Journal of English Education, Linguistic and Literature
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.
Articles
165 Documents
<![CDATA[META- ANALYSIS OF THE USE MOVIE TRAILER IN EFL CLASSROOM ]]>
<![CDATA[Saidah, Umi Halimatus]]>;
<![CDATA[Islam, Aang Fatihul]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 4, No 1 (2017) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v4i1.721
<![CDATA[The scenes in the trailer shown are all sorts of interesting and prominent scenesto attract the attention of potential viewers and be able to describe the entire contents of the movie without giving too much information. The trailer was created to promote theatrical release of the movie and the movie trailer was a clip containing all the parts of the advertised movie, shown before other movie screenings in the cinema, and aimed for the audience to come to watch. The best way to teach English is to use interesting material, appropriate teaching methods, the use of technology that can be one of the important and effective support tools. Meta-analysis is essentially a synthesis of a topic taken from several research reports. Based on the synthesis is drawn conclusions about the topic under study. This research uses some similar research results as basic data in conducting studies and conclusions. From the same five studies, it is concluded that Movie Trailer is effective as a learning medium because it can improve understanding in English learning.]]>
<![CDATA[ANALYSIS OF GENDERLECT STYLE IN PYGMALION ]]>
<![CDATA[Irawati, Tatik]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v3i2.654
<![CDATA[styles talk about the style of speech, talk about not what is said but how to express it. Report talk is a term used in assessing male chats that focus on building status. Rapport Talk is a term used to assess women's chats that focus on creating and building relationships. The more specific objectives in this study were to find the differences in communication, communication change and equality of change that backgrounds of women and men in the language used inPygmalion by Goerge Bernad Shaw. The results of Genderlect style found in pygmalion act 2 category report style found are public speaking, asking question, telling story, listening, and conflict. And in the category of rapport style found is the private speaking, asking questions, conflict, listening, and telling story, while representing the social situation of England in the early 20th century where at that time the style of speaking into a benchmark the social value of British society found Genderlect Style change on Overall figure in Pygmalion Act 2, ie 4 people ]]>
<![CDATA[ECLECTIC METHOD: AN ALTERNATIVE TO SUPPORT GRAMMAR MASTERY TO TWELVE GRADERS ]]>
<![CDATA[Kiswati Kiswati]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v5i1.943
<![CDATA[This research is aimed to know the use of Eclectic Method towards students grammar mastery. Due to the low grammar score and less motivation of the students to learn grammar as one of the material that should be mastered by the students integratedly with the other material. The research was a two-cycle classroom action research conducted to twelfth graders of social department at MAN 5 Jombang. This study used grammar tests, observation sheet and field notes as the instruments. The research finding proved that eclectic method was effective to be conducted in teaching English, mainly in grammar class. The data showed that the grammar score was improved significantly from the average score of 55.87 in preliminary study to become 76.65 in cycle 1 and 88.19 in cycle 2. The participation of the students during the cycle was also improved from cycle to cycle.]]>
<![CDATA[BROADCASTING: AN ALTERNATIVE TO SUPPORT SPEAKING SKILL ACHIEVEMENTS ]]>
<![CDATA[Masriatus Sholikhah]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 3, No 1 (2016) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v3i1.366
<![CDATA[This present research is aimed to know the implementation of broadcasting technique towards students speaking skill achievements. Due to the low English speaking score, less motivation and limited English vocabulary acquire, this research is conducted by employing a project based learning method to overcome those problem faced by the students of 2014. The students are given a project to make a video broadcasting in which they are divided into some small group which consists of three students; this research is conducted in two cycles.The theory of Kemmis and McTaggart (2000) is employed to reveal the question of how the implementation of project based learning with broadcasting can significantly improve students speaking skill achievements. In addition, the result of cycle one show the students score is not significantly achieve the expected score based on the criteria of success standard. Further, this research is conducted to the following cycle, in this cycle 2 students showed the change. There are 82% students who attain the minimal score of criteria of success and 18% students who reach the bottom score of 78 point. As the result, the implementation of broadcasting technique is significantly improving students speaking achievement.]]>
<![CDATA[STUDENTS` LEARNING STRATEGIES IN ENGLISH COMMUNICATION AT IKIP MATARAM ]]>
<![CDATA[Agus Salim]]>;
<![CDATA[Tawali Terasne]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 3, No 1 (2016) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v3i1.671
<![CDATA[This study is aimed at finding out the student`s learning strategies in English communication. Due to the learning strategies, researcher applied qualitative method. In collecting data the researcher used three procedures, interviewing, recording, and noting. Then data was analyzed in three ways, data reduction, data displayed, and conclusion. The subject consists of 40 students from the fifth semester. Finally the researcher found out that the strategies that the students used in learning communication was good. It means that the strategies can help them to improve the abilities in doing communication by English. It can be seen at finding of this study. The students `communication ability improve together with the process of teaching and learning in the classroom. There some strategies that they used: confirmation check, comprehension check, clarification check, and self-repetition. Through these strategies their mistake and also self-confident in expressing their ideas is better than before.]]>
<![CDATA[Stylistics Features in Personal Essay of English Department’s Student ]]>
<![CDATA[Aang Fatihul Islam]]>;
<![CDATA[Dian Anik Cahyani]]>;
<![CDATA[Ika Lusi Kristanti]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v2i2.844
<![CDATA[This research focus oh how students apply pragmatylistics in personal essay whereas their background are organization activist who also have good academic achievement. This research apply some theories in analyzing data, namely: stylistics, personal essay and communication. This research used descriptive qualitative method. Beside that this research use two data collection techniques: observation and interview. So that this research describe phenomenon which relate to research problem. Based on the findings, students apply some of stylistics expression which categorize into two: (1) lexical features: pararelism, and rhetorical question, and comparison and (2) figurative language: accumulation, ephipora, hyphopora, personification, accumulation, simile, symbol, metaphor, and antithesis]]>
<![CDATA[DIRECTED READING THINKING ACTIVITY (DRTA) TECHNIQUES FOR IMPROVING TEACHING READING CLASS ]]>
<![CDATA[Hartia Novianti]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 2, No 1 (2015) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v2i1.396
<![CDATA[Direct Reading Thinking Activity (DRTA) is a strategy that explicitly teaches students good reading habits. This strategy helps strengthen reading and critical thinking skills. It can be used across all grades and learning abilities. The DRTA process helps students recognize predictions, judgments, and evidence verification. It is designed to make students aware of their own interprative action during reading. DRTA enhances understanding and comprehension of text. This strategy encourages students to be active and thoughtful readers and enhancing their comprehension. Keeping this need in mind, this paper reports on the implementation directed reading thinking activity (DRTA) of EFL learners in the first semester of English Department at STKIP PGRI Jombang. The result of observation showed sthat the steps on implementing DRTA are in the following (1) D-Direct- the lecturer directs and stimulates students thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other explanatory materials. (2)R- Reading – The lecturer should have students read up to the first preselected point in the text. The lecturer then prompts the students with questions about specific information or scanning. (3) T- Thinking, At the end of reading, the lecturer should have students go back through the text and think about their predictions. Students should verify or modify the accuracy of their predictions by finding supporting statements in the text. Moreover, the result of interview indicates that the students showed significantly positive attitude toward the implementation of DRTA.]]>
<![CDATA[USING DIGITAL FEEDBACK IN TEACHING ARGUMENTATIVE WRITING ]]>
<![CDATA[Afi Niamah]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v5i1.937
<![CDATA[Argumentative Writing is the last writing skill given to the fourth semester of English Department students. It equips the students to present convincing argument as well as critical analysis in the form of argumentative essay. Argumentative Writing course is important since it introduces them in elaborating previous studies to support their argument in composing thesis. English Department students of STKIP PGRI Jombang tend to get difficulties in explaining the previous studies critically. As a matter of fact, most students were confused in relating their argument with the previous studies. Terms connecting previous studies indicate that the students are able to compose thesis scientifically. Thus, this study was conducted to show the use of digital feedback by involving both CALL (Computer-Assisted Language Learning) and MALL (Mobile-Assisted Language Learning) in teaching argumentative writing. The improvement of the students’ ability in argumentative writing by using digital feedback is based on at least 15 achievement gain point reached by 80% of the class. The study found that some students need to have face to face consultation in confirming their final draft.]]>
<![CDATA[Analysis of Genderlect Style in Pigmalion ]]>
<![CDATA[Irawati, Tatik]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) Vol 4, No 1 (2017) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v4i1.765
<![CDATA[Genderlect styles talk about the style of speech, talk about not what is said but how to express it. Report talk is a term used in assessing male chats that focus on building status. Rapport Talk is a term used to assess women's chats that focus on creating and building relationships. The more specific objectives in this study were to find the differences in communication, communication change and equality of change that backgrounds of women and men in the language used in Pygmalion by Goerge Bernad Shaw. The results of Genderlect style found in pygmalion act 2 category report style found are public speaking, asking question, telling story, listening, and conflict. And in the category of rapport style found is the private speaking, asking questions, conflict, listening, and telling story, while representing the social situation of England in the early 20th century where at that time the style of speaking into a benchmark the social value of British society found Genderlect Style change on Overall figure in Pygmalion Act 2, ie 4 people]]>
<![CDATA[LESSON STUDY AS AN ALTERNATIVE DEVELOPMENT FOR PRE-SERVICE TEACHER COMPETENCE ]]>
<![CDATA[Wardani Dwi Wihastyanang]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 3, No 2 (2017) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeel.v3i2.656
<![CDATA[Lesson Study is not learning model but a model of teachers' professional development through the study of collaborative learning and sustainable as well as carrying the principles of collegiality and mutual learning to build a learning community (Hendayana, et al., 2006). This Study conducted a library research through a review of journal article that discuss about lesson study. As a model of development, lesson study widely adopted by teachers in Indonesia but its implementation procedures have been amended in accordance with the context and situation. Lesson Study is also potentially be applied to the Real Teaching (PPL) for students LPTKs, but need a clear implementation guidelines and operational for students, teachers, professors, and school.]]>
