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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 14 Documents
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Search results for , issue "Vol 5, No 1 (2021)" : 14 Documents clear
INSTRUCTIONAL DESIGN MODELS: SHIFTING THEORETICAL PARADIGMS Rama Dwika Herdiawan
Journal of English Language Learning Vol 5, No 1 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i1.3156

Abstract

Abstract. Instructional design models have been shifted throughout the years by different scholars because they need to be developed or modified to gain the effectiveness of instructional process. Concerning with the shifts of the related theories, the scholars fomulated a number of patterns in creating the theories in which the aim of this theoretical study is to provide an appropriate understanding in relation to  how to utilize instructional design models. Instruction is regarded as both teaching and learning which have connection with the building of knowledge and skills. Even though there are a lot of instructional design models, a few major distinctions are found in some conditions, e.g. instructional design models present conceptual paradigms in terms of visualizing, performing, and controlling processes for embodying high-standardized teaching and learning artifacts. The exact choice of instructional design models helps us to match the right process with the existing situation. Therefore, instructional design models require a valuable source to match the proper creative process to the proper design situation and also an effective rationale for conducting instructional design research. Keywords: Instrcutional design models, theoretical paradigms
DEVELOPING STUDENTS’ POSITIVE BEHAVIOUR THROUGH THE IMPLEMENTATION OF POSITIVE REINFORCEMENT IN EFL CLASS Dw Ayu Putri Ari Ningsih
Journal of English Language Learning Vol 5, No 1 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i1.3118

Abstract

This paper is aimed at explaining why the use of positive reinforcement in EFL class could promote and develop the students’ positive behavior. This paper is a library research in which the data were collected by analyzing articles, papers and journals. Positive reinforcement can be used in the teaching and learning processes to make the students behave appropriately in the class. The use of positive reinforcement in the classroom is important because a student who experiences positive reinforcement often shows a better willingness to demonstrate positive behavior. The discussion covers the reasons why using positive reinforcement is important, how it can manage the students’ behavior, the implementation, the anticipated impact, and the way to overcome it. Keywords: Positive reinforcement, positive behavior, EFL class 
ASSESSING PARAGRAPH DEVELOPMENT OF INDONESIAN STUDENTS’ COMPOSITION BY USING CONTENT ANALYSIS Yeni Arif Rahman
Journal of English Language Learning Vol 5, No 1 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i1.3229

Abstract

Assesing students’ compositions is always a main concern of teachers. By assessing them, teachers know whether the goal of the lesson has been met. The study aims to assess paragraph development of Indonesian students’ composition. The data were 30 paragraphs collected from 10 compositions of university students from Indonesia. The study employs content analysis procedure to analyze four elements of effective paragraph: topic sentence, adequate development, unity, and coherence. The result shows that all 30 samples of paragraph contains topic sentences at the beginning of the paragraph with 14 paragraph (48%) has adequate development, 18 of them (60%) have unity in paragraph, and 16 (54 %) paragraphs contains coherence. It can be inferred that the paragraphs were partially developed so they need further polishing and development
SPEAKING TESTS AT TWO HIGHER EDUCATION INSTITUTIONS Raynesa Noor Emiliasari
Journal of English Language Learning Vol 5, No 1 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i1.3243

Abstract

This study aims to investigate the preparation, administration, and scoring of the speaking tests. The study employed a case study design conducted in two higher education institutions in West Java. The data were gathered through document analysis of the syllabi to recheck the objective of the tests and the scoring rubrics, six classroom observations, semi-structured interviews with two lecturers, and open-ended questionnaires distributed to two lecturers. The findings indicated that the lecturers had been able to prepare the speaking tests based on the guidelines of the test preparation and the teaching objective in the institutions’ syllabus. But, the tests were in one-way communication, there were no interaction between the lecturers and the students.the lecturers also faced problems in the test administration: inadequate classroom facilities, limited time allocation, a relatively large number of students, the lecturers’ insufficient knowledge of the testing principles, and the vagueness of the scoring criteria. In addition, the lecturers had their own criteria in assessing the students’ performance: the first respondent focused on fluency, pronunciation and accuracy. The second one focused on fluency, pronunciation, grammar and content. Lastly, it was found that the lecturers gave one final score for each student because of the hassle they faced. The findings above suggest that the speaking lecturers need more ugrading in designing, administering and scoring the speaking tests in order to improve the administration of the tests. The speaking lecturers should be eager to widen their knowledge and develop the scoring criteria to give appropriate scores to the students. Key words: English speaking tests, test preparation, test administration, scoring.

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