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Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Kependidikan, Universitas Sarjanawiyata Tamansiswa Jalan Batikan, Tuntungan UH III/ 1043 Umbulharjo, Yogyakarta
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JELLT (Journal of English Language and Language Teaching)
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 25796038     EISSN : 25796046     DOI : 10.36597
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JELLT (Journal of English Language and Language Teaching) is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 171 Documents
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Investigating Students’ Motivation through Game-Based Learning in Listening Classroom Amanda, Nabila Ayu; Hadi, Meilda Mustafidah; Aulia, Nurhalisa Afti; Putri Hidayat, Regina; Hidayat , Didin Nuruddin; Mulyati, Yatni Fatwa
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.16597

Abstract

Most students feel that listening is a difficult English skill because the strategies that the teachers use in listening classes are too monotonous, so students feel unmotivated in the learning process. However, there is a lack of researchers who have studied the implementation of running dictation games to increase students' motivation. This research aims to examine the use of games, especially running dictation games, in increasing student motivation in listening classes. This research was conducted at Mts. Darunnaim YAPIA, involving 23 students from 7th grade. The researcher used a qualitative approach to compile this research. The data was collected through the questionnaire for all of the 7th-grade students, and the Interviews with several students after the game was implemented. This study also analyzed the data with descriptive analysis and thematic analysis. The results of this research show that the motivation of Grade 7 YAPIA students still needs to improve due to external factors such as the strategies used, and media that does not support learning. In addition, the use of running dictation games in the learning process can boost students motivation and enhance their participation in the listening classroom
The Students’ Learning Experienced toward the Implementation of Blended Learning Method Wahab, Isnaeni
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.16963

Abstract

Blended learning is when instructors deliver both online and traditional classroom instruction to their students at the same time. While some students participate digitally, others attend classes in person. This study aimed to find out the students’ experienced about implementation of blended learning in learning English. In order to better understand how blended learning impacted students' reading comprehension. This study used a mixed-method to collect the data, interview participants as well as surveying participants. The samples for this study were the students of English department. The results showed that using blended learning has a significant positive impact on students, where it can be finished online in addition to being in the classroom in person. As a result, Students will consequently have easier access to a variety of learning tools, including those offered directly for reading sessions or those made available by teachers online. even while they continue to face implementation-related challenges brought on by the internet
The National Science Olympiad for English Language Learners at Yogyakarta Elementary Schools: Constraints and Strategies Azizah, Dinar Martia
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.16993

Abstract

The presence of some National Sains Olympiad questions which are written in English is a challenge not only faced by students but also by teachers who are assigned to train them for the Olympiad. Therefore, the purpose of this study is to describe the constraints faced by the students in doing Mathematics and Science Olympiad tests which are written in English and the strategies implemented by the teachers during the trainings on Olympiad. This research is a case study conducted at five Yogyakarta elementary schools which won National Science Olympiad. This study was conducted by employing interviews with ten students who won the Olympiad in the field of Mathematics and Sciences; and five coaching teachers, observation of training activities, and document studies on training materials. The data was then analyzed by using interactive analysis model namely data condensation, data presentation, and conclusion drawing/verification. The results showed that the constraints faced by students in doing Mathematics and Science in English language, such as the students’ misunderstanding of the meaning of specific terms in Math and Science, the difficulty in understanding sentence stucture of the questions, and the low reading ability of the students. Strategies of the teachers in Olympic training such as simplify the language in the questions, giving assistance during the trainings on Olympiad, collaboration of Mathematics, Science, and English teachers, and the use of technology. The implications of this study were the presence of demands to expand the coverage of English learning materials goal and to improve its teaching quality through integrated learning materials and collaboration with other teachers. Therefore, learning material development and design of teachers’ collaboration in Olympic training can be explored deeper in further research. Keywords: National Science Olympiad, English Language Learners, elementary schools, constraints, strategies
The Using of Jigsaw Technique in Writing Narrative Text (Study Case First Semester of STIKOM Tunas Bangsa Pematangsiantar) Ika Purnama Sari; Purba, Anita; Nasution, Asmarani; Roslaini; Khairunnisa Sormin, Rizky; Setiawati; Anggraini, Yanti
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.17017

Abstract

The jigsaw is the technique that can be used in many different ways to increase the involvement of students in their own learning. Jigsaw technique can create an effective learning environment. By the jigsaw technique, the students are divided into groups. The groups consist of 5-6 students. The purpose of this research is to study the effect of jigsaw technique on the academic performance of the students in writing narrative. The research has been performed on first semester students of STIKOM Tunas Bangsa Pematang Siantar. The researcher wanted to find out whether or not Jigsaw Technique can increase the students writing skill and to analyze the classroom situation when the Jigsaw Technique is implemented in writing class. This research used CAR and composed for two or more cycles then it observed and evaluated to identify all facts including the success and the failure of the action. After the implementation of jigsaw Technique in every cycle, the students’ writing scores were getting better. It can be seen from the result of students’ average score Cycle 1 was 46.86 and Cycle 2 was 82.23. It can be concluded that Jigsaw Technique can increase their ability in writing narrative text.
Language Impairments Experienced by Jack Hurley with Broca Aphasia Shifa Nur Fadillah; Syafrizal Syafrizal; John Pahamzah
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.v8i2.17649

Abstract

Aphasia refers to language impairment caused by the brain injury which happens after stroke. This can happen even to a young people. In this study, the researcher discussed the study related to language impairments experienced by Jack Hurley, a young man aged 15, who suffers from Broca’s aphasia after stroke. This study used a qualitative descriptive method on the utterances produced by Jack Hurley, as the data sources, in Tom Hurley’s YouTube channel which is uploaded on 2010. The researcher collected the data by watching the video of Jack Hurley’s speech and transcribing the utterances which contain language impairments. The theory used to analyze the data is from Halowell (2017) and Ardila (2014) regarding language impairments in aphasia patient. Based on the results, it is indicated that Jack Hurley represents several language impairments which belongs to Broca’s aphasia including phonological literal paraphasia, verbal paraphasia, agrammatism, and repetition in thirty-three utterances produced.
Goarno, A Web-based Application to Assist Duolingo English Test Takers : An Analysis based on Teachers’ Perspectives Rahayu, Setya Putri; Sri Rejeki
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.v8i2.17963

Abstract

Duolingo English Test (DET) has become quite popular recently. It has answered the challenge of language test which previously placed IELTS or TOEFL IBT as the most reliable forms of English test after the popularity of TOEFL ITP. Based on the components of the test, Duolingo includes speaking and writing as productive skills into it; however TOEFL ITP does not include those skills. The most significant tacit that makes Duolingo as the choice of English proficiency test is that within its complete tested skills covering speaking, writing, reading, and listening, DET offers a lower price than IELTS and TOEFL IBT. It prices only a third of those tests. With a relatively new form of test, the availability of practice test and materials related to DET is still limited. Goarno, a web-based application which contain complete simulation tests and feedbacks, can help DET takers to boost their English capability in taking a DET. The study aims to investigate the significance of Goarno to boost DET takers in increasing their targeted score (1); it also aims to examine teachers effort to support students in using Goarno as an autonomous learning media (2).
Unveiling Speech Styles : A Sociolinguistics Analysis of Steve Harvey’s Talk Show Prastowo, FR Suluh Adiguna; Fiani, Ani; Syafitri, Dewi
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.v8i2.18001

Abstract

This research analyzed the types of speech style used by Steve Harvey in his talk show videos. The objectives of this research were to describe types of speech style based on Joos’s theory occurred in Steve Harvey’s talk show videos. The method of the research was a descriptive qualitative. The technique for collecting the data was audio-visuals. The researcher used videos talk show of Steve Harvey uploaded in January 2024 on Steve TV Show YouTube channel. There were 9 talk show videos uploaded on January 2024. In this research, the researcher found some types of speech style contained in talk show videos consist of 177 (90,77%) casual styles, 9 (4,62%) intimate styles, 5 (2,56%) formal styles, and 4 (2,05%) consultative styles. In conclusion casual style 177 (90,77%) is the most dominant used by Steve Harvey in his talk show videos in January 2024. Keywords: Sociolinguistics, Speech Styles, Talk Show
A Scaffold-Based Approach for Developing an English Coursebook for Young Learners Kristanto, Barlian; Setia Sandi A., Arif; Putri, Diannike; Ferianda, Sandy; Dung, Le Hoang
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.v8i2.18045

Abstract

This study aimed to develop and evaluate the effectiveness of a scaffolding-based English coursebook for 3rd-grade elementary students in Indonesia. The research was conducted in response to the challenges faced by teachers and young learners in , English language education, such as lack of contextualized materials and student engagement. A mixed-methods design was employed, involving a needs assessment, coursebook design, and a quasi-experimental study with 120 students from two schools in Purwokerto, Central Java. The experimental group used the scaffolding-based coursebook, while the control group used existing materials. The results revealed significant improvements in English proficiency scores for both groups, with the experimental group outperforming the control group. Qualitative data from classroom observations and interviews indicated increased student engagement, motivation, and positive perceptions of the scaffolding approach in the experimental group. The findings suggest that the scaffolding-based coursebook effectively enhanced young learners' English language proficiency and engagement compared to existing materials. The study highlights the potential of scaffolding techniques in designing contextualized language learning materials and supporting English language education in Indonesia. Further research is recommended to explore the long-term effects and applicability of scaffolding-based coursebooks across different grade levels and regions.
Grammatical Errors on Final Paper Abstracts Composed by Students of Pharmacy Diploma Atur Semartini
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.v8i2.18114

Abstract

English has become one of the most important languages used globally. To produce effective sentences in English, EFL learners, such as in Indonesia, must master English grammar. However, the differences of grammar in English and Bahasa cause EFL learners to often produce grammar errors. Even though technology is increasingly developing and translator machines can assist students in writing English, grammar errors are still found. This research aims to investigate grammatical errors produced by Pharmacy Diploma students on their final paper abstracts. This research is a descriptive study. Data was obtained from 30 final paper abstracts of students of Pharmacy Diploma at Sekolah Tinggi Ilmu Kesehatan (STIKES) Nasional. The abstracts were taken randomly from the library of STIKES Nasional. Data was analyzed using Surface Structure Taxonomy by Dulay, Burt, and Krashen. The results of the analysis discovered 154 grammar errors. The dominant errors were Omissions with the number of errors is 54 errors (35,1%), followed by 44 errors of Additional (28,6%), 42 errors of Misformation (27,3%), and lastly, 14 errors of Misordering (9,1%). The results of this research imply that teachers and institutions need to prepare learning materials that can minimize errors made by students in the future
Developing TPACK based Assessment Instrument for Teaching Practice of English Education Students Hamid, Syifa Fadhilah; Shopia, Khilda; Isnaniah, Isnaniah
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.v8i2.18125

Abstract

This study aimed to develop and validate a TPACK-based assessment instrument for English Education students during their teaching practice. Utilizing the Technology, Pedagogy, and Content Knowledge (TPACK) framework, this instrument evaluates pre-service teachers' competency in integrating technology into their instructional practices. A mixed-methods approach was employed, with qualitative data informing item development and quantitative methods used for validation. The instrument was refined through expert interviews, literature analysis, and cognitive interviews with target users, resulting in a 34-item survey covering seven TPACK-related factors: Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). The final assessment tool is organized into five components: Teaching Ability, Lesson Planning, Social Competence, Personality Competency, and Implementation Report. Each component integrates various TPACK constructs, ensuring a comprehensive evaluation of pre-service teachers' skills. This instrument is essential for enhancing TPACK proficiency in teacher education programs, aligning with educational standards and supporting the development of globally competitive teachers. Future research should explore the long-term impacts of TPACK proficiency on teaching effectiveness and student outcomes, further validating the framework's significance in modern education.

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