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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 4, No 1 (2020)" : 5 Documents clear
PEER FEEDBACK IN FOREIGN LANGUAGE WRITING CLASS: STUDENTS’ PERCEPTION AND PROBLEMS Agus Rofi'i
Journal of English Language Learning Vol 4, No 1 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i1.2307

Abstract

Many students claim that writing is the most difficult skills due to it is complicated in its production. In their learning, the students need a suitable method to help their writing. Peer feedback is the one of those methods that can support students’ learning writing in non-threatening atmosphere. This research aims to reveal EFL students’ problems in learning writingand students’ perceptions about peer feedback method in learning writing. In this research, the qualitative research design used was a case study through the instrument that are observation and interview for collecting the data. The participant of this research is eleventh grade of electricity engineering in one of vocational school in Majalengka. The result showed that students still faced the common problems in learning writing. The highest percentage of students’ problem is in vocabulary (45%) and the lowest percentage is in create content (5%). However, after implemented the practice of peer feedback, majority of the students provided the positive perceptions toward peer feedback. There is 70% students said that peer feedback helped them in learning writing. Also, they said that peer feedback has a number of benefits for their writing.
“SNOWBALL THROWING” MODEL TOWARDS STUDENTS’ LEARNING OUTCOMES ON FUNCTIONAL TEXTS Henni Rosa Triwardani
Journal of English Language Learning Vol 4, No 1 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i1.2298

Abstract

Learning outcome is the important thing that  shows the failure or the succes of teaching learning process such as the students seriousness or focus. To achieve learning outcome succesfully needs many effort. The effort comes both from teacher and  student on how  the teacher choose appropriate material,  models or methods to class. In choosing them, the teacher should conduct analsys by considering some weaknesses such as  students` lack, time limitation, atmosphere class that mostly bored for students. This research aims to know the effectiveness of “Snowball Throwing” models towards student learning outcomes on functional text at eighth grade students of SMPN 4 Kuningan.  By using " Quasi Experimental Design with  Nonequivalent Control”Group Design”, which VIII E as experimental class and VIII H as control class, the results showed  data obtained from the Independent Sample T Test was significant  t_count ˃ t_table or (6,603 ˃ 1.697) that H 1 was accepted and H 0 was rejected whereas this model was effective towards student learning outcomes on the functional text. Keywords: Snowball Throwing, Students’ Learning Outcomes.
Black Panther Movie: Cultural Relations Analysis Husni Yatim Wahidah; Sukma Nur Ardini; Faiza Hawa
Journal of English Language Learning Vol 4, No 1 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i1.2287

Abstract

This study aimed at analysing cultural relations in Black Panther movie with main purposes are to 1) find the kinds of cultural relations in Black Panther movie, and 2) find the realization of cultural relations in Black Panther movie. The study used qualitative research method. For collecting the data, the study used Black Panther movie script. The study analyzed the situation and dialogue in the movie using the theory of cultural relations’ types by Iriye (2002) and cultural elements by Barkan (2012. The study found that both types of cultural relations by Iriye exist in the movie, they are direct cultural interaction and indirect cultural interaction. Direct cultural interactions denote physical encounters with people and objects of another culture. Besides, indirect cultural interaction involves ideas, values, and beliefs proper to a specific culture and often featured in philosophy, literature, music, and art that are acting as cross-national tools, which can foster and strengthen intercultural dialogue. The researchers hoped the readers can understand more about cultural relations and change their mind become more critical when they are facing the problems in society related to cultures.
Conversation and Mediated Discourse Analysis as Discourse Approaches to Teach Speaking Suesthi Maharani
Journal of English Language Learning Vol 4, No 1 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i1.2309

Abstract

This article aims to explore conversation analysis and mediated discourse analysis as approaches to teach speaking skills. Nowadays, the conversation becomes a never-ending case to be studied. It becomes a primary interest for language researchers since the commonly daily conversation is always interesting to be analyzed. Conversation analysis and mediated discourse analysis are practical means of teaching speaking skills in the EFL classroom. This article tried to look at the theoretical basis for conversation and mediated discourse analysis and explores the possibility of applying these discourse approaches to teach speaking. Conversation analysis theory is explained in terms of adjacency pairs, turn-taking, repair, feedback, and opening and closing. In contrast, mediated discourse analysis theory is described in the term of social action. All the issues discussed above will provide teachers with explicit instruction on how to apply conversation analysis and mediated discourse analysis to teach speaking. The discussion will lead to the possibility of using these discourse perspectives to prepare for micro and macro speaking skills.
THE IMPACT OF WRITTEN CORRECTIVE FEEDBACK TOWARDS THE SENIOR HIGH SCHOOL STUDENTS’ WORK: TEACHER’S AND STUDENTS’ PERCEPTIONS Indra Yoga Prawiro
Journal of English Language Learning Vol 4, No 1 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i1.2336

Abstract

This study figures out the teacher and students’ perceptions toward teacher’s written corrective feedback and to describe how the teacher gives written corrective feedback on the students writing. The writer uses descriptive case study as the design of the research with three techniques of data collection. Questionnaire and interview are used to know teacher’s and students’ perception toward written feedback. Students’ document used to analyse teacher’s way in providing written corrective feedback on student’s task. The result of the research showed that the teachers used almost categories of written corrective feedback. As the findings of the research showed that teachers mostly use direct corrective feedback in providing written feedback on students’ work. Also the students mostly like when the teacher providing direct corrective feedback and the language that used by teachers in giving explanation on students mistakes. Whereas students has understanding in what is feedback actually and how importance feedback in the teaching and learning process. Also they have positive acceptance toward teacher’s written corrective feedback because they are aware to improve their skill.  From 19 students, the average of students’ answer in percentage related to teacher’s way in giving written corrective feedback is 44 % who chose “Always”, 34 % who checklist “Sometimes”, and 22 % who answer “Never”. Moreover, for preferences would students’ like when receiving written corrective feedback, the result showed that 67 % of students chose first option “Like”, 23 % checklist “Neutral”, and 10 % answered “Dislike”. It is indicated various perception from students.

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