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Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)
Published by Universitas Suryakancana
ISSN : 23383739     EISSN : 2614099     DOI : -
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media
This journal was published to be the media for professional development of English educators and anyone who concern with English language. JOEPALLT is chosen as this journal name for it represents the vision of its publishment, to give more explanations on relevant concept or burning issued related to the study of English teaching, Linguistics and literature. It is firstly launched in 2013 by the English Department of Faculty of Education and Teacher Training UNSUR (Universitas Suryakancana) Cianjur. This journal is published twice in a year (March- September).
Arjuna Subject : -
Articles 162 Documents
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UNVEILING THE POTENTIAL OF DIGITAL STORYTELLING IN NARRATIVE WRITING: A QUALITATIVE STUDY AT A VOCATIONAL HIGH SCHOOL Maolida, Elis Homsini; Helmie, Jauhar; Setianingsih, Neng Ajeng Resma
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.4936

Abstract

Many students perceive writing, especially in English, as a complex and challenging task. Digital Storytelling (DS), which integrates audio, images, video, text, and interactive elements, has emerged as an innovative medium to support students in developing their narrative writing skills. This qualitative study explores the experiences and challenges faced by tenth-grade vocational high school students in West Java, Indonesia, when using DS as a medium for learning narrative writing. The findings reveal that students navigate five key stages: familiarizing themselves with the DS application, crafting their stories with teacher feedback, transferring content to DS, editing, and submitting their narratives. While digital storytelling fosters creativity, supports idea development, and provides students with a novel writing experience, it also presents challenges. These include difficulties in adding text, selecting suitable images, customizing text styles and colours, as well as technical issues related to devices and internet connectivity. The study highlights the importance of teacher preparation and proficiency with DS applications to ensure effective classroom implementation. These insights emphasize the potential of DS to transform narrative writing instruction while addressing its practical challenges.
THE EFFECTIVENESS OF DIGITAL MULTILINGUAL THEMATIC DICTIONARY TO ENHANCE LITERACY OF FIFTH GRADE ELEMENTARY STUDENTS AT SDN 3 BANJAR JAWA Sari Panjaitan, Polo Jumita; Ratminingsih, Ni Made; Santosa, Made Hery
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.5052

Abstract

This research aims to determine whether or not the digital multilingual thematic dictionary was effective to enhance the literacy skills of fifth grade students. This research method is quantitative-descriptive using the Classroom Action Research (CAR) technique The population consisted of class V students at SDN 3 Banjar Jawa. Students received treatments in every cycle. The instrument of this research is a student literacy test, which consisted of a pre-test, an observation sheet, and two post-tests. Data analysis was carried out using descriptive statistical analysis. This research is successful if the student's score above the minimum passing grade (KKM 70). The average score in the pre-test was 63.40, with 44% of students got the Minimum Mastery Criteria; in cycle 1, with an average score of 72.08, with a percentage of 72% of students got the Minimum Mastery Criteria; and in cycle 2, with an average score of 94.40, with a percentage of students who got the Minimum Mastery Criteria was 100%. This shows that the use of digital multilingual thematic dictionaries was effective to improve the literacy skill of fifth grade students.
STUDENTS' PREFERENCES IN LANGUAGE LEARNING STRATEGY BASED ON GENDER ROLES Aslamiyah, Suaibatul; Bahing, Bahing; Misrita, Misrita
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.4589

Abstract

This study explores the impact of gender roles on the use of language learning strategies among English as a Foreign Language (EFL) students. The research addresses two main questions: 1) How do gender roles influence language learning strategies? and 2) What are the students' preferences in the use of these strategies? The study employs a descriptive qualitative methodology, incorporating interviews, classroom observations, and questionnaires to gather data. The research findings reveal significant differences in the language learning strategies employed by male and female students. These differences are analyzed in relation to psychological factors, as discussed by Zoltán Dörnyei. The data reduction process, guided by Miles and Huberman's framework, includes condensation, data display, and conclusion drawing and verification. The analysis shows that while male students tend to favor more competitive and autonomous learning strategies, female students often prefer collaborative and communicative approaches. Additionally, the study highlights the role of cultural and social expectations in shaping these preferences. This research contributes to a deeper understanding of the intricate relationship between gender and language learning strategies, offering insights that can inform teaching practices and curriculum development. By examining the specific needs and preferences of male and female EFL students, educators can develop more effective, inclusive, and supportive language learning environments.
ANALYSIS DIFFERENTIATED ASSESSMENT INSTRUMENT FOR GRADE 9 JUNIOR HIGH SCHOOL IN EMANCIPATED CURRICULUM Sukmastiani, Kadek Swasty; Budiarta, Luh Gd Rahayu; Utami, Ida Ayu Made Istri
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.4599

Abstract

In the implementation of the curriculum, of course, it cannot be separated from assessment activities. Assessment helps teachers to know the ability and understanding of students in receiving material. The government is very aggressive in creating a new curriculum to catch up on what was missed in the previous curriculum. Currently, the government has published the latest curriculum with the name Emancipated Curriculum. This curriculum has several assessments that are similar to the previous curriculum. The assessments in question are diagnostic assessments, formative assessments, and summative assessments. This assessment aims to help develop differentiated assessment in schools and in accordance with the diverse learning styles of students. This research uses the Design and Development or D&D method proposed by Richey and Klein's (2007). There are four stages in product development, namely Analysis, Design, Development, and Evaluation or called ADDE. Data collection was conducted at SMPN 1 Seririt, with 38 respondents divided into 37 students and 1 English teacher. The resulting data were analyzed with mixed methods or a mixture of qualitative and quantitative. The result of this research is a product in the form of an assessment book intended for teachers. This manufacturing process is based on the ADDE method (Analysis, Design, Development, and Evaluation).
NEGATION PREFIXES: DOCUMENT ANALYSIS ON JAKARTA POST THROUGH MORPOLOGICAL ANALYSIS STUDY APPROACH Gunawan, Triyana; Halimatu Syadiah, Siti Nurhayati; Helmie, Jauhar; Saprudin, Saprudin; Nurviyani, Vina
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.4918

Abstract

The purposes of this study are: 1) to get the types of negative prefixes in The Jakarta Post online newspaper, and 2) to find out which negative prefixes that often appear in The Jakarta Post online news column. The method used in this study is qualitative research and is designed in analysis study. Data were analysed from The Jakarta Post online newspaper using a descriptive analysis method, which involved several steps. First, the newspaper was searched for relevant articles. Next, words containing negative prefixes were collected to identify the types of negative prefixes and their frequency, particularly in economic and political news articles. These activities were carried out on several columns in each edition. The results indicate that negative prefixes play an important role in conveying negative meanings. This occurs in nouns, verbs, adjectives, and adverbs, morphologically and semantically, depending on which part of the word is attached first. Additionally, the study describes the forms, functions, and meanings of the identified prefixes. Morphologically, the affixation processes involving the negative prefixes dis-, un-, in-, mis-, im-, and il- illustrate how these prefixes can change word classes as derivational prefixes.
ANALYSIS OF IDIOMATIC EXPRESSIONS IN THE NIV TO BIMK TRANSLATION OF THE HOLY BIBLE: PSALMS Sihombing, Nadya Yosefine Putri Halomoan; Hilman, Evert Haryanto
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.4540

Abstract

This study investigates the translation of idiomatic expressions from the Psalms, focusing on their semantic range, cultural context, and theological implications. Using a descriptive qualitative method, it examines the New International Version (NIV) to the Bahasa Indonesia Masa Kini (BIMK) translation of the Holy Bible. Analytical frameworks like Venuti's domestication, Nida's dynamic equivalency, and Chesterman's semantic strategies help balance cultural context and semantic range. In this study there are 1 Translation Method and 10 Translation Procedures. The translation Method is 1 Meaning-Based Translation. While the Translation techniques are 3 sentences Dynamic Equivalency, 1 sentence Liberation Theology, 1 sentence Syntactic Strategies Theory, 1 sentence Domestication, 1 sentence Adaptation, 1 sentence Paraphrase, 1 sentence Synonymy, 1 sentence Phrase Structure Change, 1 sentence Trope Change, and 1 sentence Emphasis Change.
THE IMPACT OF USING ARTIFICIAL INTELLIGENCE (DEEPL) ON ELEVENTH GRADE STUDENTS’ WRITING SKILLS AT MAN KARANGASEM Maryam, Syfa Wahida; Santosa, Made Hery; Dewi, Kadek Sintya
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.5072

Abstract

The purpose of this study is to determine whether the use of DeepL in learning can have an impact on students' ability to write English and to find out how the implementation of DeepL impacts students' writing ability. This study uses a mixed method in helping researchers to obtain data, namely Quasi Experimental Non-Equivalent (Pretest and Posttest) Control Group Design on quantitative pre-test and post-test student provision as a form of quantitative data and interviews for qualitative data. The sample involved in this study was 56 students who were divided into two groups: the experimental group, which was the group that received the treatment and also the control group where the researcher conducted conventional learning activities. The use of deep learning in English learning does not provide sufficient impact even though in the acquisition of interview data students have an interest in DeepL. As a result of this research, the researcher assumes that the use of AI-based applications in learning still needs more development and attention.Keywords: Artificial Intelligence, Deep, writing skills
REMODELING BENSON’S LEARNER AUTONOMY FRAMEWORK: A LIBRARY-BASED STUDY Yulina, Christina Atika
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i2.5649

Abstract

Early theorists like Holec (1981) defined autonomy as the ability to take charge of one's own learning, while later scholars such as Little (1991) expanded this concept by adding essential psychological dimension, which covers two key dimensions of autonomy: control over learning management and control over cognitive process which is underlied by psychology of learning. Benson (2013) then added situational aspect of control over learning content and formulated this concept into a three-dimensional model in which learner control can be exercised: learning management (underlied by learning behavior), cognitive processes (underlied by psychology of learning) and learning content (underlied by learning situation). Despite these developments, the visual and conceptual representations of autonomy appear fragmented and may not sufficiently illustrate the interconnections among its dimensions, lacking a visual explanation of how they dynamically interact in autonomous learning and leaving room for a clearer, more integrated framework that helps educators and learners alike understand the interdependence of autonomy's dimensions. This study, conducted as a library-based analysis, critically reviews existing theoretical models and proposes a remodeled framework to address these conceptual gaps. The primary purpose of this paper is to remodel Benson’s framework of control in learning autonomy, without attempting to integrate other theoretical perspectives such as Self-Regulated Learning (SRL) or Self-Directed Learning, nor does it propose new theoretical dimensions beyond Benson’s three control areas.
PROSPECTIVE TEACHERS‘ ONLINE ASSESSMENT LITERACY IN SECOND-SEMESTER STUDENTS OF THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM AT UNDIKSHA Noviyanti, Ni Komang Diah; Paramartha, A.A. Gede Yudha; Sulistia Dewi, Ni Luh Putu Eka
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i2.5616

Abstract

The rapid advancement of technology has transformed the educational landscape, making online assessment literacy an essential competency for prospective teachers. This study investigates the level of online assessment literacy among second-semester students in the English Language Education study program at Ganesha University of Education (Undiksha). Despite the absence of formal coursework on assessment at this stage, these students possess foundational knowledge from courses such as Wawasan Kependidikan (Educational Insights) and Perkembangan Peserta Didik (Student Development). A descriptive quantitative approach was employed, involving 121 students who completed a validated questionnaire comprising 28 items designed to measure their competencies across seven dimensions: Choosing (CH), Developing (DE), Administering (AD), Using-Decision (UD), Using-Grading (UG), Communication (CO), and Recognizing Ethics (RE). The findings reveal that the overall online assessment literacy of the participants falls within the “moderate” category, with notable variations across the dimensions. Female students performed better in Administering (AD) and Recognizing Ethics (RE), while male students excelled in Communication (CO) and Developing (DE). These results underscore the need for targeted strategies in subsequent semesters to address specific gaps and enhance overall competency. This study contributes to the literature by addressing research gaps on early-stage pre-service teachers’ online assessment literacy and offers actionable recommendations for curriculum development in teacher education programs.
THE USE OF DRILLING TECHNIQUES INTEGRATED WITH TECHNOLOGY TO IMPROVE STUDENTS’ VOCABULARY MASTERY AT SD NEGERI 3 DALUNG Dewi Sariani, Ni Kadek Ayu; Dewi, Kadek Sintya; Mahendrayana, Gede
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 2 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i2.5614

Abstract

This study aims to improve the mastery of English vocabulary of fourth grade students of SD Negeri 3 Dalung through drilling techniques integrated with technology in the form of vocabulary videos. The drilling technique was chosen because it is effective in improving students' memory through repetition of material, while the technology in the form of videos provides an interactive and interesting learning experience. The research method used is Classroom Action Research (CAR) with two cycles, where each cycle consists of the stages of planning, action, observation, and reflection. Data were collected through vocabulary tests, observations, and interviews. The results showed that the use of drilling techniques integrated with vocabulary videos significantly improved students' vocabulary acquisition. At the end of the second cycle, the number of students who reached the Minimum Completion Criteria (KKM) increased significantly compared to the first cycle. In addition, students showed improvement in confidence and active participation during the learning process. The use of technology through video media also enriched students' learning experience and motivated them to better understand English vocabulary. The findings provide practical implications for teachers to adopt technology-based learning methods to support students' vocabulary acquisition effectively.

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