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<![CDATA[Exploring Grammatical Error in Speaking of Students University: A Case Study ]]>
<![CDATA[Yana Karisma]]>;
<![CDATA[Arif Bulan]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4654
<![CDATA[Researchers feel it is important to conduct research on grammatical errors in students, it is based on mistakes made by students when speaking. In addition, based on previous relevant research, there are still gaps. This study aims to analyze the types of grammatical errors that occur in students of the English education study program STKIP Yapis Dompu. The research method used in this study is qualitative research with a descriptive case study approach. The results of this study indicate that there are four errors encountered in the speaking of students of the STKIP Yapis Dompu English Education Study Program, namely omission, addition, misformation, and misordering. Omission consists of five errors, addition consists of four errors. misformation consists of three errors and misordering consists of two errors. Thus, the grammatical errors found in students of the English Education Study Program STKIP Yapis Dompu are only limited to the four types mentioned above.]]>
<![CDATA[The Lousing Method to Increase Students Learning Motivation in Learning English ]]>
<![CDATA[Mohammad Sofyan Adi]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4622
<![CDATA[ This study aims to know the effectiveness of the lousing method in increasing the motivation to learn English in the seventh-grade students of MTs Nurul Jadid. This study used a pre-experimental design using one group pre-test and post-test. Based on the results of the pre-test with a value of 32.77 and a post-test value of 67, it was proven that the post-test value is greater than the pre-test value. Meaning, there is an increase in student learning motivation. While, the results of the t-test (40.575) > t-table (2.060) indicates that H0 is rejected and H1 is accepted. Meaning, the lousing method is very effective in increasing students' motivation to learn English. This is also evidenced by the results of observations which show that students always enjoy, are active, have energy, feel happy, interactive in class and focus on the material. Therefore, the use of the lousing method really effective to be enthusiastic in learning English in a good and fun.]]>
<![CDATA[The Effectiveness of Using Rubber Ball Throwing Game to Teach Vocabulary ]]>
<![CDATA[Mukminatus Zuhriyah]]>;
<![CDATA[Rizqi Aziza]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4623
<![CDATA[The research aimed to find out student vocabulary mastery before and after being taugh by using Rubber Ball Throwing Game. It used pre eksperiment design. This research was conducted in SMPN 5 Jombang The sample in this study were students of class VIII-F of SMPN 5 Jombang for the academic year 2021-2022. The researcher analyzed the data using t-test through SPSS V.25. After collecting the data, the researcher got the pre-test and post-test scores with the mean pre-test was 79.23. and the mean value of the post test is 89.42. Then, the researcher analyzed the data using the t test, the results of Sig. (2-tailed) which is lower than 0.05. It can be stated that Ha is accepted. Based totally at the results of data analysis, several conclusions were obtained, namely the vocabulary of students before being taught using a rubber ball throwing game which looked low to be better after being taught using a rubber ball throwing game and there was a significant difference between students' vocabulary mastery before and after being taught using a rubber ball throwing game. Thus, it can be concluded that the use of rubber ball throwing game is effective for teaching vocabulary to class VIII-F students of SMPN 5 Jombang.]]>
<![CDATA[An Interview Study with English Course Teachers On Teaching Writing Skills Through Google Meets During The Covid-19 Pandemic ]]>
<![CDATA[Bradhiansyah Tri Suryanto]]>;
<![CDATA[Achmad Syarif Hidayatullah]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4663
<![CDATA[During the COVID-19 pandemic, this study sought to investigate teachers' ability to integrate writing skills with online learning via Google Meetings. This was qualitative research with semi-structured interviews with a teacher at Zain Academy. Respondents were taken purposefully, namely teachers at Zain Academy who taught writing with Google Meet during the COVID-19 pandemic. This study will explicitly investigate (a) the availability of access to technology at the teacher's home and (b) the difficulties in teaching writing skills online through Google Meeting. The provisional finding of this study was that the availability of access to technology is very limited, and because of the instability of internet access, there are difficulties in maximizing online learning, especially in learning writing skills, because students are unable to open online classes due to frequent power outages or parallel WiFi interference, as well as the capacity and speed of internet access, which are not sufficient. The results of the interview informed the availability of access to technology and the difficulties in teaching writing skills online through Google Meetings during the COVID-19 pandemic. Based on the results of this research, it is hoped that it will provide insight into the impact of forced changes in teaching, which can have implications for teacher competence in terms of digitization, especially in teaching writing skills, which are very important skills for those who want to master written language in English properly and correctly.]]>
<![CDATA[Spelling Bee Game Effect to Teach Vocabulary ]]>
<![CDATA[Mukminatus Zuhriyah]]>;
<![CDATA[Lailatur Rohmah]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4633
<![CDATA[This study aimed to test student vocabulary skills front and back class using the Spelling Bee game. A pre-experimental design was used. This research was conducted at Salafiyah Safi'iyah Seblak Diwek Jombang, MT. The sample for this study was class VII D students of MT Salafiya Safiya Sebrak Diwek Jomban for the 2021-2022 academic year. Researchers analyzed data using t-tests with SPSS V.25. After collecting the data, the researchers received results before and after the test, with a average pretest score of 65.68 for her and a mean post-test score of 77.05. The researchers then analyzed the data using a t-test, with a Sig. (two-tailed) result of less than 0.05. Ha can be said to have been accepted. Several conclusions were drawn based on the results of the data analysis. That is, students' vocabulary before teaching with the Spelling Bee Game appeared lower than it was after being taught with the Spelling Bee Game. Vocabulary of students before and after teaching with the spelling bee game. Therefore, maybe concluded and the spelling bee game is effective in class the vocabulary of class VII D of MT Salfiyah Safi`iyah Seblak Diwek Jombang.]]>
<![CDATA[Exploring Senior High Schoolers’ Inhibiting Factors in English Writing Activities ]]>
<![CDATA[Ni Made Kesi Sasmita]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4768
<![CDATA[This explanatory sequential mixed method study aims to determine the students’ attitudes toward the main inhibiting factor of English writing activity and skill development supported by the teacher’s perception. Beyond writing being one of the most complex languages and communication skills to be mastered, the success or failure of students in writing could also be influenced by various factors. This study discusses five factors: affective factor, writing apprehension, linguistic factor, writer’s block, and tactical factor. The eleventh-grade students and a senior English teacher of one public school in Malang became the participants in the study. This study has two types of data: qualitative and quantitative. The quantitative data are collected first, then qualitative data to support explaining or elaborate on the quantitative result. This research uses two instruments: 1) a closed-ended questionnaire to obtain quantitative data on learners’ perceptions, and 2) a semi-structured interview to draw the teacher’s perspective. The qualitative data analysis was conducted using statistical analysis and supported by statistical software, SPSS. A descriptive analysis was applied to analyze and describe the qualitative data. The main inhibiting factor in English writing activity faced by the eleventh graders of Senior High school 1 Malang was the writer’s block factor related to students’ motivational block at the beginning or during the writing process and their difficulties in developing and connecting different ideas.]]>
<![CDATA[Effective Strategy in Writing with WhatsApp in EFL Context ]]>
<![CDATA[Ketut Andita Rai Savitri]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4840
<![CDATA[The implementation of 21st century learning in the world help teachers and students interact even remotely with the use of IT, 21st century learning focuses on the use of IT during their learning process IT relates to the use of technology during learning activites, technology is flexible can access it anytime and anywhere. Teachers and students are required to learn how to use IT so the learning activities will run smoothly. IT facilitates learning activities, teachers can send material to students through applications, one of the applications is WhatsApp. Various learning activities can be done on WhatsApp. Nowadays, students’ interests with writing are very low, not all of students interest with writing. By the use of WhatsApp can help to improving students’ writing skill, the teacher should know what students like and give students interesting materials that can increase students’ writing skill, students can explore their knowledge by write the materials on WhatsApp and also students can exchange ideas with other students and also the teachers about the materials. In addition, the use of WhatsApp has advantage, the advantage is teachers and students can do the learning activities with no time limit. The use of WhatsApp can supported by mobile assisted language learning (MALL). This study used descriptive qualitative approach.This study aimed to find out the implementation of WhatsApp application during learning activities. The subject of this study was EFL teacher. The data develop by giving information about the effective strategy in writing using WhatsApp in EFL context.]]>
<![CDATA[Islamic Students’ Perception on Essay Writing Challenges ]]>
<![CDATA[Durratul Hikmah]]>;
<![CDATA[Hayyin Maulina]]>;
<![CDATA[Nabila Nabila]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4602
<![CDATA[This study aims to find out the Islamic students’ perception of writing essay challenges. The sample of this research is 47 students majoring in English Education in one of the Pesantren-s in East Java. The research method used is descriptive quantitative with survey techniques. In this study, a questionnaire was used to determine the frequency of answers and the percentage. The data is calculated with Microsoft Excel. The main findings of this study are: there are 4 types of problems that students face in their essay writing course. They are confused in developing topics, grammatical errors, word choice problems, and poor organization. The overall mean of students' writing problems in the fourth semester is 3.35 and is categorized as "high". Specifically, students' problems in developing topics are 3.46, grammatical errors (3.20), word choice problems (3.51), and poor organization (3.21). Furthermore, from the interpretation of the mean score, most of the students agreed that they had dominant problems in vocabulary and topic development.]]>
<![CDATA[Combining Think Pair Share Model with Digital Media to Enhance Students’ Basic Grammar Mastery: Is It Effective? ]]>
<![CDATA[Eka Novita Sari]]>;
<![CDATA[Ardiana Ardiana]]>;
<![CDATA[Ika Sastrawati]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4733
<![CDATA[Grammar is an important aspect of learning English and any language. However, for some students, mastering English grammar is considered arduous as it requires students to understand plenty of rules, and this makes them desperate to learn. This study aims to find out whether Think Pair Share method combined with digital media may enhance the students’ grammar mastery at UPT SMPN 1 Binamu. This study was a pre-experimental study where the data was obtained from a basic grammar test. The population in this study were students of class VIII.I at UPT SMPN 1 Binamu for the academic year of 2022/2023. The results showed that the average score of students' grammar mastery consisting of pre-test and post-test, namely Pre-test was 18.75 which was categorized as "Very Poor and Poor" while post-test was 87,25 which is categorized as "Excellent and Very Good". This shows that the average value of the pre-test and post-test increased by 68.5 points. The t-test analysis showed that by applying a significant level of 0.05 with a degree of freedom of 23 and a p-value (sig .2-tailed) is 0.000 indicating that there is a significant difference between the pre-test and post-test results of the students. In other words, the result (sig.2-tailed) of the students' post-test is not greater than the significance level (0.000< 0.05).]]>
<![CDATA[The Students’ Well-Being in Online Speaking Class During Pandemic (A Quasi-Experimental Study in Academic Speaking Class) ]]>
<![CDATA[Farid Noor Romadlon]]>;
<![CDATA[Mochlis Ekowijayanto]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i2.4662
<![CDATA[Student welfare has an important function. Pandemic completely affects the world, especially teaching and learning activities. This study focuses on the impact of student prosperity on student academic performance in the learning process Speaking in online class during pandemic, find out students’ academic performance enhancement after conducting online speaking class using Zoom platform, and know students’ responses in the use of Zoom platform in online speaking class. This course uses One Group Pretest-Posttest Design through which 32 students in the fourth semester of the English Education Department are reviewers. The instruments used to research are student prosperity questionnaires, student pretest-posttest papers, and student response questionnaires. Obtaining a student t prosperity questionnaire before and after the use of Zoom platform tested correlation brings up numbers 0.038 and coefficient of relationship 0.41. The students' pretest and posttest scores were tested through the paired sample T-test, which was significant 6% giving a score of 0.003. The student's idea acquisition is ≥ 630% in accordance with the provisions. So it can be concluded that students’ well-being is well-maintained in speaking online class during a pandemic using the Zoom platform.]]>
