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.
Articles
84 Documents
<![CDATA[STUDENTS’ PERCEPTION OF USING EDMODO IN EFL CLASSROOM ]]>
<![CDATA[Nurcica Adzkia Amatulloh]]>
<![CDATA[ Journal of English Language Learning Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v2i2.1650
<![CDATA[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]]>
<![CDATA[USING GOOGLE MEET IN TEACHING SPEAKING ]]>
<![CDATA[Afief fakhruddin]]>
<![CDATA[ Journal of English Language Learning Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v2i2.2220
<![CDATA[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.]]>
<![CDATA[KAHOOT APPLICATION AS TECHNOLOGY RESOURCES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Enden Ratna Sari]]>
<![CDATA[ Journal of English Language Learning Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v2i1.1609
<![CDATA[AbstractThe purpose of this research is to reveal whether there any significant effect of kahoot application as technology resources in teaching reading comprehension, especially in narrative text. The method used in this research was quantitative design with a quasi-experimental study. The population of students at the first grade was 230 students of Vocational High School in Majalengka with two sample classes which have 19 students in each class. Both classes were assigned into experimental and control class. Experimental class was taught by using kahoot application, control class was taught with team games tournament method. The data was collected through pre-test and post-test. Based on the calculation data, this research showed that using kahoot application is effective in teaching reading comprehension of narrative text. This conclusion was supported by the mean of post-test in experimental class which got 61,47 while the control class 56,42. Therefore, the statistics showed that 2,17>2.02 = tobserved > ttable which proves that the Alternative Hypothesis (Ha) is accepted. It means kahoot application is effective in teaching reading.Keywords: Kahoot, Narrative Text, Reading Comprehension]]>
<![CDATA[ELEVENTH GRADE STUDENTS’ PERFORMANCE IN WRITING DESCRIPTIVE TEXTS AT SMK N 1 KASIHAN BANTUL ]]>
<![CDATA[Ludovikus Ludovikus]]>
<![CDATA[ Journal of English Language Learning Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v2i1.2135
<![CDATA[This study was conducted to find out: (a) How is the students’ performance in writing descriptive texts and (b). What are the factors that affect the students’ performance in writing descriptive texts?The researcher used case study; the data employed were classroom observation, interview, the task and documentation. The collected data were analyzed descriptively. The validity and reliability of the data were conducted by applying the protocol analysis.Findings show that students’ performance in writing descriptive texts was various. Some students preferred to write the texts spontaneously. Almost all the students said that they did not make the outline and draft before writing. They stated that they made the revision, topic sentence, arrangement of words and some of them did not develop the idea. The factors that affect students’ performance were difficulty in vocabulary, grammar and the arrangement of the text in the paragraph and grammatical structure.]]>
<![CDATA[Using Literature Circles strategy in Teaching Reading Comprehension ]]>
<![CDATA[Neng Fitri Ananda Julianti]]>
<![CDATA[ Journal of English Language Learning Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v2i1.1610
<![CDATA[This research is conducted in order to improve students' Reading Comprehension of Narrative Text by Using Literature Circles Strategy at the first grade of senior high school in Majalengka. This research used a Classroom Action Research (CAR) which is conducted to solve the students' problem in English reading. The Classroom Action Research (CAR). The researcher did two cycles in which each cycle consist of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative gained by analysing the observation and interview. Then quantitative data were obtained from the students' test score of cycle I and cycle II. The finding of this research indicated that the implementation of literature circles strategy was success full since there is an improvement in students' reading comprehension in narrative text. The finding showed an improvement in students' reading comprehension of narrative text from the average of reading test narrative text in cycle 1 was 78, 61 to 89, 44 the average of reading comprehension in cycle 2. Based on the finding mentioned before, the researcher suggests that English teacher could implement using literature circles strategy in teaching reading narrative text in order to motivate students in learning English reading in narrative text.Keywords: Reading Comprehension, Narrative text, Literature Circles Strategy]]>
<![CDATA[PEER FEEDBACK IN FOREIGN LANGUAGE WRITING CLASS: STUDENTS’ PERCEPTION AND PROBLEMS ]]>
<![CDATA[Agus Rofi'i]]>
<![CDATA[ Journal of English Language Learning Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v4i1.2307
<![CDATA[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.]]>
<![CDATA[PRE-SERVICE ENGLISH TEACHERS’ INTERPERSONAL IDENTITY IN TEACHING INTERNSHIP ]]>
<![CDATA[Hanifah . .]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Afief Fakhruddin]]>
<![CDATA[ Journal of English Language Learning Vol 4, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v4i2.2407
<![CDATA[ Abstract: (TPI) Teacher Professional Identity defined as self-images or self-interpretation related to people's internal systems. While the teacher constructing professional identity, it was provided a good teacher quality especially in teacher-students relationship. The teaching internship program is the program that the students implemented real teaching situations. Some of pre-service English teachers had a lack of experience in teaching, they had a lack to build positive relationships with the students as well as the interpersonal identity, and they had a lack of awareness to build their identity. The study aimed to reveal (1) how preservice English teachers build teachers-students relationship as the interpersonal identity; (2) how pre-service English teacher reflective self-evaluations during teaching; (3) how university improve students’ awareness of their identity. The study utilized qualitative research with narrative design, the instruments used observations, interviews and questionnaires. The researcher used purposive sampling with five participants to collect data. The researcher found some pre-service English teacher had positive and negative relationship as well as desirable and undesirable interpersonal identity. Pre-service English teacher beliefs, teachers’ roles, and implemented of ICT were discussed in result. After pre-service English teachers finished the internship program, they had realized to evaluate their selves as a whole become future teachers.Keywords: Pre-service English Teachers, Teaching Internship, Teacher Professional Identity.]]>
<![CDATA[“SNOWBALL THROWING” MODEL TOWARDS STUDENTS’ LEARNING OUTCOMES ON FUNCTIONAL TEXTS ]]>
<![CDATA[Henni Rosa Triwardani]]>
<![CDATA[ Journal of English Language Learning Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v4i1.2298
<![CDATA[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.]]>
<![CDATA[INVESTIGATING STUDENTS’ AFFECTIVE ENGAGEMENT ON DESCRIPTIVE WRITING ASSIGNMENT BY USING INSTAGRAM ]]>
<![CDATA[annisa pratiwi]]>;
<![CDATA[Fauzi Miftakh]]>;
<![CDATA[Acep Bahrum Kamil]]>
<![CDATA[ Journal of English Language Learning Vol 4, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v4i2.2408
<![CDATA[The traditional method of teaching and learning writing has been seen as boring. The students only write their writing assignment on their paper and it could only be read by their lecturer. Whereas in this modern era social media platforms become an important part in human daily lives, social media platforms are also used for educational purposes. One of the popular social media platforms is Instagram. This research aims to find how students' responses regarding their affective engagement toward the use of Instagram on the descriptive writing assignment. Qualitative methods and narrative inquiry were used to conduct this research. The participants of this research were 6 English Education Department students in the 8th semester at the University of Singaperbangsa Karawang. Simple random sampling was used in selecting the participants. In this research, three data collection techniques were used to collect the data: interview, students' reflective journal, and photovoice. There are three results of this research. The first is utilizing Instagram on a descriptive writing assignment makes students feel happy, enjoyable, and comfortable. The second is Instagram increases their writing interest. And the third is Instagram makes students feel engaged in the writing activity.Keywords: Affective Engagement, Instagram, Writing Descriptive Text Assignment]]>
<![CDATA[Black Panther Movie: Cultural Relations Analysis ]]>
<![CDATA[Husni Yatim Wahidah]]>;
<![CDATA[Sukma Nur Ardini]]>;
<![CDATA[Faiza Hawa]]>
<![CDATA[ Journal of English Language Learning Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v4i1.2287
<![CDATA[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.]]>
