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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 84 Documents
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COMMON SENTENCE ERRORS FOUND ON ONLINE DIARY OF 8TH BATCH SEA TEACHER BLOG WRITING Muwafiqul Ihsani; Entika Fani Prastikawati; Faiza Hawa
Journal of English Language Learning Vol 4, No 2 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i2.2446

Abstract

This study aimed to identify the common sentence errors that found on online diary of 8th batch SEA Teacher blog writing in University of Santo Tomas Philippines, to identify the most dominant errors found on online diary of 8th batch SEA teacher blog writing in University of Santo Tomas Philippines, to describe the problems faced by 8th batch SEA teacher in University of Santo Tomas Philippines in writing online diary. The research design of this study was descriptive qualitative. For collecting data, the writer used non-interactive techniques by analyzing nine online diaries and distributing questionnaire. Moreover, the writer employed three steps for analyzing the data, namely data reduction, data display, and drawing conclusion. The writer analyzed nine online diaries. The writer found the common sentence errors on nine online diaries written by 8th batch SEA teacher in University of Santo Tomas Philippines. The most dominant error was fragment (45%) followed by run-on sentence (31%), and dangling modifier (24%). Whereas, problems faced by 8th batch SEA teacher in University of Santo Tomas Philippines were the poor ability to arrange the good structure of writing, the lack of time management, the lack of experience in writing and designing or even using a blog and the lack of creativity to convert the diary into communicative one. Keywords: Common Sentence Errors, Fragment, Run-on Sentence, Dangling Modifier, Online Diary, Blog Writing
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.
ANALYZING A TEXTBOOK “BRIGHT AN ENGLISH COURSE FOR JUNIOR HIGH SCHOOL” PUBLISHED BY ERLANGGA PUBLISHING COMPANY hastri firharmawan
Journal of English Language Learning Vol 4, No 2 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i2.2510

Abstract

Textbook is an essential component in teaching and learning process. It facilitates teachers to deliver the teaching-learning materials and helps students in order to learn more easily. However, not all textbooks used in schools are good and appropriate. The aim of this study is to analyze the compatibility of the materials in the textbook used by the second graders of MTs Ma’arif Nahdlatul Ulama 03 Kemranjen Banyumas with basic competencies in the 2013 curriculum. The type of this research was document content analysis. Data is in the form of words, phrases, or sentences which are English materials in the textbook “Bright an English Course for Junior High School Students” published by Erlangga Publisher in 2013. The result of this research shows that this textbook belongs to be a good textbook. The textbook is supportive to learning since the materials provided within the textbook are compatible with the basic competencies required by 2013 English curriculum for Junior High School. All basic competencies (KD) are evenly distributed in the textbook with the following percentage composition: basic competency 3 gains 50% and basic competency 4 gains 50%. It means that the textbook is suggestible to be used in teaching.Key words: textbook; basic competency; analysis
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.
The Use of PLEASE Strategy in Teaching Writing Descriptive Text for the Tenth Grade Mahdiyah Mahdiyah; Lestari Siti; Sukma Nur Ardini
Journal of English Language Learning Vol 4, No 2 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i2.2529

Abstract

The paper aimed at finding out the significant different between the students’ writing skill taught with and without using PLEASE strategy. The researchers used quasi-experimental research with two groups. The population of the research was the tenth grade students of SMKN Jenawi. The researchers took two classes as experimental class and control class. The researchers gave post-test only for each class and the treatment to the experimental class. To collect the data, the researchers used essay test. The mean of the post-test in experimental class was 83.5 and the mean of the post-test of control class was 62.3. Then the result was calculated quantitatively using SPSS. It showed that there were any significant difference. The researchers concluded that PLEASE strategy can improve students writing descriptive text. Eventually, pedagogical implication of the research, hopefully, can be used as a supplementary reference with different discussion.
ENHANCING STUDENTS WRITING SKILLS OF NARATIVE TEXT THROUGH TRANSITION-ACTION-DETAILS afief fakhruddin
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.v5i1.3168

Abstract

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.
THE USE OF FORMATIVE ASSESSMENT TOWARD EFL STUDENTS TO ENHANCE STUDENTS’ SELF-EFFICACY IN LEARNING ENGLISH. Ni Putu Yuni Crisnayanti
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.v5i1.3121

Abstract

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.
NEED ANALYSIS OF ENGLISH FOR ENGINEERING STUDENTS: A CASE STUDY Dedi Hasnawan
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.v5i1.3167

Abstract

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
The Use of Peer Feedback toward EFL Students’ Writing Skill Made Kencanadevi Nicahati
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.v5i1.3122

Abstract

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.
PRE-SERVICE ENGLISH TEACHERS’ BARRIERS IN PROMOTING STUDENTS COMMUNICATION SKILL IN EFL CLASSROOM Eka Nurhidayat
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.v5i1.3166

Abstract

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.

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