Jambura Journal of English Teaching and Literature
Jambura Journal of English Teaching and Literature (JJETL) is a peer-reviewed journal published by the English Education Study Program, Faculty of Letters and Culture, Universitas Negeri Gorontalo, Indonesia. It is published twice a year in April and October, with submissions accepted throughout the year. The journal seeks to provide established and early-career researchers, teachers and academia with a platform to publish research-based papers from the fields of English language teaching and literature. JJETL welcomes current analysis on: English language teaching and learning; English language testing and assessment; Curriculum design and development in ELT; Applied linguistics; Literary studies; and Translation studies.
Articles
54 Documents
<![CDATA[The Study on Students' Vocabulary Size ]]>
<![CDATA[Yuliana T Wero]]>;
<![CDATA[Karmila Machmud]]>;
<![CDATA[Nurlaila Husain]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 2, No 1 (2021): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v2i1.10279
<![CDATA[This study intends to know the vocabulary size of English Department Students in eight semesters. The population of this research is all students in English Department, specifically in eight semesters (class of 2013). This research used purposive sampling in taking the samples, and there are 21 students as the sample obtained from 122 students as the population. The method of this research is quantitative method. The instruments which the researcher used in collecting the data are fix test to measure how large students’ vocabulary size, that divided into two test; Receptive Vocabulary Size Test (RVST) and Productive Vocabulary Size Test (PVST). In analyzing the data, it is used numerical descriptive statistic to describe students’ vocabulary mastery first, and then calculate the vocabulary size. The result of this research shows that students’ receptive and productive vocabulary size were 3,110 words and 1,841 words respectively or in general around 4,905 words,with the receptive vocabulary knowledge was higher than productive vocabulary knowledge. However, it has shown a low result for the students who learned English for about eight semesters, it should be more than that.]]>
<![CDATA[Students’Ability in Reading TOEFL ]]>
<![CDATA[Helena Badu]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 1, No 2 (2020): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v1i2.7288
<![CDATA[TOEFL is a standardized test which measures the students’ skill and ability in English. This test is one of the requirements for English Department students before they take the theses examination. Hence, the students must be prepared well before taking the test in order they can get the standard score of TOEFL as has been required by English study program. During the pre-observation, it has been found that many students of English study program still have difficulty in having the TOEFL test that it finally gives impact on their TOEFL scores. For this reason, this research is conducted as an effort to analyze and get information about the students’ ability in TOEFL test, especially in the reading test. This research is analyzed qualitatively by taking the English Department students as the participants. The data are collected by using two instruments; observation and documentation, and it analyzes through some steps such as identifying the result of students’ test and analyzing them to obtain the answer of the research question. This research analyzes the students’ ability in reading toefl refers to Philips’ theory in toefl reading skill. The result of this research shows that the students have a high percentage in find pronoun referents. While find definition from structural clues is the lowest one. Thus, the students and lecturers should pay more attention to the strategies in reading toefl and have more practice in doing the test.]]>
<![CDATA[Pre-Service English Teachers’ Ability in Applying Teaching Skills ]]>
<![CDATA[Nur Inda Astuti Mabing]]>;
<![CDATA[Rasuna Rasid Talib]]>;
<![CDATA[Nurlaila Husain]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 3, No 1 (2022): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v3i1.11460
<![CDATA[ABSTRACT Basic teaching skills are complex skills, which must be possessed by an educator and be able to apply them in the learning process. These basic teaching skills include opening and closing lessons, questioning skills, explaining skills, variation skills. The purpose of this study was to determine how the application of basic teaching skills during the teaching practice experience exam. This research was conducted using qualitative methods. The subjects of this study were 5 students teaching practice experience. The data collection technique in this study used an observation sheet by viewing the video exam for students teaching practice experience. Based on the results of video observations by researcher regarding the application of basic teaching skills in the teaching practice experience class, the basic teaching skills are quite good and effective because in general the participants in the teaching practice experience have applied the four basic teaching skills well but not all of the points contained in these skills implemented at the time of teaching. But in this case it can be overcome thanks to the cooperation between teachers and students.]]>
<![CDATA[Student’s Learning Strategies in English Speaking Class ]]>
<![CDATA[Nonny Basalama]]>;
<![CDATA[Indri Wirahmi Bay]]>;
<![CDATA[Aprilia Abubakar]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 1, No 1 (2020): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v1i1.5636
<![CDATA[Speaking is the most essential skill that must be learned in acquiring a new language. It is important for the students to find the best learning strategies in order help them in learning the materials. However, it is necessary for the students to realize that there are many kinds of learning strategies that they may use during English speaking class. Therefore, this study aimed to elaborate on the kinds of students’ learning strategies in the English speaking class and to identify the factors that caused students to choose that learning strategy. The participants of this research were the students of English Department in the fourth semesters. The data were collected by using questionnaire and interview. The result shows that the students of English Department applied almost the learning strategies which provide on the metacognitive, cognitive, and socio-affective strategies while learning speaking. The most strategy used by students was note taking (51, 4%) and the least strategy was a translation (19, 6%). On the other hand, the strategy used by male students was cooperation (16, 8%) and there were (27, 1) female students who used self-evaluation as their strategy in learning speaking. Those learning strategies may be chosen depending on the students’ occasion and learning objectives.]]>
<![CDATA[The Implementation of Outdoor Learning Strategy Focusing on Outdoor Project to Enhance Students' Ability in Writing Descriptive Text ]]>
<![CDATA[Ratna Andina Piala]]>;
<![CDATA[Sartin T Miolo]]>;
<![CDATA[Titien Fatmawaty Mohammad]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 2, No 2 (2021): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v2i2.11742
<![CDATA[ABSTRACT Writing is the process of expressing and developing ideas in written form. Students face some difficulties in writing descriptive text, to solve this problem the researcher tried to enhance students writing ability in descriptive text by using Outdoor Learning Strategy. Outdoor learning strategy is a strategy that use natural or environment as a place to learn and it purpose to help students can understand the material. Therefore, this study aimed to know the students improvement after got treatment of outdoor learning strategy. This research used a descriptive quantitative method, with pre – experimental design with the type one group pre – test post – test design. Population of this study is all students of class X IPA SMA Negeri 1 Suwawa and sample of this research were the students class X IPA 3. The data were collected by doing test and scoring with rubric. This research were analyzing by using t test. The result of this research shows that the mean score of pre – test is 6.84 and post – test is 14.4. Moreover, the result of hypothesis verification, it is found that T count = 74.8 at the level of significance (a = 0.05) and degree of freedom (df) = 25 – 1= 24. Then, it is found that T table= 2.064. It can be concluded that Outdoor Learning strategy can enhance students ability in writing descriptive text, because based on the criteria above shows that t count is more than t table 74.8 ≥ 2.064. Thus, it can be concluded that Outdoor Learning strategy can enhance students’ ability in writing descriptive text. Keywords: writing, descriptive text, outdoor learning strategy]]>
<![CDATA[TED Talks Use in Speaking Class for Undergraduate Students ]]>
<![CDATA[Mia Refsi Choirunnisa]]>;
<![CDATA[Fatimah Mulya Sari]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 2, No 1 (2021): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v2i1.7319
<![CDATA[ABSTRACT The media essentially supports the teaching and learning process. Video such as from TED Talks source becomes one of the teaching media that can be used by both parties, a teacher and students to improve English skill, especially for speaking skill. In this paper, the purpose is to explore the students' responses toward the implementation of TED Talks in their speaking class. The subjects were 23 undergraduate students who have experienced to watch TED Talks video for supporting their learning process. This study applied a descriptive qualitative method. To gather data, a questionnaires that were distributed through google form with close-ended questions were employed. The findings showed that most students expressed a positive response to the use of TED Talks video to support their speaking class. They assumed that the TED Talks video encouraged them to improve their speaking skill. Besides, there were some benefits to their learning process. They mentioned that they could learn about how to deliver their ideas well, how to express their critical thinking, and how to use appropriate accent, dialect, pronunciation, and fluency. Thus, the students might overcome their difficulties in understanding the speech because of the video’s powerful topics and the delivery speech from non-native speakers.]]>
<![CDATA[Emotions Evoked from “Too Good at Goodbyes” Song by Sam Smith ]]>
<![CDATA[Febriana Aminatul Khusna]]>;
<![CDATA[Sekar Lathifatul Aliyah]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 1, No 2 (2020): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v1i2.7309
<![CDATA[Music is one means to express the soul. Sad genre music is one of music with high emotional pressure. High emotional pressure allows triggering emotions in someone who hears it. According to Sloboda and Juslin (2001), the music can induce emotions in its listeners and is perceived by listeners as expressive of emotion. The aim of this study was to investigate the influence of music with the sad genre for emotions from the song "Too Good at Goodbyes" by Sam Smith. In this study, the researchers found that the majority of respondents revealed that sad music can trigger emotions in the soul. Descriptive qualitative research with questionnaire methods was used in this study to obtain the valid data. Questionnaire was used in this research as an instrument of research to get the real data from the participants.]]>
<![CDATA[Critical Discourse Analysis on Teacher Talks in The Classroom Communication ]]>
<![CDATA[Hasanuddin Fatsah]]>;
<![CDATA[Adriansyah Katili]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 1, No 1 (2020): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v1i1.5637
<![CDATA[The research objectives were at finding out how the teacher arranges her/his teacher talk in accordance with modification to teacher speech quantity of speech, explanation, question, and error correction. This research is designed in a qualitative research approach with an etnography of communication in which the researcher gathered data about verbal communication, relying on direct observation and audio-video recording. The subjects of research were the Indonesian people who used English in communication at classroom setting. In terms of teacher talk, it is found that teachers arranged their teacher talk in acordance with (1) modification to teacher speech when giving understanding, clarifying, and simplifying their speech for developing quality of teaching and learning process, (2) quantity of speech of the teachers was limited in order to give a maximum opportunity to students in the classroom communication, (3) explanation was done to give the students theoretical knowledge, (4) question was delivered to develop indepth content and teaching material, and (5) error correction was conducted to correct students’ error in any language usage and language use.]]>
<![CDATA[Students’ Voices on English Language Uses in an Islamic Boarding School in Gorontalo ]]>
<![CDATA[Fitriyanti Taib]]>;
<![CDATA[Usman Pakaya]]>;
<![CDATA[Abid Abid]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 2, No 2 (2021): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v2i2.13084
<![CDATA[In the Islamic boarding school settings as in Indonesia, all the students are required to master English language for their daily interaction, starting from year 7 up to 12. However, the students who are beginners may often feel challenged with it. The present of study, therefore, seeks to discover the students’ voices on English language uses outside classroom context at one of the Islamic boarding schools located in the Province of Gorontalo. The participants of this study were the students sitting at the junior high school level. Informed by a qualitative approach, data were collected by using observation fieldnotes and interview protocols, and analyzed using a thematic analysis. The findings showed that there were four themes representing students’ voices: lack of preparation, language learning preference, language use preference, and English use challenges. The findings suggest that the boarding school may need to create programs that encourage the students to learn and master English, and to facilitate them in making the most of their English language learning.]]>
<![CDATA[EFL Learners’ Perceptions on ZOOM Application in the Online Classes ]]>
<![CDATA[Nadila Nuraziza]]>;
<![CDATA[Lulud Oktaviani]]>;
<![CDATA[Fatimah Mulya Sari]]>
<![CDATA[ Jambura Journal of English Teaching and Literature Vol 2, No 1 (2021): Jambura Journal of English Teaching and Literature ]]>
Publisher : <![CDATA[Univeristas Negeri Gorontalo ]]>
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DOI: 10.37905/jetl.v2i1.7318
<![CDATA[Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.]]>
