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Abid
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Prodi Pendidikan Bahasa Inggris, Fakultas Sastra dan Budaya, Universitas Negeri Gorontalo, Lantai 3 Kampus 4, Kab. Bone Bolango, Provinsi Gorontalo
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Jambura Journal of English Teaching and Literature
Published by Universitas Negeri Gorontalo
ISSN : -     EISSN : 27224880     DOI : -
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 54 Documents
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Examining the use of fillers in a presidential debate: a case of Hilary Clinton and Donald Trump Muchsani Muchsani
Jambura Journal of English Teaching and Literature Vol 4, No 1 (2023): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v4i1.24273

Abstract

While many studies have focused on non-native English speakers, this present study aims to examine fillers in the context of native English speakers. Despite their native proficiency, both Clinton and Trump employed fillers during the presidential debates, making them pertinent subjects for analysis. By analyzing the use of fillers in this context, the present study seeks to provide a reference for EFL learners on incorporating fillers as a strategy in spontaneous speech. Data were taken from YouTube videos, which were Hillary Clinton and Donald Trump on presidential debate as the primary data, and analysed qualitatively. Findinsg showed that there were two types of fillers, unlexicalized and lexicalized fillers. In addition, the findings also demonstrated that there were five functions of fillers: hesitating, empathizing, mitigating, editing term and time-creating device.
The Students' Confession toward Common English Classroom Expressions Hasby, Muhammad; Supraba, Ardhy; Indah, Opik Dwi
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.24603

Abstract

This research aims to find out the students' confession toward common English classroom expressions. The population of this research is the third-year students of Senior High School 10 Luwu in academic year 2022/2023. The sample of this research is selected through purposive sampling technique. One class represented as the sample that is class XII Exact 1. Questionnaire was used as the instrument of this research. The result of this research shows that the students' confession toward common English classroom expressions gained very positive confession. It revealed most students stated that the material about common English classroom expressions is very effective for the improvement of their English. In other words, most of them confessed that common English classroom expression could improve and develop their English. Finally, the researcher concluded that common English classroom expressions are good material especially for improving the students' English competence.
Discourse Analysis and Literary Study Adriansyah Abu Katili; Muzdalifah Mahmud
Jambura Journal of English Teaching and Literature Vol 4, No 2 (2023): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v4i2.24301

Abstract

This article aims to discuss the role of discourse analysis in literary analysis. For this aim, the writers apply Sperber and Wilson’s theory of relevance. This theory says that the meaning of utterance might be analyzed in terms of explicature, higher-level explicature, and implicature. The drama analyzed is Arthur Miller’s Death of a Salesman. The writers suggest that discourse analysis can function to analyze the language used in the context of drama and that this analysis should be applied in studying literary works.
Speak Up Please! Teachers' Strategies in Teaching Speaking Skills at Vocational High School in Sidoarjo Fatahillah, Muhammad Erwin; Agustina, Sheila
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.24650

Abstract

Teaching speaking skills is an important part of foreign language learning. This study aims to find out the student difficulties that teachers find when teaching speaking and to find what strategies teachers use in teaching speaking at a vocational high school in Sidoarjo. This research uses a qualitative method with a case study approach. The subjects of this research were two English teachers at the vocational high school. Data were collected by conducting observations, interviews, and learning documentation during and after class. The results showed that teacher 1 found difficulties due to lack of motivation, lack of practice, lack of vocabulary, nervousness, low grammar mastery, and pronunciation challenges. To overcome these difficulties, teacher 1 used 9 strategies including role-playing, presentations, describing pictures, telling pictures, discussions, word walls, brainstorming, interviews, and storytelling. Similarly, teacher 2 found lack of motivation, lack of practice, lack of vocabulary, nervousness, low grammar mastery, and pronunciation difficulties to be the causes of difficulties. Teacher 2 also used 9 strategies, with some strategies different from teacher 1. They are role-playing, discussion, storytelling, interview, reporting, playing cards, describing pictures, telling pictures, and brainstorming. Thus, teachers can overcome students' difficulties in speaking by using the strategies used.
Contrastive Analysis of Noun Phrase between English and Bugis Language Fahria Malabar; Besse Wardatulljannah; Indri Wirahmi Bay
Jambura Journal of English Teaching and Literature Vol 4, No 2 (2023): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v4i2.24306

Abstract

This study aims to explore the similarities and differences in noun phrase structures between the English and Bugis languages. Using a documentation technique, the research selectively extracts data from the literature, specifically books and articles that focus on noun phrases. The researchers systematically collect and examine the data using the contrastive analysis technique. The findings reveal both similarities and differences in the form, structure and function of noun phrases between English and Bugis. Common features in both languages include numerals, demonstratives and quantifiers as modifiers preceding the noun (head), while prepositional phrases are positioned after the noun (head). Conversely, in English, articles, adjectives, possessives and ordinals precede the noun (head), whereas in Bugis they follow the noun (head). Relative clauses in English and Bugis have different structures and functions. Therefore, a contrastive analysis of noun phrases between English and Bugis proves to be very beneficial for learners, as it increases their awareness of the unique characteristics of both languages, especially in terms of their structural and functional aspects.
EFL Pre-Service Teachers’ Experiences in Speaking through a Digital Storytelling Project Risdayani, Nadila; Limbong, Effendi; Sunggingwati, Dyah
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.24667

Abstract

This study delves into the experiences of EFL pre-service teachers engaging in a digital storytelling project to practice their speaking, with a focus on exploring significant learning outcomes through Fink’s 2003 theory. This qualitative case study utilized semi-structured interviews and project reports as instruments, collecting data from five EFL pre-service teachers at Mulawarman University Samarinda through purposeful sampling. Thematic analysis was employed to analyze the data. Four major themes emerged from the data's thematic analysis, which encompassed the experiences of the participants: participation in the process of creating digital stories, focused speaking exercises, integration of other language abilities, and self-evaluation techniques. These themes also brought attention to the participants' learnings about digital storytelling for public speaking, the difficulties they faced, and the spectrum of emotions they went through. Furthermore, the significant learning outcomes they experienced were marked by an improvement in speaking skills and the establishment of speaking habits. Participants also gained insight into the relationship between activities such as writing scripts, recording, and reading for text reviews, all of which contributed to practicing their speaking. This project fosters self-awareness, enhances understanding of others, and instils an interest in undertaking similar projects in the future. Demonstrated ongoing learning highlights the impact of digital storytelling beyond technical skills, serving as a valuable tool for speaking practice.
Examining English Reading Comprehension’ Enhancement on Narrative Texts using the Application of Direct Reading Thinking Activity (DRTA) Strategy Utari Apriliyani Dumbela; Moon Hidayati Otoluwa; Abid Abid
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.21517

Abstract

The study reported in this article aims to investigate whether the use of the Direct Reading Thinking Activity (DRTA) strategy can help students find ways to enhance their English reading comprehension of narrative texts at a vocational senior high school in the Province of Gorontalo. The study focused on first-grade students, particularly in class X TKJ. A quantitative method was employed, utilizing a one-group pre-test post-test design to determine the significant difference in students’ comprehension before and after being taught using the strategy. The results indicate that the use of the Direct Reading Thinking Activity (DRTA) strategy help enhances students’ reading comprehension of English narrative texts. This was evidenced by a significant difference between the mean scores of the pre-test (8.7) and post-test (18.48). The t-test result indicated that T-test was higher than T-list: 13.91 > 2.056, with a significance level (α) of 0.05 = 2.056. Thus, H1 was accepted since L0 < L-list (0.100 < 0.173). Moreover, the use of this strategy facilitated students in maintaining focus, fostering critical thinking, active engagement in the learning process, enhancing comprehension of reading components, and understanding reading texts more easily.
Implementing Project-Based Learning Model (PjBL) to Develop Students’ Writing Skills in Composing Academic Texts Atika Salman Paris; M. Wahyu Hadi; Ahmad Zuhri Rosyidi
Jambura Journal of English Teaching and Literature Vol 5, No 2 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i2.28297

Abstract

This study aimed at enhancing students' ability to compose academic writing by implementing the Project-Based Learning (PjBL) model. The urgency of this research arises from the challenges faced by the students in academic proposal writing, often perceived as a major barrier in completing their education. The research method used is Classroom Action Research (CAR), divided into two cycles with stages of planning, implementation, observation, and reflection. The research subject comprises 22 seventh-semester students in the research proposal writing course at Institut Pendidikan Nusantara Global. The collected data through observation, interviews, and tests were then analyzed using descriptive qualitative methods. The result of the study indicated a significant improvement in proposal writing skills. In the pre-cycle stage, 36% of the 22 students were in the “sufficient” category. After implementing the PjBL method in cycle I, there was an improvement with 43% of students in the “good” category and 21% in the “very good” category. In Cycle II, results improved further: 50% of students were in the “good” category and 36% in the “very good” category, while the “sufficient” category dropped to 14%, with none in the “poor” category. This research shows that PjBL was effective in improving proposal writing skills, engaging students in critical and creative thinking, and strengthening written communication.
Enhancing Indonesian EFL Students’ Reading Comprehension of Report Texts through KWL Strategy with Multimedia: A Classroom Action Research Taufik Akbar Azwar; Surya Hazar Ristiyanti; Hilda Puspita
Jambura Journal of English Teaching and Literature Vol 5, No 2 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i2.26015

Abstract

The significance of reading is undeniable in the English learning process. Thus, students need to be equipped with reading strategies to help them develop their English language. This study sought to improve students’ reading comprehension and attitude through the use of know-want-learn (KWL) strategy in conjunction with multimedia. Classroom Action Research was employed involving 28 students in the ninth grade. Several instruments were utilized, i.e., reading comprehension tests, interview, observation checklist, and field notes. The mean scores of the reading tests increased from baseline (53) to cycle 2 (80.54) indicating that the result had achieved the criteria of success. It could be inferred that implementing KWL strategy with multimedia in the pre-reading stage enhanced students’ reading comprehension. Two factors affecting the students’ reading comprehension were identified, i.e., the teacher’s participation and topic familiarity. The strategy was also found to foster students’ participation and provide students with a concise framework to develop their English reading skills. This study therefore has contributed to the existing literature of English reading strategy and offered meaningful pedagogical implications for English teachers to harness the strategy incorporated with the use of current media such as pictures and videos to teach English reading.
Translation Competence of Students and Its Implications for the Development of Syllabus/RPS in the Translation Course at the English Education Department of Sultan Amai State Islamic Institute (IAIN) Gorontalo Pakaja, Marina; Bouti, Suleman; Lihawa, Kartin; Napu, Novriyanto
Jambura Journal of English Teaching and Literature Vol 6, No 1 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i1.28011

Abstract

This study investigates the translation competence of students in the English Education Program at IAIN Sultan Amai Gorontalo and examines its implications for the development of the Translation course syllabus. Translation plays a critical role in education by bridging theoretical understanding and practical application, yet students often struggle with linguistic and cultural accuracy. Employing a mixed methods sequential explanatory design, the study was conducted in two phases. The first phase involved the quantitative analysis of students’ translation errors from the textbook Factfulness, focusing on morphological, syntactic, semantic, and cultural aspects. The second phase involved qualitative interviews to explore students’ translation strategies and cognitive processes. The findings revealed 285 translation errors, with semantic (121) and syntactic (78) errors being the most prevalent. Morphological (58) and cultural (28) errors were also significant, indicating challenges in structural adaptation and intercultural mediation. The qualitative data further highlighted students’ reliance on literal translation and limited metalinguistic awareness. These results underscore the need to reformulate the Translation course syllabus to emphasize dynamic equivalence, cultural competence, and contextual meaning. Recommendations include integrating process-based translation instruction, error analysis, and reflective translation practice to enhance pedagogical effectiveness.

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