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Borneo Journal of English Language Education
Published by Universitas Borneo Tarakan
ISSN : -     EISSN : 2685810X     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Borneo Journal of English Language Education, or BJELE for short, is a peer-reviewed journal dedicated to promoting studies of English language/linguistics, English literature, and English language teaching. BJELE is published twice a year, namely in August and December.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 80 Documents
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AN ERROR ANALYSIS OF ENGLISH VOICELESS CONSONANT [P], [T], [K] AT SMA SWASTA DHARMA PANCASILA MEDAN Rahmawati, Rahmawati; Previna, Sri; Sitohang, Meliana Febriyanti; Siagian, Mei Melawati; Bancin, Nolawati br
Borneo Journal of English Language Education Vol 1, No 2 (2019): December
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v1i2.1154

Abstract

The aim of this research is to find the percentage of students’ error in pronounciation of voiceless consonant [p],[t],and [k] and also to find out the dominant error most often made by the first grade of SMA Swasta Dharma Pancasila. This research use qualitative method. The population of this research was the first grade SMA Swasta  Dharma Pancasila and the sample was X IIS-1.We only researching 30 students. Then they were given 30 word tests containing  English voiceless consonant [p], [t], and [k] to be pronounced and recorded. Recording that have been collected as sources of the data.The results of this study indicate that the level of student error in spoken English [p] and [k] consonants is good with consonant percentages [p] 38.4%, consonants [k] 48.3%, but they are fair in spoken consonant sounds [ t] with a percentage of 59.7%Based on the result of this research, We suggest that the students need to learn and practice more about pronounciation of voiceless consonant [p],[t],and [k] to improve their ability in pronounciation English words. For the teachers,Teacher should give more exercise or practice for students in pronounciation of  voiceless consonant [p], [t], [k]. Not only that consonant, but the students must study about all the word of English pronounciation. And the teacher must also learn more about how to pronounce and intonate correctly in teaching words from consonant words.
MOTIVATION OF BORNEO TARAKAN UNIVERSITY STUDENTS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE Rianto, Agus
Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v1i1.1106

Abstract

 This study aims to analyze the motivation level of Borneo Tarakan University students in learning English as a foreign language. Respondents surveyed in this study amounted to 265 people consisting of 189 female and 76 male students. The instrument used was a questionnaire adopted from the Attitude/Motivation Test Battery (AMTB) developed by Gardner. The results of the study showed that in general the students of Boneo Tarakan University had a high level of motivation in learning English. According to them learning English was important both for integrative and instrumental oriented purposes. There were significant differences between male and female students in the mean scores of integrative motivation and instrumental motivation. However, by English achievement, significant difference was not found in the mean scores of integrative motivation and instrumental motivation. 
EFL TEACHERS’ OF AUTHENTIC WRITING ASSESSMENT PRACTICES IN TEACHING VHS STUDENTS Rahmat, Abiadi
Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bonjour election.v1i1.825

Abstract

Indonesian Minister of Education and Culture regulations no. 66 of 2013 on National Educational Assessment Standards suggests that authentic assessment practices be employed in performing learning assessment in schools. However, former Minister of MONE reveals that many teachers find this a great challenge to them (Kompas.com, 2014). This study explores VHS EFL teachers’ authentic writing assessment practices in their classrooms. Twenty EFL marketing teachers from nine VHS in East Jakarta have been involved as respondents for the study. A set of questionnaires for teacher respondents, a checklist for analysis of their lesson-plans, and semi-structured interviews for teacher respective students have been employed to collect data for the study. Discussion on findings of the study will be aimed at mapping the observed authentic writing assessment practices of the target respondents. The data obtained from teachers’ questionnaire, students’ interview and checklist document analysis, it can be concluded that EFL teachers from nine different vocational schools in teaching marketing students practice authentic assessment for assessing students’ output. The type that teachers chose is intensive. It means teachers concern with students’ vocabulary and grammar. Then the technique that they provide for assessing students’ writing is essay. 
THE EFFECT OF APPLICATION OF READING ALOUD ON SENIOR HIGH SCHOOL STUDENTS’ SPEAKING ABILITY Sugandi, Bastian; Asih, Nirmala
Borneo Journal of English Language Education Vol 1, No 2 (2019): December
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v1i2.1155

Abstract

This research aimed to find out the effect of the application of reading aloud to improve students’ speaking ability at grade X of SMA Bina Mulya Bandar Lampung 2019. Reading aloud was used to help the students to improve their speaking ability and make them enjoyed in learning English. Data were collected with a pre-test, treatment and post-test. Then, they were analysed with t-Test for two group design. Treatment using reading aloud was administered to experimental group, while control group received technique which was usually used by the teacher. Data analysis was attempted by using t-Test for two group design. Based on the computation, t-value: 7.61 was bigger than p-value in 1%: 2.68 and 5%: 2.01. Therefore, the alternative hypothesis (Ha) was accepted, while the null hypothesis (Ho) was rejected. I concluded that there was an effect of the application of reading aloud to improve students’ speaking ability.
USE OF NUMBERED HEADS TOGETHER TECHNIQUE TO IMPROVE READING COMPREHENSION OF JUNIOR HIGH SCHOOL STUDENTS Herawati, Titin
Borneo Journal of English Language Education Vol 1, No 2 (2019): December
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v1i2.1150

Abstract

The purpose of this research was to find out whether Numbered Heads Together technique can improve students’ reading comprehension at seventh grade students’ of SMPN 7 Tarakan. This research was in the form of Pre-experiment. The researcher tried to find out the differences before and after teaching by numbered heads together technique. The subject of this study was students in grade 7-2 which consisted of 29 students at SMPN 7 Tarakan in academic year 2018/2019. The instruments were reading tests that included pre-test and post test. To analyze, the researcher used descriptive analysis and SPSS 22.0 for statistical analysis. The result of this study indicated that there were differences between pre-test and post test. It was proven by the results of the students mean score. The students’ mean score in pre-test were 45,51 and 54,13 at the post test. It means the improvement of the students’ mean score was 8,62. The score in post test was higher than the pre-test scores. It showed that there was a significant difference from students’ reading score on pre-test and post test. The results of the paired sample test indicate that the t-test (2.819) was higher that the t-table (2.048). In this research, the researcher found there was significant differences from the use of NHT technique in learning. This technique was able to improve students’ enthusiasm, helped students understand the text easily, and builded students critical thinking. Then it can be concluded that the NHT technique has proven to be an effective technique for increasing reading comprehension in seventh grade students’ of SMPN 7 Tarakan. 
THE USE OF COLLABORATIVE STRATEGIC READING (CSR) TO IMPROVE STUDENTS’ READING COMPREHENSION IN THE SECOND GRADE STUDENTS OF SMP NEGERI 2 TARAKAN Sawitri, Era; Rianto, Agus
Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bonjour election.v1i1.826

Abstract

The purpose of this study was to look for the effectiveness of using collaborative strategic reading technique to improve reading comprehension of second grade students at SMP Negeri 2 Tarakan. This   research    was   Quasi-Experimental    design.    Purposive    sampling technique  was used to collect the sample.  There were  two classes  obtained  as samples in this research, they were experimental class and control class. Experimental class (VIII C) was treated by using collaborative strategic reading technique. Control class (VIII A) was treated by using cooperative learning technique.  Each  class  consisted  of  32  students  of  SMP  Negeri  2  Tarakan  in academic year 2018/2019. The instrument of this research was reading tests that consisted of pre-test and post-test. In analyzing the data, the researcher used an independent sample t-test in the SPSS v.24.0. The  results  show  that there  were  significance  difference  in the students’ score of experimental class and the control class. This is indicated by the students’ mean score of pretest and posttest. The mean score of the experimental class in pretest was 40.50 and in posttest was 71.75. It was indicated that the mean score in the experimental class has increased to 31.25. The mean score of the control class in pretest was 44.38 and in posttest was 64.13. It was indicated that the mean score in the control class has increased to 19.75. It is proven that the results of the experimental   class   were   higher   than   the   control   class.   Results   from   the independent sample T-test and T-table from pretest was 1.117 and posttest was 2.335 and the T-table was 1.998 or in pretest was 1.117 1.998 and in posttest was 2.335 1.998. In other words, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The results of data analysis proved that the results  of teaching  reading  comprehension  by using  collaborative  strategic reading technique was higher than by using cooperative learning technique. Based on  the  explanation  above,  it  can  be  concluded  that  the  collaborative  strategic reading   technique   was  more   effective   than  by  using   cooperative   learning technique.
NOVELS AND MOVIES IN EFL CLASSROOM Sari, Ayu Paramita
Borneo Journal of English Language Education Vol 1, No 2 (2019): December
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v1i2.1156

Abstract

Teaching English is a challenge for EFL teachers. It has become more complex and difficult due to the development of new technology. In order to help the learners’ mastery (increase the proficiency) of language skills, language teachers have to provide quality teaching materials that will be engaging, interesting, up-to-date while simultaneously being a tool that will ensure that the students learn.  Moreover, the students sometimes feel bored and confused when the teacher teaches them using monotonous strategies or traditional strategies. Nowadays, one of them is by using Films and Novels to makes the students more interested in learning. Since these two genres of literature can attract students and help them to learn the benefits of English skills easily and eventualy the culture of embedded in the materials. Many schools and courses already use this as a facility and strategy to help teachers in teaching and to help students in comprehension or understanding English literature in learning process. According to statistics from the Kaiser Family Foundation (Rideout, Roberts Foehr, 2005), youth ages 8-18 spend approximately 6.5 hours each day using media, an activity that far surpasses the time they spend with parents, doing homework or playing sports. This paper aims to highlight the benefits of using novels and movies in (English Foriegn Language) EFL classrooms.
IMPROVING READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS THROUGH SCANNING AND SKIMMING TECHNIQUES Rahmawati, Rahmawati
Borneo Journal of English Language Education Vol 1, No 2 (2019): December
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v1i2.1151

Abstract

The purpose of this research was to find out the students reading comprehension improvement through scanning and skimming techniques for students in SMA Muhammadiyah Tarakan. This research was quasi experiment. In this research, the researcher used two class. The researcher compared control class and experiment class whether there was any difference and improvement before and after giving treatment. The control class was given by skipping and paraphrasing techniques, meanwhile experiment class was given by scanning and skimming techniques. The subject of this study were XI IIS 3 as the experiment class there were 27 students and XI IIS 2 as the control class there were 26 students. The instruments were reading test that included pretest and posttest. Besides that, the researcher used descriptive analysis to analyze the data and SPSS veersion 22.0 for inferential analysis. The result of this research indicated that there were differences between pretest and posttest in both of the class. It was proven by the result of the students mean score. The students mean score in experiment class of pretest was 47,59 and posttest was 63,70. On the other hand, the students mean score in control class of pretest was 55,19 and posttest was 60,00. It can be seen from both of the class were have improvement. Eventhough, the treatment was different, but the comparison between control and experiment class, the experiment class was got higher improvement after giving the treatment by using scanning and skimming techniques, ratherthan the control class that was given by using skipping and paraphrasing techniques. It means that in experiment class the improvement of the students mean score was 16,11 point. The result of independent sample Ttest in posttest showed that Ttest (1,707) higher than Ttable (1,675). The result of this research there was the students reading comprehension was improve after using scanning and skimming techniques. Then it can be concluded that scanning and skimming can improve the students reading comprehension for studnts in SMA Muhammadiyah Tarakan.
AN ANALYSIS OF GRAMMATICAL ERROR IN THESIS ABSTRACT OF FACULTY OF AGRICULTURE STUDENTS OF BORNEO TARAKAN UNIVERSITY Luthfiani, Andita
Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bonjour election.v1i1.827

Abstract

The aims of this research are: (1) to identify and describe the types of grammatical error in thesis abstract of Agriculture Faculty students of Borneo Tarakan University, and (2) to describe the possible causes of the grammatical error. This research is a descriptive study. 56 abstracts from year 2016 were taken as the samples. Taking the samples was done in the university library and those were in the form of softcopy. To collect the data, researcher followed some steps; they were identifying, categorizing, and describing the error. To categorize the errors, researcher used Surface Structure Taxonomy (SST) and also used Comparative Analysis Taxonomy (CAT) to analyze the causes of errors. The results of this research show that 2832 errors found in 56 abstracts and those were categorized based on the four types of SST. The errors percentages are 22.2% for omission error, 27.7% for addition error, 18.7% for misordering error, and 31.1% for misformation error. Besides, the errors based on the CAT, it was found that developmental error were 1331 errors, interlingual error were 830 errors, ambiguous error were 435 errors, and other error were 146 errors. From the results, the errors mostly found are misordering error and developmental error.
USE OF POWER TEACHING GAME TECHNIQUE (POW- TEGA) TO IMPROVE SPEAKING SKILL OF JUNIOR HIGH SCHOOL STUDENTS Armansyah, Armansyah
Borneo Journal of English Language Education Vol 1, No 2 (2019): December
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/bjele.v1i2.1152

Abstract

The aim of this research was to find out whether power teaching game technique (Pow-Tega) could improve the students’ speaking skill or not. The sample was selected using purposive sampling from the population, they were thirty-two students from class VII-5. Pre-Experimental design was used in this research. To find whether the power teaching game technique (Pow-Tega) could improve students’ speaking skill, the oral test was used to collect the data. The data were analyzed by using paired sample t-test. The result showed that there was an improvement in students’ speaking skill after being taught by using power teaching game technique (Pow-Tega). It could be seen from the increase of students’ mean score from pre-test to posttest, 42.13 to 59.38. Moreover, based on the result of paired sample t-test, t-result was -9.018, t-table was -2.040 (p 0.05) and the significant value was 0,000 (p 0.05). The result showed that the students who were taught by using power teaching game technique (Pow-Tega) had a better improvement in their speaking skill. In other words, power teaching game technique (Pow-Tega) is a good way to be used by the teachers as a teaching technique especially in improving students’ speaking skill.

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