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Rama Dwika Herdiawan
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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 3, No 1 (2019)" : 5 Documents clear
"WHY I CAN'T SPEAK UP? ": STUDENTS' ANXIETY IN PUBLIC SPEAKING Ayuning Tiyas; Yayah Nurhidayah; Rama Dwika Herdiawan
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.097 KB) | DOI: 10.31949/jell.v3i1.1619

Abstract

Abstract- Public speaking is a way to talks with individual or group listener with sharing ideas and influencing them either direct or via electronic communication to achieve a specific goal. The aims of this research are to explain what the factors influencing students’ anxiety in public speaking and explain how the students anticipate their anxiety in public speaking. This research used qualitative method. The instruments of this research are observation and interview. The results of this research are the students feel fear of making mistakes, fear of embarrassed, fear of being laughed, always thinking and self-conscious. In addition, assuming all audiences are friends, try to be confident, pray so that they are calm, change the mind set of "I can” continue to try and not become a burden are the way to anticipates their anxiety when public speaking.Keyywords: Anxiety, Speaking, Public Speaking
IMPROVING STUDENTS’ READING COMPREHENSION USING LEARNING CELL TECHNIQUE Gina Larasaty; Ayu Sulastri
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.027 KB) | DOI: 10.31949/jell.v3i1.1377

Abstract

This research is talking about  investigating whether learning cell technique can improve students’ reading comprehension in recount text. The research was conducted at SMK PGRI Indramayu. The population of this research were the students at X RPL grade of SMK PGRI Indramayu and the samples of this research consisted of 24 students. This research was conducted by using Classroom Action Research (CAR). The technique of collecting data used test and observation. This research was conducted only two cycles. The test  included an objective 10 multiple choice, 5 true/false statements and 5 essay. The research finding showed that the data from two instruments, in preliminary test showed that the students reading comprehension was very low, the average in preliminary test was 50, 5. The result of students reading comprehension in cycle I was improved it was 66, 5. The result in cycle II showed improvement the student’s average score was 78. Based on the result of the research, it can be concluded that Learning Cell technique can improve the students ‘reading comprehension.
THE USE OF ICT N EFL CLASSROOM Ozah Faoziah; Ida siti Jubaedah; Abdul Kodir; Eva Fitriani Syarifah
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (185.994 KB) | DOI: 10.31949/jell.v3i1.1396

Abstract

The aim of this paper was to explore the types of ICT that teacher implemented in EFL classroom at senior high school in Majalengka regency. Besides, the problem might arise on the use of ICT in ELT. In addition, the researcher investigated the trouble towards the use of ICT in EFL classroom. This study used the descriptive method to reveal the research problems. The interview and observation is used to collect the data. The study showed that (1) The types of ICTs that teachers use in EFL Classroom are set of computer (language lab), PowerPoint (PPT), and some applications such as Edmodo, the group of WA (Whatsapp), YouTube apps, Padlet and Kahoot; (2) The obstacles that teachers faced in using ICTs is less participation -  not all students have the smartphone, technical-based problem had biggest obstacle which lack of facilities from the school.
THE EFFECTIVENESS OF MIND MAPPING TECHNIQUE TO TEACH STUDENTS’ SPEAKING ABILITY AT THE TENTH GRADE STUDENTS OF SMAN 1 JATIWANGI IN THE ACADEMIC YEAR 2017/2018 Irfan Afriansya
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.196 KB) | DOI: 10.31949/jell.v3i1.1397

Abstract

This article discusses The Effectiveness of Mind Mapping Technique to Teach Students’ Speaking Ability at the Tenth Grade Students of SMAN 1 Jatiwangi. The purpose of this research is to reveal the effectiveness of mind mapping technique to teach students’ speaking ability at the tenth-grade students of SMAN 1 Jatiwangi in the academic year 2017/2018. The researcher used pre-experimental one group pre-test post-test design. The population of this research is the tenth-grade students of SMAN 1 Jatiwangi. Cluster random sampling is used to determine the sample. The sample of this study is X MIPA 1 which consists of 36 students. The treatment was conducted three times by using the mind mapping technique. The result of the study showed that the average score of pre-test was 8,9 and the average score of post-test was 13,3. The tobserve was found to be 11,5 and the tcritical was 2,03. It showed that tobserve was higher that tcritical which meant there was a significant effect to teach students' speaking ability by implementing the mind mapping technique. In conclusion, the mind mapping technique is effective to teach students’ speaking ability at the tenth-grade students of SMAN 1 Jatiwangi. The researcher suggests the teacher to applicate mind mapping technique in teaching students’ speaking ability.
THE EFFECT OF APPLYING TALKING CHIPS TECHNIQUE ON THE STUDENTS’ SPEAKING SKILL Yayuk Hayulina Manurung
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (339.825 KB) | DOI: 10.31949/jell.v3i1.1295

Abstract

This research was carried due to the lack of students’ speaking skill at the first year at English department. Speaking was still frustrating and they faced some problems in learning speaking because of many factors such as shy to speak, had low motivation and less self -confidence, afraid of making mistake. Talking Chips technique is a technique of teaching speaking which make the students interested and help them speak. In the course of talking chips, each member of the group gets a chance to provide their construction and listen to the views and concerns of other member. This study aimed to investigate the effectiveness of applying Talking Chips technique on the students’ speaking skill on the first year academic of English Education Department at University of Muhammadiyah Sumatera Utara on the academic year 2019/2020. The research applied experimental research to know if there was a significant difference in speaking skill between the students taught using Talking Chips technique referred as experimental group, and the students taught using discussion method referred by control group. The data was analyzed by using t-test formula. The results of data processing on the experimental posttest and control groups showed very significant results. Thus, H1 is accepted and H0 is rejected because .000<0.05, so it can be concluded that there is a significant effect of the application of Talking Chips on students’ speaking of University of Muhammadiyah Sumatera Utara TA 2019/2010

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