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JELL (Journal of English Language Learning)
Published by Universitas Majalengka
ISSN : -     EISSN : 25991019     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English Language Learning (JELL) is a peer-reviewed journal published in Indonesia by English Education Study Program, Faculty of Teacher Training and Education, Universitas Majalengka. This journal is published twice a year: November and June. The scopes of the journal include, but not limited to, the following topic areas: education policy, English curriculum, EFL methodology, teaching and learning strategies, evaluation and assessment, TEYL, classroom action research, translation, teaching media and ICT, applied linguistics, ELT materials development, linguistics, pragmatics, critical discourse analysis, and literature. The journal is published in online version.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2018)" : 5 Documents clear
EFL STUDENTS’ CRITICAL THINKING IN SPEAKING ACTIVITIES (A Descriptive Study at English Conversation Club (ECC) in SMAN 1 Maja) Anggun Rahmawati
Journal of English Language Learning Vol 2, No 2 (2018)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (584.296 KB) | DOI: 10.31949/jell.v2i2.1760

Abstract

This study aimed to analyze critical thinking aspects reflected in students’ discussion and giving some opinions. The study was also find how students’ critical thinking contributed to students’ speaking ability. The critical thinking aspects examined in this study covered critical thinking elements mainly proposed by Emilia (2005) as well as critical thinking dispositions mainly proposed by Ennis (1996). In particular, the purpose of this study was to find out elements of critical thinking demonstrated by students in their speaking through discussion and speaking test. This study employed a qualitative research design, particularly a descriptive qualitative. To obtain the data, students’ speaking test, observation of critical thinking elements, and interviews were used. The member of English Conversation Club (ECC) in one of senior high school in Majalengka were chosen as participants. They were six students of low, middle, and high achievers who were selected purposively. The data of students’ speaking test and critical thinking’s element checklist were analyzed by using the theory of critical thinking movement proposed by Hughes (2014), Elder (2011), Reichenbach (2001), and Chaffee et al (2002). These were very valuable to assess students’ critical thinking. Moreover, interview data were transcribed, categorized and coded into central themes, condensed, and interpreted into a description form. This was aimed to provide a description of students’ points of view about the concept of critical thinking which is showed in their opinion in speaking test. The findings revealed that all critical thinking aspects covered in this study appeared in the students’ opinion through speaking test. High achievers’ speaking test presented more critical thinking aspects than medium and low achievers’ speaking, particularly on argument and open-mindedness. The findings also showed that students’ speaking ability and students’ critical thinking influenced each other. The students perceived that students’ speaking ability is influenced by students’ critical thinking. Higher thinking ability was produced higher speaking ability and vice versa. Speaking preparation was important stage to produce higher speaking and critical thinking ability. This study recommended that the teaching of giving opinion should explore all stages of speaking process, especially pre-speaking stage to help students speak and elaborate arguments well. Key words: Speaking ability, Critical Thinking, discussion, giving opinion.
SEQUENCES PICTURE AS TEACHING MEDIUM TO TEACH PROCEDURE TEXT IN THE WRITING CONTEXT Elin Novi Herlina
Journal of English Language Learning Vol 2, No 2 (2018)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (501.678 KB) | DOI: 10.31949/jell.v2i2.1616

Abstract

AbstractWriting becomes an important skill to learn, but it is not easy to mastering this skill. Based on the statement, in this research, the reseacher explained the suitable media to teach writing using sequences picture. The objective of this reserach are to find out the difference of writing skills of procedure texts by using sequences picture medium and conventional medium for the eight grade of SMP N 1 Sindang in the academic year of 2019/2020. The research was quasi-experimental design. The sample of the research consisted the students of Grade VIII B as experimental class with 25 students and VIII C as control class with 25 students. The data collection technique were used test. The data analysis technique in this research was using t-test statistical formula. The result of this research is there was a difference writing skills of procedure text between experimental class and control class. It could be proven by the mean of post-test. The mean of post-test of experimental class was 69.72 and post-test of control class was 57,56 and there was significant difference writing skills of procedure text with using sequences picture. T-test was 3,7 and t-table was 2.01. T-test is higher than t-table, so Ho is rejected. Based on the data analysis, it can be concluded that sequences picture is effective to teach procedure text.Keywords : Sequences Picture, Teaching Medium, Procedure Text 
IMPROVING SPEAKING SKILL THROUGH PROBLEM-BASED LEARNING (A quasi experimental research on the fourth semester students of English Department at IAIN Ponorogo) Dedi Hasnawan
Journal of English Language Learning Vol 2, No 2 (2018)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (622.36 KB) | DOI: 10.31949/jell.v2i2.1770

Abstract

This study is aimed to find the effect of using Problem-Based Learning on Speaking Ability of the fourth semester students of English department at state institute of Islamic Studies (IAIN), Ponorogo. The study was an experimental research.  It can be interpreted as the way to find the relation of cause-effect (causal relation) between two factors or to find the effects of a treatment. There were two classes: experiment class and control class. This research was conducted based on quasi-experimental design because the sample of the study (control and experimental class) is not randomly chosen but from the existing class. Based on the research conducted, the calculation of t-test in post-test scores shows the result of the research that experimental group got higher score than the control group score. In other word, the t obtain (2.674) is higher than t critical (1.879) meaning that the null hypothesis is rejected. It means that there is significant difference of means between experimental group that was given Problem-Based Learning treatment and control groups that was not. In other words, having been treated by Problem-Based Learning, students have a significant improvement of their speaking skill. Problem-Based Learning has some advantages. Problem-Based Learning can facilitate the students to improve their speaking ability through problem solving activity. Problem-Based Learning also gives the students the opportunity to explore their own knowledge. It also gives the students the chance to improve their critical thinking, creativity, and imagination during the problem solving activity
STUDENTS’ PERCEPTION OF USING EDMODO IN EFL CLASSROOM Nurcica Adzkia Amatulloh
Journal of English Language Learning Vol 2, No 2 (2018)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.419 KB) | DOI: 10.31949/jell.v2i2.1650

Abstract

process, such as Edmodo. Edmodo facilitates students and teachers to connect each other inside and outside classroom. The present research aims to investigate the students' perceptions of Edmodo and to find out the benefits and challenges of using Edmodo in EFL classroom. The research involved 47 participants consist of students in twelveth grade in one of senior high schools in Majalengka, West Java. This research study used descriptive qualitative method and the data were collected through questionnaires and interviews. The questionnaires consists of 20 questions that was divided by three groups, first is about students’ perception of using Edmodo, second is about benefits of using Edmodo and the last is about challenges of using  Edmodo. Five students were also interviewed to seek more information about their experiences during using Edmodo. The result revealed that students have positive perception toward the use of Edmodo in teaching and learning process since they think that learning using Edmodo facilitates and increases effectiveness of communication in learning. Edmodo was beneficial for students to have discussion with teacher outside the classroom easily. In addition, Edmodo helped students to comment other students’ work effectively.Keywords: Perception, Information Communication and Technology (ICT), Edmodo
USING GOOGLE MEET IN TEACHING SPEAKING Afief fakhruddin
Journal of English Language Learning Vol 2, No 2 (2018)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.752 KB) | DOI: 10.31949/jell.v2i2.2220

Abstract

The aim of this research was to investigate how the use of google meet could improve students’ speaking skills of English deparments’ students in semester four of Universitas Majalengka. This particular research was categorized as action research. The actions were implemented in two cycles based on the class schedule. This research involved the twenty two students. The data of the study were in the forms of qualitative and quantitative data. The qualitative data were obtained by observing the teaching and learning process of speaking. Meanwhile, the quantitave data were acquired through test. The research findings showed that the use of google meet as the teaching media combined with the use of speaking activities and classroom English was proven to be effective to improve the students’ speaking skills.

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