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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching TARLING Journal of Language Education JELL (Journal of English Language Learning) Journal of English Education, Linguistic and Literature Journal of English Education and Teaching (JEET) JURMA : Jurnal Program Mahasiswa Kreatif English Journal JEE (Journal of English Education) Tarling : Journal of Language Education English Didactic JELL (Journal of English Language Learning
Jaelani, Alan
Universitas Ibn Khaldun Bogor
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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PERCEPTION OF PRE-SERVICE TEACHERS WITH METACOGNITIVE STRATEGY TO INCREASE STUDENTS ABILITY IN LISTENING COMPREHENSION Jaelani, Alan; Rusydi, Supyan; Saputra, Yoga Adi
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 6, No 2 (2020)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v6i2.1373

Abstract

Listening comprehension should emphasize the process, students focus during learning to build their knowledge through a series of speakers so that learning becomes meaningful to students. Listening skills can be classified into two parts, basic skills and integrated skills. In principle, basic skills and integrated skills have in common in terms of formulating problems, collecting data and proposing problem solving solutions. Metacognitive refers to higher-order thinking that involves active control in the cognitive process of learning in solving a problem. Activities such as analyzing English speakers, increasing understanding, and evaluating listening comprehension are natural metacognitive. Metacognitive is the ability to think in which the object of thinking is the thought process that occurs in yourself. In the context of learning, students know how to learn, know their abilities and learning modalities, and know the best learning strategies for effective learning. Metacognitive as a form of ability to look at oneself so that what he does can be controlled optimally. Students with metacognitive knowledge are aware of the advantages and limitations of learning. This means that when students know their mistakes, they realize to admit that they are wrong, and try to correct it. For this reason, pre-service teachers need to try to train students to have metacognitive abilities and bring them up so that they can ultimately improve their listening comprehension. Before that, it is necessary to know how pre-service teachers 'perceptions of metacognitive strategies are to improve students' abilities in lisetening comperhension. This article will focus on the understanding and perceptions of pre-service teachers of metacognitive strategies. This study will examine seven respondents from 5k semester students of English Language Education Program at Universitas Ibn Khaldun. Research conducted using quantitative and qualitative, by giving questionnaires and conducting interviews which then proceed to the analysis of the data. The results are intended that the majority of pre-service teachers still do not fully understand metacognitive strategies. 
Using Reading Aloud Technique to Stimulate Students Reading Comprehension Jaelani, Alan; Sadyawati, Amalia; Rosmawati, Wida
Tarling : Journal of Language Education Vol 3 No 2 (2020): Juni 2020
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (475.83 KB) | DOI: 10.24090/tarling.v3i2.3499

Abstract

This article aims to stimulate students' reading comprehension skills using the Reading Aloud technique. Reading aloud is the main axis connecting reading and speaking English. Reading aloud not only increases reading and basic knowledge but also improves oral expression. How the Read aloud technique can stimulate students' reading skills. Reading plays an important role as one of four abilities in improving students' English performance. This study involved 16 respondents who were 5th-semester students of the English Language Education Program at Ibn Khaldun University. This research was a descriptive study in which the researcher used a qualitative method. Data collected by interview, questionnaire, and observation. The results of the study showed that most of them did not agree with the techniques from Reading aloud. Based on respondents' statements, we found that the use of the reading method with hard reading techniques helped students to stimulate reading comprehension, especially to help students in pronunciation.
Junior high school students’ difficulties of English language learning in the speaking and listening section Jaelani, Alan; Zabidi, Olivia Widad
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i1.38287

Abstract

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.
Junior high school students’ difficulties of English language learning in the speaking and listening section Jaelani, Alan; Zabidi, Olivia Widad
ELT Forum: Journal of English Language Teaching Vol 9 No 1 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i1.38287

Abstract

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.
IMPLEMENTING MOBIL-ASSISTED LANGUAGE LEARNING (MALL) TOWARD AUTONOMOUS LEARNERS IN WRITING CLASS Enni Erawati Saragih; Alan Jaelani
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 7, No 1 (2020)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v7i1.1563

Abstract

The widespread in accessing mobile phone changed the way people learning. Dealing with the rapid growth of technology, Mobile-assisted language learning (MALL) becoming popular because of the portability. MALL is characterized by its potential for learning to be spontaneous, informal, personalized, and ubiquitous. Two main discussions were analyzed in the research; to investigate the implementation of MALL and to know students perspective on Using MALL in writing class. Classroom action research applied in the research, in which observation and interview were used as instruments in collecting the data. The research result shown that MALL were able to be implemented in writing class, it facilitated the students to express their idea and feeling in writing with online board platform such as Padlet.
STRATEGI CALON GURU BAHASA INGGRIS DALAM MENILAI KINERJA PESERTA DIDIK SELAMA MASA PANDEMI DI KELAS Yasmin Az Zaahra; Alan Jaelani
PKM-P Vol 5 No 1 (2021): Juni 2021
Publisher : LPPM UIKA Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/pkm-p.v5i1.893

Abstract

Proses pembelajaran jarak jauh pada masa pandemi COVID-19 ini adalah sebuah fenomena yang baru terjadi di dunia Pendidikan. Salah satu di antaranya adalah penilaian performa atau kinerja peserta didik dalam pembelajaran jarak jauh. Kegiatan pengabdian ini bertujuan untuk mendeskripsikan strategi guru dalam menilai performa atau kinerja peserta didik selama proses pembelajaran jarak jauh. Metode pemecahan masalah dilakukan dengan observasi partisipatif melalui pembelajaran jarak jauh. Adapun langkah-langkahnya adalah melakukan kegiatan pembelajaran secara daring melalui Google Classroom, pemberian materi melalui YouTube dan pemberian tugas melalui Google Form, dan penilaiaan dari keseluruhan proses pembelajaran. Peserta pengabdian berinteraksi dengan peserta didik selama kegiatan pengabdian berlangsung. Peserta adalah seorang calon guru yang sedang melakukan kegiatan Program Latihan Profesi (PLP) yang mengajar kelas 10 di salah satu SMAN di Bogor. Kegiatan melibatkan peserta didik yang tergabung dalam kelas 10 Lintas Minat sebanyak 30 peserta didik.
STUDENTS’ PERCEPTIONS TOWARD THE USE OF MOBILE LEARNING IN LEARNING ENGLISH Alan Jaelani; Siti Dairotul Rahmah
ENGLISH Vol 13, No 1 (2019)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v13i1.3776

Abstract

This study aims at investigating students’ perceptions toward the use of mobile learning (m-learning) in learning English and of the effects itself. This study uses qualitative as a framework for analyzing and collecting the data. The data were obtained from questionnaire and interview. The data were analyzed through transcribing, coding and interpreting. This study reveals that the majority of students have positive perceptions on the use of m-learning; students may easily access useful material by using mobile devices; m-learning help students increase flexibility of learning inside and outside classroom because they can easily get learning materials anywhere and anytime. Most of the students perceive that the use of m-learning can improve their English skills and enable them to independent learning.
The Use of Lexical Hedges in Spoken Language by Female and Male Students Elfira Dwi Rosanti; Alan Jaelani
ENGLISH Vol 9, No 1 (2015)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (691.425 KB) | DOI: 10.32832/english.v9i1.251

Abstract

THE INTEGRATION OF PROJECT-BASED LEARNING (PBL) IN EDUCATION 4.0 TOWARD EFL STUDENTS’ ACTIVITIES Helsa Gita Almaida; Alan Jaelani
ENGLISH Vol 15, No 1 (2021)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v15i1.4562

Abstract

This research aims to realize the implementation and integrated project-based learning (PBL) activities in education 4.0 towards EFL students’ activities. This study uses qualitative methods as a framework for analyzing and collecting data. The data were obtained from observations and interviews. The results showed that the use of Google Classroom, Comic Page Creator, and Learning Apps can complement projects in the EFL class; the use of Google Classroom, Comic Page Creator, and Learning Apps can help students access the material and complete the Project; and most students integrating PBL into Education 4.0 can improve their English language skills.
PROMOTING STUDENTS’ CONFIDENCE THROUGH VIDEO PROJECT-BASED LEARNING Via Nandiana; Alan Jaelani; Nurul Afiyattena
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3374

Abstract

Students require confidence in order to use language they are learning, yet self-confidence remains a challenge for them in language learning. This research examines Video Project-Based Learning (VPBL) which is a video learning method as an educational process of delivering knowledge and skills. In this study, the researchers focus on students’ perception on the use of project-based learning using video as a method to promote students’ confidence in learning English. The study was conducted at the fifth semester of 2019-2020 academic year in English Education Department of a university in Bogor. The data was collected by qualitative approach with open-ended questionnaire and semi-structed interview for ten students as the respondents. This research found that the use of VPBL can facilitate student information processing faster, retain knowledge and remember materials accurately, encourage students to apply and develop their creativity in learning, promote students’ confidence in speaking skills and enhance speaking skills with their own understanding and creativity with the lesson. This research advises taking a broader view of students' self-confidence as the implication of video project-based learning in individual project is really needed.
Co-Authors Amalia Sadyawati Amalul Umam Annisa Ayu Fadhilah Audrya Dwiputri Anjani Elfira Dwi Rosanti Enni Erawati Saragih Fadia Holisah Helsa Gita Almaida Ihda 'Abidat Imanda Rizkatria Utami Indah Dwi Rizky Melasari . Monalisa Monalisa Movi Riana Rahmawanti Nur Khofifah Saadiah Nuraeni Adung Nuraeni Nuraeni Nurul Afiyattena Prasetya, Eska Perdana Rahma Habibatullaela Rahma Habibatullaela Ande Rosmawati, Wida Rusydi, Supyan Sadyawati, Amalia Saputra, Yoga Adi Sarvar Juraboev Siti Dairotul Rahmah Via Nandiana Wida Rosmawati Yasmin Az Zaahra Zabidi, Olivia Widad