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Journal of English Education, Literature and Linguistics
Published by STKIP PGRI Lubuklinggau
ISSN : 26213672     EISSN : 26213680     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
JEELL published an articles and the result of research in English Education, Literature and Linguistics with several approach namely qualitative, quantitative, survey, action research and development. The article that submited will be reviewed by an expert suitable with reviewer's focus .
Arjuna Subject : -
Articles 102 Documents
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IMPROVING THE STUDENTS’ WRITING ABILITY THROUGH SOCIOGRAM IN WRITING DESCRIPTIVE TEXT TO THE EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL 7 PALEMBANG Destriana Rafika; Sherly Marliasari; Indah Windra Dwi DA
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

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Abstract

This thesis entitled “Improving the Students’ Writing Ability through Sociogram in Writing Descriptive text to the Eighth Students of Junior High School 7 Palembang. The objective of this study is to find out whether sociogram is effective or not to improve the students’ writing ability of the eighth grade students of junior high school 7 Palembang in writing descriptive text. The problem of this study was “is it effective to improve the students’ writing ability of the eighth grade students of junior high school 7 Palembang by using sociogram in writing descriptive text?.” The writer used pre-experimental method one group design pre-test and post-test. The population of this study was all of the eighth grade students of junior high school 7 Palembang in academic year 2017/ 2018. The sample is one class (VIII.2) that consist of 37 students that chose by using cluster random sampling. In the result of the study, the average of students score in post-test was 82.4, it was highest than pre-test that was 67.8. In post-test the highest score was 89 and the lowest score was 78. To compare the students’ scores in pretest and posttest, paired t-test was used. And the result of paired t-test we found that, t-obtained was 26.6 and t-table was 1.68. It means that t-obtained was higher than t-table (27.317>1.688). And from the result of the interpretation above we can conclude that improving the students writing descriptive through sociogram was effective.
The Impact of Learning Together Method Based Lesson Study on Students’ Self-Awareness in Speaking Class Elis Susanti
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

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Abstract

Language learning is affected by many factors including cognitive and affective factors. One of the affective factors which plays significant role to stimulate students’ motivation which then finally lead to help them achive the targeted achievement is self-awareness. Self-awareness is an affective facet of an individual which makes them able to understand their self-emotion and others, so it creates a good self-control within oneself. Self-awareness also helps an indivisual to recognize their strengths and weaknesses which encourage a good self-confident. This research was to investigate how the implementation of learning together method based lesson study affects students’ self-awareness. This research applied mixed-method (quantitative and qualitative method) in which the quantitative data was obtained from a questionnaire administered to the research sample after three learning cycles of lesson study applied. Meanwhile, the qualitative data was obtained throughout an observation during the teaching and learning process. The research sample was the third semester of English Education Study Program in STKIP Muhammadiyah kotabumi. Based on the research result, it is found that students’ self-awareness are high during the teaching and learning process throughout learning together method based lesson study so students enjoyed the teaching and learning process and they are easy to understand the material given.
Residency, Identity, and Language Attitude in Food-Talk Sastika Seli
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

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Abstract

The research aims at describing the influence of residency between urban and suburban language speakers in showing language attitude when talking about food. The data were collected through participant observation as well as recording technique, noting technique and ethnographic interview. The findings show the identity of urban and suburb language speakers in talking about food including 1) urban identity description of health dealing with diet and disease, 2) suburban identity description of the concept of villagers who love traditional food, and 3) suburban identity description of traditional food ritual. Language attitude in food-talk between urban and suburban language speakers including 1) attitude indicated by the use of pronoun we; 2) the descipription of special food vocabularies refer tofood process and menus; and 3) attitude indicated in lexical borrowing. The distinc attitude and identity between urban and suburban language speakers are determined by the description of special food vocabularies related to process, material and menus. Suburban people are proud of explaining their food ritual in gathering food ingredient and processing it using their mother tongue. In urban society, speakers tend to talk about food dealing with modern life style, such as health.
The CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS herawati unmura
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

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Abstract

Theory of emotional intelligence has been proven to contribute to the teaching and learning process, and increase students’ achievement. This research was aimed to investigate whether or not there was correlation betweem emotional intelligence and reading comprehension achievement of the eleventh grade students of SMAN 2 Kota Lubuklinggau. Two hundred and ninety four students participated in this research. Emotional intelligence questionnaire and reading comprehension test were used as the instruments. Analyses by Pearson Product-Moment Correlation revealed that there was a significant correlation between emotional intelligence and reading comprehension achievement with r-obtained (.155) and p (.008). Among the four aspects of emotional intelligence, only emotional management correlated significantly with reading comprehension achievement. Furthermore, regression analyses showed that emotional management had 2.5% contribution in predicting students’ reading comprehension.
DISCOURSE ANALYSIS OF COHESIVE DEVICES IN STUDENT’S WRITING Epi Siasi
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

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Abstract

This research attempts to analyze a piece of writing written by students of STKIP PGRI Lubuklinggau which was problematic in term of cohesion. This research was conducted in form of written discourse analysis. The data of the research was student’s writing and it was analyzed based on the work of Halliday and Hasan (1976). The student’s writing quality is discussed according to the problems by lack of cohesion devices. The student tend to use only a limited range of the many cohesive devices available, her texts appears to be difficult to understand because even the few cohesive devices they utilized were inaccurately used. This phenomenon not only creates disorganized texts but also renders the content incomprehensible to the reader. In conclusion, this research has shown that the student got difficulty in using the cohesive devices and it is needed of attention from the lecturers to give the overall cohesiveness as well in order to increase the quality of student’s writing.
BRITISH PARLIAMENTARY DEBATING SYSTEM IN IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT Yunda Lestari; Awalludin Awalludin
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

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Abstract

The aim of this study is to find out whether or not is there any significantly improvement on students’ speaking achievement who are taught by using British Parliamentary Debating System. The study was conducted as an experimental method. Non-equivalent control group design will be applied in this study. The population was all semester students of English Education Study Program of Baturaja University in the academic year 2017/2018 with the total number of population were 118. Cluster random sampling was used in taking the sample. The total numbers of students as sample were 51 students. There were three raters who will be involved in working and scoring the oral tests of speaking achievement. Based on the result of data analysis, the significant (2-tailed) between pre- and post- test in experimental group was 0,000 which means there was significant improvement in experimental group, while the significant (2-tailed) between pre- and post- test in control group was 0,677 which means there was no significant improvement in control group. The mean difference in the independent sample t-test between experiment and control group was 21.537. It indicated that there was a significant difference in students’ speaking achievement between those who were taught by using British Parliamentary Debating System and those who were not.
THE AUTONOMOUS LEARNING IN IMPROVING THE FOUR LANGUAGE SKILLS DONE BY THE BEST STUDENTS OF STMIK AMIKOM AND AKBA SINEMA YOGYAKARTA Marita Nurharjanti
Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

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Abstract

This research was to describe the autonomous learning of the ten best students of STMIK Amikom and AKBA Sinema Yogyakarta. Big classes were not sufficient for everyone to learn maximally. This hindrance made some students to be more creative in improving their four language skills of English by automomous learning. The study was categorized as a descriptive qualitative research. The writer uses documentation, observation, in-depth interview, data triangulation and open questionnaire methods and to analyze the data, the writer uses constant comparative study. The results were that first, the students improved listening from news and interview programs on TV and radio, music and films from their private collections such as CD, DVD, cassette or learning from the family member. Second, they improved reading from text, book, novel, newspaper and film/ song text. Third, they improved speaking by oral repeating from song and film, taking part in debating activities or competitions, making conversation in working place or in the organization, and delivering speech. Fourth, they improved writing by writing emails, composing story, writing articles and diary. Fifth, in translation, they used internet because of the time efficiency and also dictionary.
THE CORRELATIONS AMONG LEARNING MOTIVATION, WRITING ANXIETY AND NARRATIVE WRITING ACHIEVEMENT OF THE ELEVENTH GRADERS OF SMA ETHIKA PALEMBANG Despita Despita; Icha Pratiwi
Journal of English Education, Literature and Linguistics Vol 2 No 1 (2019): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.592 KB) | DOI: 10.31540/jeell.v2i1.214

Abstract

Writing English text is basic competence that students must be common to write because writing plays an important role to enable the students to describe their ideas in logical and in a communicative way. The objectives of this research were to find out whether or not there was a significant correlation between learning motivation together with writing anxiety and writing achievement. The method used was descriptive method and the design was in the form of correlational research. By using total sample, 97 students of SMA ETHIKA Palembang were chosen as the sample of this research. Two questioners and writing test were administered to collect the data. The research results show that (a) there was a positive significant correlation between learning motivation and writing achievement (r=0.845), (b) there was no significant correlation between writing anxiety and writing achievement (r=-0.053), (c) the multiple correlation analysis of all independent variables showed a positive and significant correlation (r= 0.845). Regression analysis showed that learning motivation influenced or contributed partially 84.5% to writing achievement and writing anxiety partially contributed 5,3%, the combination of learning motivation together with writing anxiety contributed 71.5% to writing achievement.
SCAFFOLDED READING EXPERIENCE (SRE) IN TEACHING READING COMPREHENSION herawati unmura
Journal of English Education, Literature and Linguistics Vol 2 No 1 (2019): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (267.096 KB) | DOI: 10.31540/jeell.v2i1.218

Abstract

The scaffolded reading experience framework consists of a set of prereading, during-reading, and post-reading activities to use with any genre of text, including fiction and nonfiction. The aim of this study was the effectiveness of scaffolded reading experience in teaching reading comprehension to the students of Musi Rawas University? The method used in this research was quasi-experimental method. The population of this study was all of the students of Musi Rawas University. The sample of this study was students of accounting study progrom in first semester taken through convenience non random sampling. The data were collected through a written test. It was pre-test and post test. The data analyzed through t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile the students’ post-test average score in the experimental group was 80 and the students’ average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that, teaching reading comprehension by using scaffolded reading experience (SRE) to the students of Musi Rawas University was effective.
CODE-SWITCHING IN THE ENGLISH TEACHING TO NON-ENGLISH DEPARTMENT STUDENTS Yusuf Al Arief; Siti Haniifah Husnul Khotimah
Journal of English Education, Literature and Linguistics Vol 2 No 1 (2019): Journal of English Education, Literature and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.42 KB) | DOI: 10.31540/jeell.v2i1.233

Abstract

Code-switching is a phenomenon studied in sociolinguistics. It exists in multilingual societies like in Indonesia, where people use more than one language to communicate including in classroom interaction, especially in the process of teaching English as a foreign language. This research aimed to find out the types and the functions of code-switching used by English lecturers in teaching English to Non-English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through the descriptive-qualitative method. The subjects were the lecturers of English class for Non-English Department Students or Mata Kuliah Dasar Umum (MKDU) Bahasa Inggris Class. The researchers used observations and confirmed the results from the interviews. The data were analyzed by data reduction, data display, and conclusion drawing or verification. The research result indicated that in the process of teaching English, the lecturers sometimes switched their languages: English, Bahasa Indonesia, Banjarese, and Arabic. There were three types of code-switching used by the lecturers which were tag-switching, intrasentential-switching, and intersentential switching. While for the function, there were three functions of code-switching used by the lecturers which were topic-switch, affective-function, and repetitive function. In conclusion, the lecturers switched their languages in some types and for various functions depending on the situation of their teaching activity and students’ need

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