JALL (Journal of Applied Linguistics and Literacy)
JALL (Journal of Applied Linguistics and Literacy) is an academic biannual journal, published in February and September. The journal contents are managed by the English Department, Faculty of Teacher Training and Educational Science, Galuh University. The objective of the journal is to provide a forum for lecturers, teachers, researchers, academicians, and students to present their ideas, concepts, and new theories in English applied linguistics and literacy, and to disseminate theory, research, and teaching reviews to the academic community of English language and literacy studies in Indonesia and abroad.
Articles
165 Documents
<![CDATA[TEACHERS’ PERCEPTION ON CLASSROOM ACTION RESEARCH IN ENGLISH EDUCATION AMONG ENGLISH TEACHERS IN CIAMIS WEST JAVA ]]>
<![CDATA[Rina Herlina]]>;
<![CDATA[Asep Dudi Kurnia]]>;
<![CDATA[Didih Faridah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (181.384 KB)
|
DOI: 10.25157/jall.v2i1.2193
<![CDATA[This study is a survey- based research about teachers’ perception on classroom action research in English education among English teachers in Ciamis. The objective of the study is to investigate how English teachers perceive on classroom action research in teaching English. It varies among English teachers, indeed. Thus, this survey reveals their sight, point of view, and expectation toward classroom action research. Open-ended questionnaire is the only instrument given to 20 respondents during the survey. It consists of 4 questions. Simple random sampling has been applied. All of them are English teachers from elementary schools, junior high schools, senior high schools and vocational schools in Ciamis. Ten of them are civil servants and the other ten are not. They are from certified and non certified teachers. The survey result shows different English teachers’ perception on classroom action research in percentage display taken from four questions. Almost all respondents know the function of classroom action research in connection with finding the solution of overcoming some students’ learning problems in the classroom. Some of them have ever made classroom action research and know its procedure. All of them expect the government not to put pressure on English teachers to make classroom action research as the requirement unless they will get sanction due to the fact that it is instructed by the Education and Culture ministry. The conclusion is classroom action research has been a big concern among English teachers in Ciamis. The suggestion then goes to all English teachers to conduct classroom action research as an action to develop their teaching quality not to gain the government reward. Keywords: classroom action research, English teachers, teachers’ perception]]>
<![CDATA[PERCEPTIONS OF THE NON-ENGLISH DEPARTMENT LECTURERS TOWARDS CLIL IN HIGHER EDUCATION ]]>
<![CDATA[Fitri Budi Suryani]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (546.895 KB)
|
DOI: 10.25157/jall.v1i2.2022
<![CDATA[Content and Language Integrated Learning (CLIL) is an approach to learning activity that uses foreign language as a medium for learning content so that the competence on the language and the subject area content can be achieved simultaneously. CLIL can be implemented in elementary level, secondary level, as well as tertiary or higher education level. In higher education, CLIL might have two significant reasons to be implemented: the globalized world and university internationalization. So far in Indonesia, nearly all universities have not implemented CLIL yet. This study aims at finding out the lecturers’ perceptions towards CLIL in higher education. The participants of the study were thirty-three lecturers from non-English departments of Universitas Muria Kudus. The intrument to collect the data was closed-ended questionnaire. The result reveals that the non-English department lecturers quite disagree for CLIL to be implemented in higher education. Their objection for having English as a medium of instruction seems to lie in their own ability of English as well as their students’ poor English proficiency. Keywords: CLIL, higher education, non-English department lecturers]]>
<![CDATA[READING COMPREHENSION PROBLEMS IN READING SECTION OF TOEFL TEST ]]>
<![CDATA[Dini Febriani]]>;
<![CDATA[Elfrida Elfrida]]>;
<![CDATA[Fernandita Gusweni Jayanti]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (186.534 KB)
|
DOI: 10.25157/jall.v3i2.2537
<![CDATA[This research aims to find out the reading comprehension problems faced by the eight semester English Education Study Program students of Universitas Bengkulu in Reading Section of TOEFL test. The subject of this research is eight semester students of English Education Study Program in academic year 2018/2019 who have taken TOEFL test in Language Laboratory, FKIP, Universitas Bengkulu. The subject of this research is 70 students of 79 students. This research was used descriptive quantitative as the methodology and the data was collected by using questionnaire as an instrument that distributed via Google-form. The questionnaire consisted of 20 statements which represent 5 aspects of reading comprehension problems by Wutthisingchai (2011). This research uses 4-point Likert Scale to measure students perception of reading problem, ranging from never (1 point), sometimes (2 point), often (3 point), always (4 point). The result shows that the majority of the students have problems in reading comprehension in 5 aspects. The percentage average of each aspect from highest to lowest was the reading comprehension problems related to the Reading Comprehension Process. Second problems is Motivation. Third problems related to Background Knowledge. Fourth related to Lack Reading Strategies. The last problems related to Language Knowledge. From the results, it can be concluded that students of the eight semester at English Education Study Program still have reading comprehension problems.Keywords: Reading comprehension problems, TOEFL Test]]>
<![CDATA[EXPLORING ESP STUDENTS’ ENGLISH SKILLS BY “ENGLISH TALENT COMPETITION” ]]>
<![CDATA[Siti Asiyah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (181.77 KB)
|
DOI: 10.25157/jall.v2i2.2198
<![CDATA[Designing ESP course sometimes is not easy as designing general English course. It needs some efforts to handle and realize it because many aspects should be considered in conducting it, such as analyzing students’ needs, formulating goals and objectives, conceptualizing the content, selecting and developing materials, evaluating, getting students’ feedback, etc. Still, those are not enough for serving ESP students in learning English. Many approaches, methods, strategies are also needed in order the ESP students are interested in joining ESP course. As a practitioner of ESP, the writer always tries to find and conduct appropriate and effective programs which can encourage and explore ESP students’ English skills. One of them is English Talent Competition (ETC). It is an annual program conducted by Language Center of Universitas Muhammadiyah Ponorogo since 2014. This study aims at sharing an idea about the implementation of ETC in order to motivate ESP students improve and develop their English skills.Keywords: ESP Students; English Skills; English Talent Competition]]>
<![CDATA[COMMUNICATIVE ACTIVITIES IMPLEMENTED BY ENGLISH TEACHERS IN TEACHING ENGLISH ]]>
<![CDATA[Deka Nur Mahenza]]>;
<![CDATA[Gita Mutiara Hati]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aimed at finding out the communicative activities implemented by English teachers in teaching English at grade eleventh of one of the States Senior High Schools in Bengkulu, Indonesia, and the communicative activity frequently implemented by the English teachers. This study used the mixed method design which was the combination of a qualitative and quantitative approach to collect and analyze data. The subject of the research was two English teachers who teach speaking subjects at the school. The instruments used in this research were the observation checklist and interview. The findings found that there were thirteen types of communicative activities that were used by the English teachers. The communicative activity that was mostly used by the teachers was the question and answer session. So, it is concluded that the teachers provided the communicative activities. Then, it is suggested for further researchers to conduct a study with a similar field of this present research, such as communicative activities in listening or reading skills.Keywords: Teaching English, Communicative Activities]]>
<![CDATA[THE ROLE OF BLENDED LEARNING IN ENHANCING STUDENTS’ WRITING PARAGRAPH ]]>
<![CDATA[Dodi Mulyadi]]>;
<![CDATA[Testiana Deni Wijayatiningsih]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The use of efficient and appropriate learning media-based learning is needed at all levels of education. In English language teaching (ELT) at the university level, the use of media can help to improve paragraph writing. The objective of this study was to determine the effect of Blended Learning on improving learning outcomes of EFL university students' writing paragraphs in English. This quasi-experimental research entailed non-parametric statistical analysis. The results indicated a statistically significant improvement after getting treatment of blended learning. The average pretest score was 65.9 and the average posttest score was (86.6) which means higher than the pre-test. These results also indicated that the Blended Learning model stimulated students to explore more ideas in writing activities. In addition, the results of the questionnaire showed that 85% of students were enthusiastic and enjoyed the learning process. Since the dearth of the research sample, further research has to be conducted in a broad research sample to be a more generalizable pedagogical implication.Keywords: blended learning, writing, paragraph.]]>
<![CDATA[AN ANALYSIS OF TEACHER-STUDENTS’ INTERACTION IN CROSS-CULTURAL UNDERSTANDING ONLINE TEACHING ]]>
<![CDATA[Rika Maelasari]]>;
<![CDATA[Ratnawati Ratnawati]]>;
<![CDATA[Wawan Tarwana]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This article reports on teacher-students’ interaction in cross-cultural understanding online teaching. There are several compelling reasons for using the online teaching through the internet-based Project Work in the classroom; a structured way for teacher to begin to incorporate the internet into the language classroom, the use of projects encourage cooperative learning and stimulates interaction, gives the learners a more ‘real-world’ look and feel and provide greater motivation for the learners. This research employed a case study by means of three data collection techniques, they were observation, interview, and questionnaire. The result of this research was that online teaching helped the students in understanding the material in the CCU classroom. Moreover, the interaction between teacher and students were quite positive during the online teaching. It is suggested for further researchers to conduct a similar study with different frameworks such as online teaching strategies to give more significant contributions to the teaching and learning process.Keywords: Cross-Cultural Understanding, Interaction, Online Teaching]]>
<![CDATA[INTERCULTURAL COMMUNICATION SENSITIVITY IN GLOBAL ACADEMIC NETWORKING: EFL TEACHER TRAINEES’ PERCEPTIONS ]]>
<![CDATA[Andi Rustandi]]>;
<![CDATA[Iskhak Said]]>;
<![CDATA[Jonathan Rante Carreon]]>;
<![CDATA[Sazuliana Binti Sanif]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/jall.v4i1.3040
<![CDATA[The present study is aimed at uncovering EFL teacher trainees’ perceptions of intercultural communication sensitivity, required as their ways of facing global networking. Using intercultural sensitivity scale (ISS) proposed by Chen and Stratosta (2000), this survey involved the third grade of EFL teacher trainees (N=50) of a private teacher education college in Ciamis, West Java, Indonesia who had taken advanced language skill courses, pedagogical basics, teaching methodology, and cross-cultural understanding subject. The closed-ended questionnaires were administered to get their responses towards the options ranging from 1 to 5, the least and the most sensitive level. The percentage calculation of frequencies of the number of trainees’ responses revealed the trainees’ tendencies. The findings indicated that the trainees had positive perceptions of the necessity of having cultural sensitivity under three categories: engagement, enjoyment, and confidence. The finding suggests a high possibility for the Department to foster the trainees’ cultural competence for their own pedagogical considerations for their future teaching practices.Keywords: Intercultural Communication Sensitivity, Global Academic Networking, Cultural Competence.]]>
<![CDATA[QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY IN CRITICAL READING ON NARRATIVE TEXT ]]>
<![CDATA[Wila Suswika]]>;
<![CDATA[Rina Herlina]]>;
<![CDATA[Didih Faridah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study figured out the way a teacher implement of QAR strategy in critical reading on narrative text, and investigate students overcome the difficulties in answering narrative text questions by using QAR strategy in critical reading. This study used a case study as a research design. The participant was an English teacher and twenty students of tenth grade in one of senior high school in Tasikmalaya, Indonesia. Several instruments were used to collect the data. The first was classroom observation, it was analyzed by transcribing and drawing the conclusion. The second was an interview with the English teacher, it was analyzed by describing the teacher answer, and the last was students' reflective journal that was analyzed by describing students’ opinions. The result showed that the QAR strategy was helpful for students not only to answer the questions but also to understand the text and can help them in critical reading when answering the narrative text questions. Most of the students argued that to overcome the difficulties in answering narrative text questions by using the QAR strategy, students have to understand the whole text with correctly, they can associate the text with their background knowledge and experiences in their lives.Keywords: Question-Answer Relationship (QAR) Strategy, Critical Reading, Narrative]]>
<![CDATA[AN ANALYSIS OF ENGLISH TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Yulia Enggar Wigati Wibowo]]>;
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Syafryadin Syafryadin]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The objective of this research is to find out the teachers’ strategies in teaching reading comprehension at one of Senior High School in Bengkulu, Indonesia. This research is mixed-method research design. The subjects in this research are two English teachers who teach English at class X, XI, and XII. The data were collected using an observation checklist. The result of the research showed that the teachers used some strategies in teaching reading with the highest percentage were Question Generating (27%), Encouraging the Use of Dictionaries (25%) and Question Answering (23%). This indicated that the teachers only used a few strategies in teaching reading comprehension. For the next researchers, they could conduct research about the teachers’ strategies used by English teachers in a wider area. So, the result will be more advantageous and be applied in a larger area.Keywords: Teachers’ Strategies, Reading Comprehension]]>
