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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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A PROBLEM AMONG EFL: CAN HIGH-PROFICIENCY STUDENTS USE PROPER DISAGREEMENT STRATEGIES AS NATIVE SPEAKERS DO? Defry Azhari
JELLT (Journal of English Language and Language Teaching) Vol 1 No 2 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (517.441 KB) | DOI: 10.36597/jellt.v1i2.1865

Abstract

This research aims to find out the correlation between students’ proficiency and disagreement strategies. The study involved the fourth-semester students of English Education Study Program. The instruments of this research were English language proficiency test to get the data of students’ language proficiency scores and Discourse Completion Task (DCT) to get the data of students’ disagreement statements. The correlation between language proficiency test scores and DCT’s scores was significant with the coefficient correlation (r count ) was 0,264 which was higher than R table 5% (0.235). The coefficient correlation shows that the correlation was positive. However, the strength of correlation was weak. The results implied that there was a correlation between students’ proficiency and disagreement strategies but the language proficiency did not indirectly affect the disagreement strategies of students because the correlation was weak. 
THE IMPLEMENTATION OF TUTORIAL VIDEO TO IMPROVE STUDENTS’ SKILL IN WRITING PROCEDURE TEXT Ratri Ikadestanti; Nanik Supriani
JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.666 KB) | DOI: 10.36597/jellt.v1i1.917

Abstract

The objectives of this study are to describe the students’ writing skills taught using tutorial video in writing a procedure text, to describe the students’ writing skills taught using conventional method in writing procedure text,  to find out the difference between students’ who were taught using tutorial video and conventional method in writing procedure text, and to find out whether or not the class which is taught using tutorial video is better than the class using conventional method. This research was experimental research. The participants were the second grade students of SMK N 5 Yogyakarta. The results showed that the level of students’ writing skills taught using tutorial video was categorized as “very high” at the category scale 75-above (Mean= 80.11 and SD= 6.716), the level of students’ writing skills taught using conventional method categorized as “high” at the category scale 58.33-75 (Mean = 63.64 and SD= 6.302), the result of t-test showed Sig. (2-tailed) level was 0.000 which implies a significant difference between the students’ writing skills taught using tutorial video and who were taught using conventional method, the experimental class taught using tutorial video produced better writing skills than using conventional method.
USING PEER FEEDBACK TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILLS: A QUASI-EXPERIMENTAL STUDY AMONG SECONDARY STUDENTS Siti Fatimah; G Suharto
JELLT (Journal of English Language and Language Teaching) Vol 1 No 2 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (714.372 KB) | DOI: 10.36597/jellt.v1i2.1870

Abstract

This study aims to describe the students’ writing skills before and after using peer feedback technique and to reveal the difference between the students’ writing skills before and after using peer feedback technique. This study applied a quasi-experimental study design panel. 29 eleventh grade students of SMA N I Pundong class XI Science 2 (XI IPA 2) were involved in this study, serving as the sample group. A pre-test was given before the treatment, and three posttests were done after the treatment (peer feedback technique) was implemented. The findings showed that the students’ mean score improved from pretest to all posttests. The main score of pretest was 12.00, the first post-test was 15.57, the second post-test was 17.26, and in the third post-test the mean was 18.32. Therefore, the study revealed that applying peer feedback technique in teaching writing can significantly improve students’ writing skills.
VIOLATIONS OF MAXIMS ANALYSIS OF COOPERATIVE PRINCIPLE IN MALEFICENT MOVIE Maria Anggryani Eno Toda; Imam Ghozali
JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (536.988 KB) | DOI: 10.36597/jellt.v1i1.922

Abstract

The objectives of this research are (1) to describe patterns of maxims violation made by the characters, and (2) to find out reasons why the characters violate the maxims in ‘’Maleficent” movie. This research belongs to a discourse study. The data for this study are 25 dialogues uttered by the characters and uses Grice’s theory of cooperative principle and its maxims to describe the utterances and patterns of the violation of the maxims. The researchers also use Goffman’s theory, Christoffersen’ theory and Khosravizadeh and Sadehvandi’s idea to analyze the reasons why the characters violate the maxims. The findings show that there are two patterns of maxims violations namely violation one maxim and more than one maxims. In addition, there are seven reasons used by the characters to violate the maxims. The most frequent reason is hiding the truth (20 times), followed by saving face (15), avoiding discussion (5 times), expressing feelings (4 times), pleasing the hearer (3 times), avoiding punishment (2), and the last is building someone’s belief (1 time).
STRATEGIC COMPETENCE DEVELOPED BY DEBATERS OF NON-ENGLISH DEPARTMENT STUDENTS Amalia Rosdianingtyas; Rr. Hasti Robiasih
JELLT (Journal of English Language and Language Teaching) Vol 1 No 2 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (555.848 KB) | DOI: 10.36597/jellt.v1i2.1866

Abstract

This study aims to: 1) find out which types of communication strategies employed by debaters of Gadjah Mada University (EDS UGM) from Non-English department to develop their strategic competence, 2) describe how debaters of EDS UGM from non-English department develop their most useful communication strategies and 3) find out the factors affecting speaking performance of debaters of EDS UGM from non-English department in debate. This research employs discourse analysis adapting strategic competence model by Celce-Murcia (2007). This research focused on the communication strategies. It also covered the factors which affect debaters’ speaking performance in debate. The data were collected through observation and semi-structured interviews. The data were analyzed using Miles, Huberman, and Saldana’s flow model of qualitative data research which included transcription and data reduction. Data is reduced through coding and classification. The findings revealed that stalling or time-gaining strategies were used 52,10%, achievement or compensatory strategies were used 34,04% and followed by self-monitoring strategies which appeared 14,89%. Furthermore, the findings also showed that factor of performance conditions is the most frequent factor which affect debaters’ speaking performance. This factor is followed by other factors such as affective factors, topical knowledge and feedback during speaking activities. 
DEVELOPING MATERIAL FOR TEACHING GRAMMAR USING MACROMEDIA FLASH SOFTWARE FOR JUNIOR HIGH SCHOOL Esti Nurani; Hasti Robiasih
JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.63 KB) | DOI: 10.36597/jellt.v1i1.918

Abstract

Since English is a second language in Indonesia, students are required to learn more to enhance their English language skills. In English learning process, many students prefer in Instructional Technology to conventional explanation in classroom activities. This phenomenon then leads to the new innovation in grammar teaching using Macromedia Flash software. This study describes how to develop the materials in teaching grammar for the eighth grade students of Junior High School using Macromedia Flash software. Therefore, this study belongs to Research and Development (R & D). In the pre-design study, the researchers conducted an interview to reveal the students’ difficulties and needs. In the material development, the researchers made the innovative and interesting product based on the result of learners’ analysis and contexts. In the post-design study, the researchers distributed evaluation questionnaire to the expert in order to obtain evaluation, comments, suggestions, and feedback. Based on the results of conducting validation from the expert, the materials for teaching grammar for Eighth grade students of Junior High School by using Macromedia Flash software program are well developed.
SPEECH ACTS USED BY MIA DOLAN IN “LA LA LAND” MOVIE Bernadia Lupita Wirastri; Imam Ghozali
JELLT (Journal of English Language and Language Teaching) Vol 1 No 2 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (659.565 KB) | DOI: 10.36597/jellt.v1i2.1871

Abstract

The research belongs to discourse analysis because the data are in the forms of words and sentences. The procedures of the research were: (1) identifying the utterances expressed by Mia Dolan by watching the movie and comparing the dialog of the movie with the movie script taken from internet, (2) classifying and analyzing data based on types and functions of speech act, presenting data in the table, and (3) describing and discussing the finding in the form of description based on the table of an analysis of speech act. The findings of this research show there are 209 utterances of speech act. From the five categories of speech acts, there are only four categories used by Mia Dolan; they are representative (99 data or 45.45%). The functions are:  stating, affirming, predicting, retelling, calling, answering, concluding, reporting, complaining and informing. There are 68 data of directives (32.53%) and the functions are: questioning, commanding, warning, suggesting and requesting. Expressive speech act reaches 34 data (16.26%) and the functions are: apologizing, thanking, expressing feeling, expressing pleasure, expressing pain, complimenting and greeting. Commisive reaches 12 data (5.74%), the functions are: promising, refusing, offering and threatening. Declarative is not used by Mia Dolan.
AN ERROR ANALYSIS OF NARRATIVE TEXT WRITTEN BY STUDENTS OF ENGLISH EDUCATION DEPARTMENT Deni Deni; TMA. Kristanto
JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.539 KB) | DOI: 10.36597/jellt.v1i1.923

Abstract

Therefore, the objectives of the article are:(1) to describe the kinds of errors made by the third semester students of the English Language Education Study Program in writing narrative text and (2) to find out the sources of the errors made by the third semester students of The English Language Education Study Program in writing narrative text. This article is classified into discourse analysis. To analyze the data, the researchers used Dulay et al’s theory namely surface strategy taxonomy, communicative effect taxonomy and Brown’ theory namely interlingual transfer and intralingual transfer. The data were sentences on narrative texs containing errors taken from weekly journal of the third semester students  of the English Language Education Study Program of Sarjanawiyata Tamansiswa University in academic year 2015/2016. There were 152 data containing omission, 98 data containing addition, 432 data containing misformation, and 17 data containing misordering. Meanwhile, the sources of error that the researchers found are 16 errors caused by  interlingual transfer and 276 caused by intralingual transfer.
DEVELOPING READING MATERIALS USING ADOBE FLASH PROFESSIONAL FOR JUNIOR HIGH SCHOOL STUDENTS Dwi Susanto; Hasti Robiasih
JELLT (Journal of English Language and Language Teaching) Vol 1 No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.507 KB) | DOI: 10.36597/jellt.v1i1.919

Abstract

The advance of the nowadays computer technology gives a positive effect toward the students’ motivation to learn, especially in reading. One of the nowadays computer technology applications is by developing reading materials using Adobe Flash Professional. In this article, the researchers carry out two objectives: (1) to describe the reading materials developed using Adobe Flash Professional for the seventh grade students of junior high school and (2) to describe the coverage of the reading materials developed. The researchers applied the steps of R&D in three sections namely (1) pre-design study from which the needs of reading material were analysed, (2) the materials development from which the product was constructed and (3) the post-design study from which the product was examined. The product is the reading materials about descriptive texts developed using Adobe Flash Professional. The product is based on the school-based curriculum (KTSP) that consists of four sections of learning namely BKOF, MOT, JCOT, and ICOT. Each section has different contents. The coverage of the reading materials include texts, grammar, vocabulary, pronunciation, and micro and macro skills of reading.
THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING RECOUNT TEXT TO THE TENTH GRADE STUDENTS OF VOCATIONAL SCHOOL Susi Suryati; Hazairin Eko Prasetyo
JELLT (Journal of English Language and Language Teaching) Vol 2 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.292 KB) | DOI: 10.36597/jellt.v2i1.2708

Abstract

This study aims to describe how the implementation of scientific approach influences the score of the students and to describe the techniques or procedures the teacher used in teaching recount texts through scientific approach to improve the tenth grade students’ writing. This research used quantitative research and focused on the regression of the teacher that implements the scientific approach and the teacher to improve the students’ writing competence in recount texts which were taken from class X accounting 1 of SMKN 1. First, the regression of the variable X toward variable Y was low because R Square of the teacher was 0.306 and R Square of the writer was 0.356. Second, the teacher improves the students with the second time remedial test and Belajar Ulang in the next semester. In brief, not only the approach but also the other factors influence the learning process in addition to the teacher who has paid attention to other factors to get a maximum result of the students’ activities.

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