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p-Index From 2021 - 2026
0.444
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All Journal JELLT (Journal of English Language and Language Teaching)
Johanes Climacus Setyo Karjono
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Education Languange, Linguistic, Communication & Media

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Students' Perception on Project-Based Learning in Teaching Speaking at Vocational High School Johanes Climacus Setyo Karjono; Sabrina Sintyasakti, Nimas; Vitalya Gemilang, Adria
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18592

Abstract

The aim of this study lies in its potential to revolutionize the way speaking skill is developed in vocational high schools. By exploring the students’ perception of Project-Based Learning, teachers can gain new perspectives on how to engage students in meaningful and practical speaking activities. This approach not only helps students prove their speaking skills but also prepares them for real-world situations where effective communication is crucial for success. This study used a descriptive qualitative approach. The qualitative data in this study come from a variety of sources, including an observation checklist, field notes, and interviews. The data were collected using semi structured- interview. The data were gathered from 72 students. In classroom activities, Project-Based Learning frequently necessitates access to technology, materials, and resources that may not easily available in vocational high school. To be able ensure fair access to high-quality education for schools, this issue must be resolved.
Exploring The Impacts of Mind Mapping Technique on EFL Students’ Writing Performance: A Systematic Literature Review Gayatri Enok Saraini; Anselmus Sudirman; Johanes Climacus Setyo Karjono; Novita Sumarlin Putri
JELLT (Journal of English Language and Language Teaching) Vol 9 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v9i2.21419

Abstract

This comprehensive study explores the impact of the mind-mapping technique on the writing performance of English as a Foreign Language (EFL) students. It aims to uncover the process, benefits, and challenges of using mind mapping as a pre-writing tool and brainstorming aid. The research methodology involved a systematic review of peer-reviewed international journals indexed in Scopus and the Web of Science. The findings, which cover a wide range of aspects including memory, idea development, organization, and overall writing quality, as well as critical thinking, creativity, and knowledge of vocabulary, grammar, and writing topics, provide a robust understanding of the topic. However, challenges such as time consumption and the learning curve for mastering the technique were identified. This research offers practical significance for educators and sets the stage for future researchers to explore the adaptations of mind-mapping techniques in EFL writing.
Co-Authors Anselmus Sudirman Gayatri Enok Saraini Novita Sumarlin Putri Sabrina Sintyasakti, Nimas Vitalya Gemilang, Adria