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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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The Correlation between Vocabulary Mastery and Their Ability in Writing Descriptive Text Manggar Rizka Novitri; Theresia Cicik Sophia Budiman; Faiza Hawa
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3341

Abstract

This research is aimed to find out correlation between two variables, the vocabulary mastery as the objective variable (X) and the writing ability in descriptive text as the subjective variable (Y). The research method used is quantitative method. The population used is 7 grade of SMPN 2 Pringapus with a total of 194 students. For the sample, only one class is used, there is 7E grade with 38 students. To analyzed the instrument, there are two types of analysis, namely the technique of dividing students into three criteria and the analysis technique using Pearson Product Moment correlation. With the results, there is a significant correlation between vocabulary mastery and writing ability in writing descriptive text in 7 grade at SMPN 2 Pringapus, with the following results: With degree of significance 5%, the score of r table () obtained is 0.329, therefore,  >  (0.603 > 0.329), meanwhile, with degree of significance 1%, the score of rt gained is 0.424, therefore,  >  (0.603 > 0.424). The conclusion is HA is accepted.
ANALYSIS OF CLASSROOM INTERACTION USING FLANDER INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS) IN ENGLISH CLASS-UNKRISWINA SUMBA Suryani Kapoe
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3486

Abstract

Classroom interaction relates to teachers’ teaching style in determining the interaction occurs in the classroom. Teachers’ teaching style like teacher-centered will make students more passive in the classroom since the teacher talks all the time. The purpose of this research aimed to find out the percentage of the teachers’ and students’ talking time during classroom interaction and teacher-students characteristics during classroom interaction in English class at Unkriswina Sumba using FIACS.This research was a qualitative research design. The subject of this research was English teacher in English class who had been teaching more than five years and four years. The result found that teacher talk ratio (TT) was high that is 82,51%. Then, indirect teacher talk ratio (ITT) was 51,57.Moreover, direct teacher talk ratio (DTT) was 30,94% while students talk ratio/percentage of students talk (PT) was 13,00%. Then, silence or confusion rate (SC) was 4,48%. Last, indirect and direct ratio (ID) was 166, 67%. The result showed that indirect talk was dominant than direct talk in the conversation class while the most dominant characteristic in conversation class was content cross that is 85.It reflected that most of the teaching-learning time was devoted to questions, lectures and praises. The result of this research enriched the knowledge of the students, lectures, and other language learners that in the classroom, both the lectures and students should have the willingness to participate in the interaction.Keyword: Classroom Interaction, FIACS System, Teacher’s talk, Student’s talk,
EFL PRE-SERVICE TEACHERS' IDENTITY CONSTRUCTION DURING TEACHING PRACTICE PROGRAM Indra Yoga Prawiro
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3372

Abstract

Professional teachers are an essential element in realizing the quality of education (Boyle, 2013). The teaching practice program is conducted as one of the training programs to become professional teachers for the pre-service teachers. During this program, EFL pre-service teachers begin to construct their teacher identity with various images of teachers. This case study explored the process of the pre-service teachers' identity construction from the perspective of sociocultural theory and the factors that contribute to the process. By distributing interviews and personal narratives to three EFL pre-service teachers in Wiralodra University, findings demonstrated that the process of pre-service teachers' identity construction is complex and personal. The teachers' identity construction involves both personal and social perspectives. From a personal perspective, it involves emotions and the self (self-image and self-esteem), and social perspective involves experiences and social interaction. This study also found that the preparation of materials and the choice of suitable methods and media for learning became challenges for the pre-service teachers. In addition, the pre-service teachers' identity construction is influenced by some factors. For example, they were mentoring and supervising, tensions, identity recognition, previous teaching experiences, pedagogy, content-area knowledge, relationship with students. That led to the development of pre-service teachers' identities.
The Use of Information and Communication Technology (ICT) In Learning Writing Narrative AGUS ROFI'I
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3175

Abstract

This study aims to describes narrative writing skills are one aspect of language skills that are very important. Learning to write until now is still a lesson that is less attractive to students. One of the things that causes it learners are less interested in the teaching of writing is the selection of instructional media, need for learning as something that is fun, comforting, and easy is something that is urgent due to the development of modernization in various fields. One of them is information and communication technology (ICT), through the use of media, it is hoped that it can help facilitate students in expressing ideas to be developed into a narrative essay. The use of media has the possibility to be used as an alternative method in an effort to develop narrative writing learning. It is expected that most students are happy and interested in learning using media. In addition, the media can help the difficulties of students in determining topics in their narrative.
PROMOTING STUDENTS’ CONFIDENCE THROUGH VIDEO PROJECT-BASED LEARNING Via Nandiana; Alan Jaelani; Nurul Afiyattena
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3374

Abstract

Students require confidence in order to use language they are learning, yet self-confidence remains a challenge for them in language learning. This research examines Video Project-Based Learning (VPBL) which is a video learning method as an educational process of delivering knowledge and skills. In this study, the researchers focus on students’ perception on the use of project-based learning using video as a method to promote students’ confidence in learning English. The study was conducted at the fifth semester of 2019-2020 academic year in English Education Department of a university in Bogor. The data was collected by qualitative approach with open-ended questionnaire and semi-structed interview for ten students as the respondents. This research found that the use of VPBL can facilitate student information processing faster, retain knowledge and remember materials accurately, encourage students to apply and develop their creativity in learning, promote students’ confidence in speaking skills and enhance speaking skills with their own understanding and creativity with the lesson. This research advises taking a broader view of students' self-confidence as the implication of video project-based learning in individual project is really needed.
THE EXISTING ROLES OF LITERACY TEACHERS IN THE ERA OF MULTILITERACIES: A SOCIOCULTURAL PERSPECTIVES Rama Dwika Herdiawan
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3355

Abstract

Abstract. Literacy is defined traditonally as ‘the  ability  to  read  and  write’  and it is also regarded as the ability to understand every single iinformation in different contexts or fields. Nevertheless,  the  new  literacy  approach  in the point of view of  the  post-structuralism  covers  the  representation of   texts  in  context,  different values,  meanings  and  the  principles  of  multiliteracies.  Traditional and modern concepts of literacy have correlation with a number of sociocultural activities which occurs in the in the society as well as the classroom which represents a social space. This study focuses on explaining the term  literacy  and  multiliteracies  in  the  postmodern  world  and  also  the existing roles  of  literacy  teachers  for  the  practical activities  in  Indonesian literacy classrooms. Keywords: Literacy Teachers, Multiliteracies, Sociocultural Perspectives
THE EFFECTIVENESS OF INSTAGRAM FILTER TO IMPROVE STUDENTS’ VOCABULARY Aisyah Noor Auly; Theresia Cicik Shopia Budiman; Faiza Hawa
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3469

Abstract

Vocabulary becomes an important aspect to learn because it is the tool to recognize words’ meaning and sentences, and to create sentences, paragraphs and texts.  In order to improve students’ vocabularies, media are needed to help students memorize them. The aim of the research is to notice how effective Instagram filter in enhancing students’ vocabulary comprehension. For this reason, teacher should find an innovative media for teaching vocabulary to students in most interesting way. Lately, Instagram becomes the most widely used social networking platform. Most people spend a lot of time scrolling on Instagram just to have fun, find some information, or even to get new friends. This platform is served with feed, stories, reel, IG TV and IG filter. This study employed IG filter to be used as a media to teach vocabulary to students. This is based on what the researchers observed that most students in schools, in this case is high school, like to play with Instagram filters. This what makes the researchers interested in using Instagram filter as a media for teaching vocabularies. This research is designed as quasi experiment which is held in one of senior high schools in Jepara. The findings reveal that IG filter is effective and successful to be used as a media for teaching vocabulary and to improve students’ comprehension in vocabulary. The average score was in good category (86.33). While the N-gain score was 58.72% which is categorized as quite effective. It means that Instagram filters is quite effective as a learning media. 
UTILIZING CANVA AS DIGITAL TOOLS TO TEACH GRAMMAR IN REMOTE LEARNING PERIOD Eka Nurhidayat
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3413

Abstract

The use of a digital tool in teaching and learning has significantly increased due to the remote learning period. Digital tools in education may be viewed as interference to learning. Still, its role in education is to increase students’ motivation and engagement, enhance visual skills, improve students’ interaction and collaboration abilities with their peers, and apply digital values in a real-world situation. This study aims to discuss the use of Canva as a digital tool in teaching grammar in the remote learning period. Ten third-year students were selected as the participant of this study. The instruments are observation and interview. The design of this study was a descriptive study. The results showed that Canva enhances students' visual skills, interactions, motivation, and engagement in learning grammar.
A Survey of Pre-Service English Teachers’ Reading Habits of English Text Alan Jaelani; Fadia Holisah
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3200

Abstract

Reading should become a habit for pre-service English teachers. The habit gives significant contribution in both academic and teaching performance. The purpose of this study was to determine the habit of reading English texts for pre-service English teachers. Data was collected through surveys and validation interviews. Questionnaires were distributed to 42 students of English Education at a university in Bogor, West Java using random sampling technique. This study found that the pre-service English teachers’ reading habits of English texts are not in the good category. Based on data analysis, it can be said that they have been reading English texts for more than 12 years. However, it turned out that during more than that period they were not used to reading well and some of them had expressed not having a good habit of reading English texts. This is because they do not read English texts regularly; they tend to read Indonesian texts more often. Some obstacles were identified in reading English texts, such as not being used to reading for a long time, and lack of vocabulary. On the other hand, they have a goal in reading, one of which is to increase their knowledge and English skills. This goal can be achieved by reading English texts regularly. Their plan is to read English texts regularly and ensure positive beliefs that are motivated by themselves, for the goals they want to achieve.
TEACHER’S PERSPECTIVE : ENGLISH IN ELEMENTARY SCHOOL, IS IT NECESSARY OR NOT? titin kustini
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3420

Abstract

The Covid 19 pandemic which requires online learning has caused learning difficulties for students at the junior high school level, especially in English subjects which they have only formally get because in elementary school there are no more English lessons. Especially in rural areas where students' insight is very limited and parents’ ability to assist their children in learning is also quite limited, it is become a big problem. English is really a new thing that they get, while with face-to-face learning, they lost opportunities to ask and discuss learning difficulties to their teacher. This study aims to find out how the perspective of elementary school teachers on English lessons, whether they consider it necessary or not if English is taught since elementary school related to a lot of students find difficulties to learn English in junior high school. 9 teachers participated in this research. They are spread evenly in various places in Majalengka district. Data were obtained through observation, questionnaires and interviews by google form and whatsapp and analyzed by qualitative. The results of the study finds that 100% of the teachers agreed English should taught in elementary schools. The obstacles might be faced if English is applied in elementary schools, 55,5 % said facilities and infrastructure, 22,2% said nothing and 11,1% students’ interest in learning english and 11,1% said that they don’t have English teacher. And their expectations are students able to speak in daily conversation (22,2%) and 77,8% hope students know basic english to make them easier in learning English at the next level.

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