Journal Of English Language and Education
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.
Articles
135 Documents
<![CDATA[Does active learning method for higher education promote students’ learning? (Students-teachers perceptions towards the implementation of active learning method) ]]>
<![CDATA[Widya Ratna Kusumaningrum]]>;
<![CDATA[Rangga Asmara]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v5i2.853
<![CDATA[Active learning method (ALM) has drawn global attention over the past years. In some Indonesian higher educational institutions, the notion of active learning has changed the university lecturer's perspective. It has flipped it from the conventional tradition to the new idea. This paper aims to study the university lecturer and students’ perception on the implementation of active learning in higher education. This study investigates the university teachers and students perception towards the implementation of ALM to promote the students' learning. The participants of the study were 10 university lecturers and 60 students experiencing and practicing the application of ALM in the second language classroom. The issue was investigated using descriptive qualitative research with close-ended questionnaires. The results showed varied perception, beliefs, and practices on how ALM encouraged collaboration and boosted students’ language performance.]]>
<![CDATA[Designing a ComicQu Application for VIII Graders’ Reading – Writing Assessment ]]>
<![CDATA[Nadya Septiani Rahman]]>;
<![CDATA[Hermayawati Hermayawati]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v5i2.1139
<![CDATA[This study aimed at producing media that contain the "ComicQu" application as media. This type of research is RD (Research and Development) using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. In the process of collecting data, several instruments such as interviews, observation, documentation, questionnaires, and tests were employed. The obtained data were analyzed both descriptively and statistically. This research product consisted of a smartphone application with 3 quiz parts and contains 10 questions for each section. Twenty students of the 8th Graders of a State Junior High School in Yogyakarta were involved as the participants. The study revealed that the designed product was appropriate to use as an alternative media for: 1) The product was designed based on the Needs Analysis results; 2) Results on Md (Mean Difference) computation between the average scores of pre-and posttest on the learners’ reading-writing skills showed Md = 78,2 63,2 which was considered significantly higher than the demanded school’s KKM (Kriteria Ketuntasan Minimum) or the Minimum Criteria of Learners’ learning Mastery; 3) Expert Judgement also revealed coefficient scores respectively 98.34 from the ELT expert and 78.75 from the IT expert. Thus, it can be concluded that "ComicQu" is appropriately to use as an alternative media to improve the learners’ reading-writing skills of English particularly at the understudied class.]]>
<![CDATA[Investigating Problems and Difficulties of Speaking That Encounter English Language Speaking Students of Junior High School ]]>
<![CDATA[Olyvia Revalita Candraloka]]>;
<![CDATA[Aliva Rosdiana]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v5i2.968
<![CDATA[This study is aimed at investigating the students’ ability, the problems of why they faced problems on English speaking. The triangulation of mixed methods was used in this study to show and measure the speaking difficulties encountered by students of 7th grade Junior High School at MTS N 2 Kudus. The quantitative data gathered from the speaking test result in by involving 31 students of MTSN 2 Kudus and the qualitative data gathered from the questionnaire and interview results from the selected students who meet criteria. The findings showed that the students’ ability was categorized difficulties in speaking English (26.009); the students have problems on vocabulary (100%), pronunciation (100%), grammar (83.9%), and fluency (96.7%). The causes of problems faced by students on English speaking that English were not only having limited knowledge on the components of speaking skills including vocabulary, pronunciation, grammar, and fluency but also they have their own personal reasons, such shyness, anxiety, confusion, lack confidence, and fear of making mistake. This study indicated that the students’ ability should be increased by giving motivation and taught them with th esuitable and interested English speaking materials.]]>
<![CDATA[Theme Realization in Everything, Everything Movie Script ]]>
<![CDATA[Nurhayati Tarigan]]>;
<![CDATA[T. Silvana Sinar]]>;
<![CDATA[Yulianus Harefa]]>;
<![CDATA[Muhammad Yusuf]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v5i2.875
<![CDATA[There are two kinds of Theme: Unmarked Theme and Marked Theme. It is divided into two subtypes: simple Theme and multiple Theme. The theory of Systemic Functional Linguistics (SFL) is used, regarded with textual function that observes clause as a message and analyzes it from the thematic structure in the term of Theme-Rheme. The method of descriptive qualitative is applied. The source of data were Everything, Everything movie script, taken from Springfield Springfield site. Data of the research were selected, based on the second character dialog. The purpose of this research is to indicate the types and to describe the realization of the Theme markedness. The research findings showed, the dominant type of markedness realization is simple unmarked Theme with 69.4% percentage. It dominates the other markedness realization, that is simple marked Theme with 2.4% percentage, multiple unmarked Theme with 27.1% percentage, and multiple marked Theme with 0.9% percentage.]]>
<![CDATA[Developing Flashcard to Teach Students' Integrated Listening and Speaking Skills for Seventh Grader ]]>
<![CDATA[Dyah ayu Tiara Prameswari]]>;
<![CDATA[Hermayawati Hermayawati]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v5i2.1191
<![CDATA[This study is aimed to help students in learning integrated listening-speaking skills by developing flash card as teaching media. It is found that they are not supported by appropriate media and causes their motivation and competence seem to be stagnant. It is also found that there are some weaknesses on the old media. Start from the design that is not up to date and seems not so interesting fro the students. Then the materials of the media that are assumed as fragile because it is made of paper. The size of the media that is seen as too small and the procedure of the use that sometimes made teachers find difficulties to use it. Regarding to those findings, this research goes further to design the new media in order to solve those problems. This research adopted Research and Development (RD) with ADDIE model. After implementation, it is found that the product has development and some strength that can be beneficial for the users.]]>
<![CDATA[Students’ Perceptions of the Implementation of Task-Based Language Teaching ]]>
<![CDATA[Ariani Mei Yulianti]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 6, No 1 (2020) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v6i1.1027
<![CDATA[This study attempt to know the students’ perceptions of the implementation of TBLT. Previous research proved that TBLT gives so many benefits for the students in increasing their’ comprehension in listening, speaking, reading and writing. While previous studies focused on the benefit of TBLT in skills of English and teachers' perceptions, this study focused on student's opinions toward TBLT. Fifteen EFL students of the speaking class of the fifth semester of the English education program participated in this study. Individual interviews and questionnaires were used to get the data. The findings show that Students had a positive reaction toward TBLT and feel motivated to be more active in Speaking Class. Overall, it is indicated that students have high motivation to speak when the teacher implements TBLT in the classroom. ]]>
<![CDATA[An Analysis of Teacher Motivational Changes from the Perspective of Activity Theory: The Cases of Indonesian English Teachers in Thailand ]]>
<![CDATA[Maria Dewi Rosari]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 6, No 1 (2020) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v6i1.1187
<![CDATA[In this research, the researchers explore the motivational fluctuation of Indonesian teachers teaching in Thailand from the perspective of Activity Theory. The researchers chose participants teaching in different provinces in Thailand and spending different length of teaching there in order to provide more representative picture of the motivational fluctuation. The findings of the research indicated that the presence of teacher fellows and local community and students’ behavior functioned as the most significant elements for their teaching motivation. The teachers’ motivation levels fluctuated most significantly when they were exposed to those elements, which in AT Theory are called subject and community. The other four AT Theory elements, namely object, mediational tools, rules, and division of labor, although gave influences to the teachers’ motivation, were the least likely to be as crucial as the previous two. School administrators and or academic supervisors could benefit from the findings of this study by making sure that the crucial elements of teacher motivation are well and positively maintained in the environment of their institutions; so that teachers could perform their jobs effectively and thus the school’s performances gradually increases.]]>
<![CDATA[The use of Brainstorming in learning writing ]]>
<![CDATA[Danis Navaresta]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 6, No 1 (2020) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v6i1.1021
<![CDATA[One of the learning models that can be implemented in increasing students ability in English is to use Brainstorming. Brainstorming is a learning model that focuses on exchanging opinions with students in the learning process. Brainstorming provides opportunities for students to express their opinions and also create alternative solutions to overcome their writing skills in learning English. The purpose of this study, by using brainstorming can improve students' thinking abilities in expressing opinions in English.The method used for this research uses a qualitative / interpretative paradigm. And the learning process becomes more active after using Brainstorming. So, it can be argued that the use of brainstorming can improve students 'ability to regulate English and also can train students' ability to express opinions. one learning model that can be applied is to use problem based learning (pbl), focused on providing solutions to students' problems. In the use of problem based learning (PBL), there are several ways that can be done, one of them is by brainstorming. brainstorm makes the class more active because it is based on discussion. The participants of this research are the students of class 11, with 2 sessions in the span of one hour of teaching and learning. the result of this research is to improve students' ability in mastering aspects of English especially writing.]]>
<![CDATA[Intercultural Awareness in Indonesian EFL Classes ]]>
<![CDATA[Akbar Ibrahim Madani]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 6, No 1 (2020) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v6i1.1028
<![CDATA[Language and culture are inseparable. Foreign language learning is not only the language learning, but also the culture learning. Intercultural awareness, according to Chen and Starosta (1996), refers to an understanding of one’s own and others’ cultures that affect how people think and behave. The cultivation of students’ cultural awareness in EFL teaching can encourage students to break the obstacles of intercommunication and master the culture of the target language by analyzing a survey which investigates the students’ present condition of intercultural awareness. The key point of learning cultural knowledge and cultivating cultural awareness is to create a good learning environment in the classroom. Teachers should change the conventional concepts, as well as the attitudes of regarding exams as the standard of evaluating students’ ability. This paper tries to put forward some measures to cultivate the students’ intercultural awareness in EFL teaching.]]>
<![CDATA[Learners Need Analysis of English for Specific Purpose of Culinary Art Focus on Servant of Restaurant in Vocational School ]]>
<![CDATA[dwi kusumaningsih]]>;
<![CDATA[Felicity Bte Stevanus]]>;
<![CDATA[Skolastika Nina Oro]]>;
<![CDATA[Frederikus Kelen]]>;
<![CDATA[Dita Surwanti]]>
<![CDATA[ (JELE) Journal Of English Language and Education Vol 6, No 1 (2020) ]]>
Publisher : <![CDATA[LPPM Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/jele.v6i1.1009
<![CDATA[Need analysis is an important thing to identify student’s needs based on their field. The purpose of this study, the researcher wants to know the course about servant in the restaurant so the researchers know about students’ need in culinary art. The researchers get the data from three restaurants that are: Aglioo Resto; K’meals, Food, Beer and Music Resto; and Bilik Kayu Resto to know what the needs of being a servant especially the language that servant used to communicate with customer. The researchers also get the data from SMK 2 Bopkri Yogyakarta. The method that the researchers used in this research was qualitative with interview and questionnaire to collecting the data. The result of this study is SMK 2 Bopkri Yogyakarta use English for specific purposes. The students in servant program must be able to communicate with customer by using foreign language especially English language. They should understand the menu, cooking utensils, types of services such as American service, and product of non-alcohol drinks. The students should master all skills. The students also should understand how servant greeting the customers, receiving customers, sitting the customers, billing, and until farewell. In restaurants, the servant should master English language to communicate with foreign customers. They not only know about menu but they have to know about good view in that country. After compare the data from the school and the restaurants, the material which is taught by the english teacher in servant program is appropriate with servants’ need.]]>
