JELL (Journal of English Language Learning)
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.
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<![CDATA[ENHANCING STUDENTS WRITING SKILLS OF NARATIVE TEXT THROUGH TRANSITION-ACTION-DETAILS ]]>
<![CDATA[afief fakhruddin]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3168
<![CDATA[The aimed of this research was to explain how the use of the Transition-Action-Details Strategy enhance students’ writing skills in narative text in creating the story. It was to explain how the TAD enhance students writing skills in narative text dealing with the organization of writing. Research design was classroom action research. The data for this study were gained through test, and observation, and the respondents were four semester students who used TAD activity. The study revealed that that TAD Strategy enhance students’ writing skill in narrative text Text. The students’ means score in cycle two test was (78.99). the result was much better than cycle one (67.94). Based on the result above it can be concluded that TAD could enhance sudents writing narative text.]]>
<![CDATA[THE USE OF FORMATIVE ASSESSMENT TOWARD EFL STUDENTS TO ENHANCE STUDENTS’ SELF-EFFICACY IN LEARNING ENGLISH. ]]>
<![CDATA[Ni Putu Yuni Crisnayanti]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3121
<![CDATA[This paper aims to explain the use of formative assessment toward EFL students to enhance students’ self-efficacy in learning English. This paper is descriptive library research. The data of this paper is collected from articles and journals. In this paper, the researcher attempts to explain the use of formative assessment toward EFL students to enhance students’ self-efficacy in learning English. There are several different types of formative assessment that can be applied by teachers in their EFL class to assess the students in which results are expected to enhance the students’ self-efficacy in learning English.]]>
<![CDATA[NEED ANALYSIS OF ENGLISH FOR ENGINEERING STUDENTS: A CASE STUDY ]]>
<![CDATA[Dedi Hasnawan]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3167
<![CDATA[Abstract: The purpose of this paper is to discuss the needs and abilities of engineers when it comes to the use of the English language in a learning environment. This was done in collaboration with a group of Engineering students from a Ponorogo vocational school. The purpose of this study was to ascertain how an English teacher instructs Electrical Engineering students in English. Additionally, to identify the types of English materials that the teacher and students of Electrical Engineering major require. The findings of this study indicate that all four critical language skills, particularly listening and speaking, are frequently used in the workplace. Additionally, it was discovered that technicians perceived themselves as ineffective English language users at work. They believed that some form of training would benefit their ability to communicate effectively at work. Additionally, it was noted that technicians had some unique requirements for English language proficiency that may not be covered in general English courses. The researcher will use this study to aid in the development of an English for Specific Purposes (ESP) course.Keyword: English for Specific Purpose (ESP), Need Analysis]]>
<![CDATA[The Use of Peer Feedback toward EFL Students’ Writing Skill ]]>
<![CDATA[Made Kencanadevi Nicahati]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3122
<![CDATA[This paper aimed to describe the implementation of peer feedback and how it can increase the writing skill of English as Foreign Language students. This paper is a library research. The method of this paper is descriptive qualitative method. The data were collected through analyzing papers, articles, and journals. The findings of this paper showed the reasons why peer feedback is useful toward writing skill of English as foreign language students. The students work collaboratively, minimizes errors, and saving time. The procedure of the strategy enables the students to work cooperatively in a group/peer. Peer feedback can be one solution to minimize the errors the students usually make in their writing before submit their writing draft to the teacher. The teacher can save much time in assessing the students’ work by conducting peer feedback in writing learning because the students’ work already corrected by their peer so it may have a little mistake left.]]>
<![CDATA[PRE-SERVICE ENGLISH TEACHERS’ BARRIERS IN PROMOTING STUDENTS COMMUNICATION SKILL IN EFL CLASSROOM ]]>
<![CDATA[Eka Nurhidayat]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3166
<![CDATA[The purpose of this study was to ascertain the pre-service English teacher's strategy for enhancing students' communication skills in the EFL classroom, the obstacles students encountered when the teacher implemented strategies for enhancing students' communication skills in the EFL classroom, and the implications for students when the teacher implemented strategies for enhancing students' communication skills in the EFL classroom. The method used in this study is descriptive qualitative, with six students and two teachers serving as research participants. The data collection technique used in this study is interviewing. The findings from the three research questions indicate that pre-service English teachers use role playing, presentation, group work, and English debate to improve their communication skills. Students face difficulties when their teacher uses these strategies because they lack confidence when speaking, lack of vocabulary mastery, their environment is non-English speaking, and their learning style is non-English speaking. Students perceive the teacher as a facilitator who assists them in improving their communication skills in the EFL class, and thus the teacher's implication is positive in this case.]]>
<![CDATA[THE EFFECT OF USING CLOZE PASSAGE TECHNIQUE TOWARD STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE EIGHTH GRADE OF SMPN 8 KOTA SERANG ]]>
<![CDATA[Sutrisno Sadji Evenddy]]>;
<![CDATA[Fenturisa Kusfitriyatna]]>;
<![CDATA[Dhafid Wahyu Utomo]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3093
<![CDATA[The aim of this research was to find out whether the Cloze Passage Technique has effect on students’ reading comprehension in narrative text. This research was conducted at the eighth grade of SMPN 8 Kota Serang in academic year 2019/2020 during the COVID-19 pandemic. This research used quantitative method and true experimental design. The populations of this research were all classes in class VIII. The sample of this research were class VIII B which consisted 0f 20 students as the experimental class and class VIII F which consisted of 20 students as the control class. The experimental class was taught by using Cloze Passage Technique and control class without using Cloze Passage Technique. The research instrument was a test which consisted pre-test and post-test. The pre-test was given to students before treatment and the post-test was given to students after treatment. After collected and calculated the data, it was found that there was any effect of using Cloze Passage Technique. This was indicated by the value of tcount was higher than ttable (5,131 ≥ 2,024) at the level of significance of α 0,05 and degree of freedom is 38. It means that the alternative hypothesis (Ha) was accepted. For those findings, this research showed that there is any effect of using Cloze Passage Technique on students’ reading comprehension in narrative text.]]>
<![CDATA[Developing Self-Learning in Four Skills Courses: Students' Perception Using Undiksha Moodle E-learning During Covid-19 Outbreak ]]>
<![CDATA[Luh Maytri Lindayani]]>;
<![CDATA[I.G.A Lokita Purnamika Utami]]>;
<![CDATA[Nyoman Karina Wedhanti]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3071
<![CDATA[This study aims to identify students' perception of the Undiksha Moodle E-learning Platform's strengths and weaknesses in four skills courses. This research is qualitative research supported by quantitative data. A case study was used in this study to identify the phenomenon and describe it in detail. The subject of this study was English Language Education students who took the subject into four skills courses. In total, there were 12 students involved in the study. This investigation's object is students' perception of the Undiksha Moodle E-learning platform's weaknesses and strengths in four skills courses. Data collection is conducted with questionnaires and semi-structured interview guide to see the results' suitability with implementation in the field. Thus, the data that has been obtained analyzed descriptively quantitatively and qualitatively. This study showed that students have a positive perception of developing self-learning using the Undiksha Moodle E-learning Platform to feel the platform's strength. However, students expressed that the Undiksha Moodle E-learning Platform's weakness, which is yet not significant. The results are seen from the data that states that students are neutral on Undiksha Moodle E-learning's weakness.]]>
<![CDATA[Assessing an autistic student's reading comprehension through task-based activities: self-study through narrative inquiry ]]>
<![CDATA[Kristiyantini Kristiyantini]]>;
<![CDATA[Amalul Umam]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3164
<![CDATA[The understanding reading text is essential for every student. Without knowing the reading content, students will not get information or lessons from the text they read, so it is necessary to assess their reading ability TBLT in the reading learning process. For this reason, researchers conducted research using a qualitative approach by applying the self-study method on narrative inquiry. For this reason, researchers exported their experiences when implementing TBLT to assess an autistic student named Dimas. The learning implementation is divided into three stages. It is reading tasks, drawing tasks, and retelling tasks. All of the tasks are interrelated. The researchers hoped that this research could become a reference for teachers to apply assessment with TBLT and contribute to the development of education globally and comprehensively, especially in Indonesia. The data used in this study are documentation, journal diary, field notes. The validity is done by linking the data from the documentation, journal diary, field notes, and for data analysis, the researcher connects the data with previous theories.]]>
<![CDATA[Natural Destruction in Steven Soderbergh's Erin Brockovich ]]>
<![CDATA[Laveliea Dinda Ramadhanty]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3098
<![CDATA[The study is to analyze natural destruction and determine the causes of thedestruction in Steven Soderbergh’s Erin Brockovich (2000). The study aims to examine how natural destruction and its causes are portrayed. The study employs an ecocritical approach toliterature to reveal apocalyptic aspects in the film and mix it with Giannetti’s cinematography theory. The result of the study reveals the issues of water pollution and drought as caused bywater exploitation by industry and the company interest for land ownership. Humans overexploit nature and it leads to a bad impact on living things.Keywords: drought, ecocriticism approach, industrial activity, natural destruction, waterpollution]]>
<![CDATA[The Implementation of Non-Sequential Strategy to Face TOEFL ITP Problems ]]>
<![CDATA[Ahmad Tauchid]]>;
<![CDATA[Edi Suwandi]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3126
<![CDATA[TOEFL was seen as a prerequisite for non-native English students to study abroad, to get a suitable employment, and to get a university diploma. Students also found it challenging to complete the TOEFL reading exam. This was an experimental research based on applying a non-sequential strategy. This study aimed at investigating whether the use of non-sequential strategy was effective to complete the reading comprehension session in TOEFL ITP or not. 100 English university students engaged entirely in the study as participants. They were studying at Universitas Nahdlatul Ulama Sunan Giri (UNUGIRI) located in Bojonegoro, Eastern Java, Indonesia. The researcherss provided the students a pre-test and post-test in order to collect the data. The students were permitted to perform the exam on their own during the pre-test. In this pre-test the researcherss provided no special instructions. In the post-test, the participants got a preferential treatment. The students were advised to follow a non-sequential strategy for the exam. The data were produced through the students’ compilation of TOEFL scores. The data were anlyzed by comparing the students’ scores in pre-test and post-test. The results showed that a non-sequential strategy to complete the reading comprehension session of the TOEFL test is very effective to be implemented. This result is addressed further in this article.]]>
