward the use of StoryJumper. Furthermore, it can be concluded that digital storytelling “StoryJumper” is effective to be used as a learning medium for writing descriptive text. Keywords: Teaching Writing, Descriptive Text, Digital Storytelling StoryJumper

Digital Comics as Learning Media to Improve Students’ Vocabulary Mastery Farissi, Fatchurachman Al; Ahsanu, Muhamad; Kariadi, Mustasyfa Thabib
JELLE Vol 5, No 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.3941

Digital comics as learning media are greatly required for students’ vocabulary mastery. The purposes of this research are: (1) to figure out the implementation of digital comics used as learning media for students’ vocabulary mastery; (2) to find out the significant effect of digital comics used as learning media on students’ vocabulary mastery and (3) to investigate the students’ perception on the digital comics as learning media for students’ vocabulary mastery. This research used a quantitative method with a quasi-experiment design. The participants involved in this study were Grade VIII students at SMP Negeri 2 Patikraja. The samples were purposively selected using certain criteria. The data were collected using tests, questionnaire, and observation check-list. The data were then analyzed using independent t-test. The result showed that digital comics was successfully implemented supported by the students’ activities such as reading comics, understanding story, finding words, translating words, and presenting the work. Digital comics as learning Media significantly influenced the students’ vocabulary mastery supported by the significance value of 0.000 (0.000 < 0.05). Students also argued that digital comics gave positive effects supported by the students’ total response percentage of 96.2%. The conclusion showed that digital comics positively and significantly influenced the students’ vocabulary mastery. Keywords: Digital Comics, Learning Media, Vocabulary Mastery

Implementing the “Show-and-Tell” Method to Improve Students’ Speaking Skills Salsabila, Hasna; Ahsanu, Muhamad; Kariadi, Mustasyfa Thabib; Riyadi, Slamet
JELLE Vol 4, No 2: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i2.3261

This study aimed to find out the implementation of the "show-and-tell" method, the improvement scores after using the method, and teachers' and students' perceptions toward the method. This research used a Classroom Action Research (CAR) design, which was conducted in two cycles. The data included both qualitative and quantitative data. The quantitative data were gathered from pre-test and post-test, while the qualitative data were obtained from observations and interviews. The result of this research showed that; (1) The implementation of "show-and-tell" method was successfully implemented in the teaching and learning process. It is shown by the students' feeling enthusiastic about the use of media and actively participating in the learning process. (2) Besides that, the results from pre-test to post-test 2 showed a significantly different score. In the pre-test, the mean score was 46.44, then it became 66.60 in the post-test 1, with an increase in students' scores of 20.16 (43.41%). Then, in post-test 2 the mean score increased to 76.26, with an improvement of 9.66 (14.50%). Furthermore, the result of the T-test shows that the significance value (sig. 2-tailed) was 0.00 < 0.05. It means that the implementation of the show-and-tell method to improve the students' speaking skills in the seventh grade of SMP Negeri 3 Karawang Barat had a significant effect. (3) This result is also supported by the data from the interviews with the teacher and the students. They stated that this method helped them improve their speaking skills. The teacher also said that she was satisfied with the students' speaking test scores after using the show-and-tell method in the teaching process.

Teaching Writing Skills through Descriptive Text by Using Digital Storytelling “StoryJumper” Fitriyani, Rahma; Ahsanu, Muhamad; Kariadi, Mustasyfa Thabib; Riyadi, Slamet
JELLE Vol. 4 No. 1: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i1.2536

The aims of this study are to describe the implementation of StoryJumper, to describe the students’ skills in writing descriptive text after being taught using StoryJumper, and to explain the teacher’s and student’s perceptions toward the use of StoryJumper at the tenth-grade of MA Al Ikhsan Beji in the Academic Year 2022/2023. This study used Classroom Action Research (CAR). The subjects of this research were students in class X Social Science 1. The data were collected from observations, tests, and interviews. The result of this research shows that teaching writing skills through descriptive text using digital storytelling “StoryJumper” run effectively. It could be seen from the result of the observation that the teacher and the students could implement StoryJumper as a medium for teaching writing descriptive text properly. The students’ skills in writing descriptive text improved after the implementation of StoryJumper. From the result of the tests, the mean scores increased from 48.95 in pre-test to 71.94 in post-test 1 and to 80.38 in post-test 2. The students’ scores were analyzed using the Paired Samples T-Test in SPSS 20. The result shows that the p-value is 0.000 which is less than 0.05. It means that the result is statistically significant. The teacher and students also had positive perceptions toward the use of StoryJumper. Furthermore, it can be concluded that digital storytelling “StoryJumper” is effective to be used as a learning medium for writing descriptive text. Keywords: Teaching Writing, Descriptive Text, Digital Storytelling StoryJumper

Implementing the “Show-and-Tell” Method to Improve Students’ Speaking Skills Salsabila, Hasna; Ahsanu, Muhamad; Kariadi, Mustasyfa Thabib; Riyadi, Slamet
JELLE Vol. 4 No. 2: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2023
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v4i2.3261

This study aimed to find out the implementation of the "show-and-tell" method, the improvement scores after using the method, and teachers' and students' perceptions toward the method. This research used a Classroom Action Research (CAR) design, which was conducted in two cycles. The data included both qualitative and quantitative data. The quantitative data were gathered from pre-test and post-test, while the qualitative data were obtained from observations and interviews. The result of this research showed that; (1) The implementation of "show-and-tell" method was successfully implemented in the teaching and learning process. It is shown by the students' feeling enthusiastic about the use of media and actively participating in the learning process. (2) Besides that, the results from pre-test to post-test 2 showed a significantly different score. In the pre-test, the mean score was 46.44, then it became 66.60 in the post-test 1, with an increase in students' scores of 20.16 (43.41%). Then, in post-test 2 the mean score increased to 76.26, with an improvement of 9.66 (14.50%). Furthermore, the result of the T-test shows that the significance value (sig. 2-tailed) was 0.00 < 0.05. It means that the implementation of the show-and-tell method to improve the students' speaking skills in the seventh grade of SMP Negeri 3 Karawang Barat had a significant effect. (3) This result is also supported by the data from the interviews with the teacher and the students. They stated that this method helped them improve their speaking skills. The teacher also said that she was satisfied with the students' speaking test scores after using the show-and-tell method in the teaching process.

Digital Comics as Learning Media to Improve Students’ Vocabulary Mastery Farissi, Fatchurachman Al; Ahsanu, Muhamad; Kariadi, Mustasyfa Thabib
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.3941

Digital comics as learning media are greatly required for students’ vocabulary mastery. The purposes of this research are: (1) to figure out the implementation of digital comics used as learning media for students’ vocabulary mastery; (2) to find out the significant effect of digital comics used as learning media on students’ vocabulary mastery and (3) to investigate the students’ perception on the digital comics as learning media for students’ vocabulary mastery. This research used a quantitative method with a quasi-experiment design. The participants involved in this study were Grade VIII students at SMP Negeri 2 Patikraja. The samples were purposively selected using certain criteria. The data were collected using tests, questionnaire, and observation check-list. The data were then analyzed using independent t-test. The result showed that digital comics was successfully implemented supported by the students’ activities such as reading comics, understanding story, finding words, translating words, and presenting the work. Digital comics as learning Media significantly influenced the students’ vocabulary mastery supported by the significance value of 0.000 (0.000 < 0.05). Students also argued that digital comics gave positive effects supported by the students’ total response percentage of 96.2%. The conclusion showed that digital comics positively and significantly influenced the students’ vocabulary mastery. Keywords: Digital Comics, Learning Media, Vocabulary Mastery

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