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Journal of English Education, Linguistic and Literature
Published by STKIP PGRI Jombang
ISSN : 23565446     EISSN : 25983059     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
EELL (Journal of English Education, Language and Literature) English Departement of STKIP PGRI Jombang published twice a year (August & September), intended to accommodate the scientific results on English Education, Language and Literature studies. It focuses on various issues spanning in study of English education, language, and literature. The coverage of language includes linguistics and language teaching, and the coverage of literature covers the analysis of novel, film, poem and drama using the relevant theories and concepts.
Arjuna Subject : Umum - Umum
Articles 165 Documents
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PRONUNCIATION PRACTICE EXPERIMENT USING ENGLISH LANGUAGE SPEECH ASSISTANT (ELSA) APPLICATION AS A LEARNING MEDIA Hidayah, Nadya; Hadi, Muhamad Sofian; Islah, Nurul
JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 10, No 2 (2024)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v10i2.3319

Abstract

The purpose of this article is to prove the effectiveness of the ELSA application in improving students’ pronunciation ability. The researcher used the quantitative method using a pre-experimental design. The pre-experimental design was used to provide an answer to this problem. In collecting the data, the researcher used pre-tests and post-tests. In this study, there is only one experimental group which is grade 8.5 at public junior high school 13 Jakarta which consists of 36 students. The experimental group took a pre-test to measure their ability in English pronunciation before starting the treatment. T-test is used to assess whether there is a significant difference between the scores of one group before and after the treatment. Based on the results of the students' pre-test and post-tests, the pre-test had an average score of 68.78 and the post-test had an average score of 80.08. In analyzing the data, the researcher used the SPSS 25 version, which shows that the T-Test value was higher than T-Table (15.770 > 2.030). It proved that the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted. It can be concluded that the ELSA application is an effective learning media for improving students' pronunciation ability.
IMPLEMENTING DUOLINGO ENGLISH TEST TO PREPARE STUDENTS FOR THE INTERNATIONAL MOBILITY PROGRAM AND INDEPENDENT LEARNING INDEPENDENT CAMPUS (MBKM) Resdiana, Widia; Yulientinah, Dewi Selviani
JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 10, No 2 (2024)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v10i2.3463

Abstract

This research aims to determine the students’ perceptions at an international university in Bandung, Indonesia, regarding the DET or Duolingo English Test, which is often used as a requirement for continuing studies and applying for scholarships, and also for internship or international student exchange requirements or often referred to as mobility program called IISMA or Indonesian International Student Mobility Awards, which is an implementation of Independent Learning Independent Campus (MBKM). Then, a DET English proficiency test was held for Year 1 vocational students at the beginning of the semester of the Academic Year 2023/2024 to see the baseline scores, and compare the average scores from the two study programs at the Faculty of Vocational Studies, which are the Diploma 3 and Diploma 4 Study Programs. The score results were analyzed by calculating the average results of the independent sample t-Test, which aims to test whether there is a significant difference in English language skills between the two study programs. The study results showed that 96.5% of respondents had never used Duolingo for an English test, even though 50.9% already knew about Duolingo. Of all the respondents, only one person had a Duolingo score, which is 90. Then, the average score for the D3 Study Program was 68, and D4 was 55, with the highest score from D3 being 105 and from D4 being 95, and the lowest from D3 being 35 and the lowest D4 is 15. Referring to Duolingo's score requirements for the D4 level, which is 100, the study program is still unable to send its candidates for IISMA Program. At the D3 level, the minimum Duolingo score requirement is 90, so this study program can send its candidates for this Program. And the results of the independent sample t test calculations also show that the two study programs have significant differences in English language skills based on the DET.
THE TEACHER’S QUESTIONING STRATEGIES TO ENCOURAGE STUDENTS’ RESPONSES IN ENGLISH CLASSROOM INTERACTION Gomalla, Fourtha; Susilawati, Endang; Sumarni, Sumarni
JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 10, No 2 (2024)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v10i2.3442

Abstract

This study aimed to find out the questioning strategies applied by the teacher as well as the functions of those strategies and the dominant questioning strategies used by the teacher to encourage students’ responses in English classroom interaction. This study was conducted at SMP Negeri 6 Pontianak with a descriptive qualitative method. The study was carried out by observing, interviewing, and taking video recordings of the English teacher that consisted of three meetings in the same class. The result showed that the teacher mostly used cueing strategies to encourage students’ responses in English classroom interaction. In addition, other strategies also used by the teacher were clueing, probing, and wait time. The teacher used those questioning strategies to check students’ understanding of the previous material, attract students’ attention and interest, ask for an explanation from students about the thing, and give time to students to think before answering the questions.
THE USE OF TRANSLATION TOOL IN ARGUMENTATIVE WRITING PROCESS Fadhillah, Elsya Ayu; Irawati, Tatik
JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 10, No 2 (2024)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v10i2.3500

Abstract

The purpose of this research to find out how English students use translation tools in the process of argumentative writing. This research was conducted qualitative method by using audio-visual materials in the form of screen recordings of students' writing and questionnaires in the form of a combination of closed and open-ended questionnaires. The results showed the planning stage, students used Google Translate to check the meaning of unknown words, translate phrases, translate clauses and translate sentences. Then, students use DeepL Translator to check the meaning of unknown words, translate phrases and translate sentences, also use Microsoft Word Translator to check the meaning of unknown words, translate phrases, translate clauses and translate sentences. At the drafting stage, students use Google Translate to translate clauses, sentences and paragraphs. In addition, students use DeepL Translator to translate sentences and paragraphs. At the editing stage, students use Google Translate to check the meaning of unknown words and translate clauses. Finally, at the final draft stage, students have finished writing, so they no longer use translators at this stage. 
EXPLORATORY LEARNING OF FICTION TEXTS FOR BOOSTING READING COMPREHENSION OF TENTH GRADERS Erna Kartika Sari, Erna Kartika; Afifi, Nur; Aini, Nurul
JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 10, No 2 (2024)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v10i2.3399

Abstract

Membaca memainkan peran penting dalam meningkatkan kualitas pendidikan; Meski demikian, persoalan rendahnya minat membaca perlu segera mendapat perhatian. Dalam konteks Indonesia, minat membaca masih sangat rendah, sebagaimana ditunjukkan oleh data rapor Pendidikan Indonesia yang menunjukkan adanya penurunan nilai literasi di tingkat sekolah menengah atas pada tahun 2022. Beberapa faktor berkontribusi terhadap masalah ini, termasuk kesulitan dalam berbicara dan membaca. pengenalan huruf, salah pengucapan, kebingungan kata, dan tergesa-gesa saat membaca. Penelitian ini bertujuan untuk menganalisis kemampuan literasi remaja kelas X di SMAN 1 Nganjuk, khususnya dengan fokus pada minat membaca teks fiksi, kecenderungan terhadap metode pembelajaran eksploratif, dan strategi untuk mengurangi ketergantungan mereka pada platform media sosial. Penelitian ini menggunakan desain eksperimen semu dan mengumpulkan data kuantitatif. Kesimpulan penelitian ini menunjukkan adanya nilai signifikansi model yang dikoreksi, yang menunjukkannya hipotesis nol (H0) karena nilai signifikansi (0,000) kurang dari 0,05. Dengan demikian, pada tingkat kepercayaan 95% dapat disimpulkan bahwa metode pembelajaran eksploratif efektif berpengaruh terhadap hasil belajar siswa kelas X SMAN 1 Nganjuk. Ketika guru memasukkan kuis, teka-teki, dan permainan papan pendidikan ke dalam pengajaran mereka, siswa menunjukkan antusiasme yang besar dan berpartisipasi secara aktif, sehingga mengatasi ketergantungan mereka pada media visual.

Page 17 of 17 | Total Record : 165

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