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INDONESIA
Journal Of English Language and Education
Published by Universitas Mercu Buana Yogyakarta
ISSN : 25416421     EISSN : 24607142     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JELE (Journal of English Language and Education), with registered number 2541-6421 (online), ISSN 2460-7142 (print) is a scientific multidisciplinary journal published by LPPM Universitas Mercu Buana Yogyakarta. This journal encompasses original research articles, and short communications.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 1 No 2 (2015)" : 7 Documents clear
The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran Candraloka, Olyvia Revalita
(JELE) Journal Of English Language and Education Vol 1 No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1212.32 KB) | DOI: 10.26486/jele.v1i2.165

Abstract

The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast
The Realization of Interpersonal Negotiation in the Conversation Hartati, Elysa
(JELE) Journal Of English Language and Education Vol 1 No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1245.405 KB) | DOI: 10.26486/jele.v1i2.166

Abstract

This study aimed toinvestigate how the students of English Department of theState University of Semarang realize interpersonal negotiation in their conversationand find out what kinds of problems that emerge when the students have aninterpersonal negotiation in their conversation.In analyzing the data, the descriptivequalitative approach was employed with small quantification was made to support theanalysis. Besides, the choices of mood, modality, speech roles as well as clause categorywere applied to analyze the data.The research findings showed that from theobservation towards 10 (ten) students done by practicing the conversation in pairs,there were only 3 (three) pairs that could realize the interpersonal negotiation in theirconversation. Most of students used declarative mood types (56.6%) more in theirconversation. It indicated that they wanted to initiate the exchanges by givinginformation more often. The modality that they used most was probabilitymodalization (41.2%). With high and medium categories of probability, the studentsexpressed their idea of the situation given.Though the students produced declarativemood more in their conversation, it did not directly indicate that they could realizeinterpersonal negotiation well. Most of the declaratives produced was moremaintaining the information exchange. The giving speech roles of the clauses producedby the students sometimes were inappropriate with the topic being discussed. It madethe conversation inconvenient. Even though the use of modalization and modulation toexpress interpersonal negotiation was not problematic, they did not use it optimally;only 17 clauses out of 143 clauses made use of them.Keywords : realization, interpersonal negotiation, conversation
Integrative Grammar In Teaching Academic Writing The Case Of The Fourth Semester Students Atthe English Department Of IKIP PGRI Semarang Ouwpoly, Nicolas Lodawik
(JELE) Journal Of English Language and Education Vol 1 No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1119.025 KB) | DOI: 10.26486/jele.v1i2.160

Abstract

This paper addresses the issue of academic writing teaching by using integrativegrammar to English Department of IKIP PGRI students with the focus on form and meaning. A method of integrative grammar, consisting of three major stages (a) exploration, (b) explanation, and (c) expression (EEE), is proposed. To inform how each of these stages function, several lessons were conducted by using those stages in the class of academic writing as the evidence. The paper describes and discusses the lessons themselves, their rationale, and their implementation of the proposed method.   checklist which was used to describe the activeness of the lecturer taught academic writing byusing EEE methods andquestionnaire conducted before and after the lessons and also the revision of the sillabus and lesson plan usedshowthat students preferred to write academically in L2 using the EEE method which not only focuses onform-based but also meaning-based.
Discourse as Social Practice on Abdul Qodir Jaelani (AQJ) Case Syukri, Suhartini; Humaerah, Isna
(JELE) Journal Of English Language and Education Vol 1 No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1227.764 KB) | DOI: 10.26486/jele.v1i2.167

Abstract

This study aims at describing social practices and explaining social agents’thought and belief in the discourse of Abdul QodirJaelani (AQJ). It uses a descriptivequalitative approach in the form of discourse analysis, by utilizing the CriticalDiscourse Analysis (CDA) and appraisal devices as instruments. The data obtainedwere 10 written newspaper textsof AQJ case taken from the Jakarta Post onlinenewspaper. The units of analyses of the study are the whole texts in general and theclauses in particular. The results show that in situational level, the news productionsare based on the continuity of situational development of AQJ case; in institutionallevel, the economic media of the Jakarta Post is more stable and the politics mediainvolves the journalists’ ideology stance in which represent readers’ ideology; in thesocial level, the news attempt to attract readers’ critical thinking of the AQJ case.Moreover, the social agents employed all three resources of attitudes that tend to benegative in terms of judgment, appreciation and affect. In sum, this study shows thatmeanings were realized through the representation of social agents and social events,afterwards the evaluation of kinds of attitudes were also negotiated in the news texts ofAQJ.Keywords : appraisal system, discourse analysis, news articles, social agents, socialpractice
Project-Based Collaborative Writing In Teaching Grammar For Students With High And Low Motivation Nurcahyoko, Kunto
(JELE) Journal Of English Language and Education Vol 1 No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1341.415 KB) | DOI: 10.26486/jele.v1i2.161

Abstract

Although the body of literature has been supporting the use of Project-BasedCollaborative Writing (PBCW) to teach grammar, there is still huge urgency tomeasure its effectiveness for language learners with different motivation. This studyaims to investigate the effectiveness of PBCW, the effect of motivation in teachinggrammar for ten graders,and the interaction among techniques, motivation, andstudents’ grammar. The study employed a 2X2 factorial research design involving 48students in two experimental groups and two control groups. The samples were dividedinto students with high and low motivation group. The data were collected by usingpretest and posttest techniques. Statistical Package for Social Sciences (SPSS) was usedfor analyzing the data. The result showsthat project-based collaborative writing andcollaborative learning techniques are more effective to be used to teach grammar forstudents with high motivation as compared to students with low motivation. The resultalso reveals that motivation does not really affect the students’ grammar performance.However, there is still different improvement between students with low and highmotivation in their grammatical accuracy. Lastly, the analysis of variance shows thatthere is no interaction among students’ motivation, techniques, and students’ grammarwith the level of significance at 0.934. The study suggests that teachers must be able toconsider the presence of both variables in teaching and learning, especially to teachgrammatical accuracy.Keywords : Project-based collaborative learning (PBCW), collaborative learning, highand low motivation, grammar
The Effectiveness Of Classroom Discussion In Improving English Speaking Skill Among The Students Of SMP N 3 Depok Setyawan, Agustinus Hary
(JELE) Journal Of English Language and Education Vol 1 No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (931.77 KB) | DOI: 10.26486/jele.v1i2.200

Abstract

The objective of the research is to investigate whether or not there is a significant difference in the mastery of the speaking skill between the students who are taught by using classroom discussion and those who are taught without using classroom discussion. This study is a quasi-experimental study employing two groups. The experimental group is 8A and the control group is 8C. The data were collected by using an achievement test. The data of both pre-test and post-test scores from the control and experimental groups were analyzed by using inferential statistics. To test the hypothesis, the researcher used t-test to find out the differences of speaking skill mastery achievement between control and experimental groups. The result of post-test indicates that t o is higher than the t value at the significance level of 5%, i.e. 2.106<2.000. The level significance is 0.037. It is lower than 0.05. It was found that the mean of the post-test scores and gained scores of the experimental group were higher than that of the control group. The standard deviation of the experimental group decreases from 7.30 to 6.92 or the scores of the experimental group from pre-test to post-test are more homogenous. While, the standard deviation of the control group increases from 7.53 to 8.36 or the scores of the control group from pre-test to post-test are more heterogeneous. Besides, the mean of experimental group increases 207% from the standard deviation of the pre-test. While the mean of the control group also increases 147% from the standard deviation of the pre-test. It is found that classroom discussion is effective in improving English learning achievement in student’s mastery of speaking and there is a significant difference in between the both class.
The 2013 Curriculum Based Syllabus For Senior High School’s English Extracurricular Program Mustolih, Masrur; Hermayawati, Hermayawati
(JELE) Journal Of English Language and Education Vol 1 No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1449.7 KB) | DOI: 10.26486/jele.v1i2.164

Abstract

The study aimed at designing syllabus for English extracurricular in SMAN 1 Seyegan based on the 2013 Curriculum. This was Research and Development (R&D) study using ADDIE model. There were five stages in conducting the research; (1) Analysis; (2) Design; (3) Development; (4) Implementation; (5) Evaluation. This study involved 15 students of ten graders who registered to English extracurricular program. To gain the Needs Analysis (NA), the researcher used observation, questionnaire, interview, and documentation. This study found a 2013 curriculum based syllabus using is matrix format. It consists of 21 units for two semesters; ‘Introduction’, ‘Greeting, meeting and parting’, ‘Self-Introduction’, ‘Compliment, ‘Caring’, ‘Past Time’, ‘Descriptive Text’, ‘Announcement Text’, ‘Introduction to Public Speaking’ ‘Speech’, ‘Storytelling’, ‘Indonesian Culture’, ‘Foreign Culture’, ‘Study Abroad’, ‘Writing a letter, ‘Debate Contest’, ‘Australasian Debate Style’, ‘British Debate Style’, ‘Vacation ’and 2 units for semester exam. It was appropriate with the 2013 Curriculum based on (1) an expert judgment from Mercu Buana University of Yogyakarta; (2) theFocus Group Discussion from English teacher and school principal of SMA N 1Seyegan; (3) the results of pre-test and post-test in two cycles which showed there was improvement. Based on the findings above, it is recommended for the further researcher to develop the designed syllabus into module for English extracurricular.

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