Articles
156 Documents
<![CDATA[Integrating Themes of Care into English Curriculum: Toward the Enhancement of Students’ Moral Reasoning Skill ]]>
<![CDATA[Sugiono, Sugiono]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v3i1.2362
<![CDATA[The purpose of the study is to explore possible strategies to ‘insert’ themes of care into Indonesia’s English curriculum. It is stipulated that the English curriculum containing themes of care, ethics and morality can contribute to the advancement of students’ engagement in learning and enable moral reasoning skill toward the generation of responsible members of society upholding values of tolerance and respect for difference of others. This is a library research, employing a qualitative content review of related literature to find strategies for integrating themes of care into English curriculum. It is found that integrating themes of care into curricular subjects, including English, is very possible to undertake, and provides students with higher order thinking skills in a functional manner. It is of great importance to students as they get benefits from being taught the ways to approach and eventually solve complex, real-life moral problems by applying particular skills drawn from the PAVE moral reasoning strategy. The English curriculum addressing such a long-term outcome for the application of the integration incorporates teaching students how to attain balanced competence, academically, socially and morally all at once.]]>
<![CDATA[A Study of The Correlation Between Achievement Motivation, Self-Concept, Socioeconomic Status And English Learning Achievement of The Second Year Students of Smp Negeri 3 Bulukumba ]]>
<![CDATA[Hajriah, Ria]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 2, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v2i2.1438
<![CDATA[This study was conducted to find out the students’ achievement motivation in learning English, to find out the students’ self-concept in learning English, to find out the students’ socioeconomic status, to find out the students’ English learning achievement. To analyze the correlation between students’ achievement motivation and English learning achievement, to analyze the correlation between students’ self-concept and English learning achievement and to analyze the students’ socioeconomic status and English learning achievement.This study employed correlational research. The technique of taking sample was random sampling. The population of this research was 90 students of the second year students of SMP Negeri 3 Bulukumba which belong to three classes. The sample of this research was 45 students. It took from 50% of population, 90 x 50/100 = 45 students. The research data were collected using questionnaires and test. The data were analyzed by using Likert scale and descriptive statistics through SPSS 17.0 version. The research result showed that the second year students of SMP Negeri 3 Bulukumba have high achievement motivation in learning English. This was proven by mean score of achievement motivation 81.57. It was classified into high achievement motivation categories ranges from 68 – 84 score. The students have high self-concept in learning English This was proven by mean score of self-concept 80.24. It was classified into high self-concept categories ranges from 68 – 84 score. The students have moderate socioeconomic status categories. This was proven by mean score of socioeconomic status 64.17. It was classified into moderate socioeconomic status categories ranges from 52 – 68 score. The students have good score in English learning achievement. This was proven by mean score of test 75.71. It was classified into good score in achievement categories ranges from 76 – 85 score. Based on the result of SPSS analysis about the correlation between achievement motivation and English learning achievement was positive and significant with r = 0.757 classified into strong category range from 0.60 – 0.799. The result of SPSS analysis about the correlation between self-concept and English learning achievement was positive and significant with r = 0.803 classified into very strong category range from 0.80 – 1.00. The result of SPSS analysis about the correlation between socioeconomic status and English learning achievement was positive and significant with r = 0.324 classified into low category range from 0.20 – 0.399.education]]>
<![CDATA[The Correlation between Students’ Vocabulary Mastery and Speaking Skill ]]>
<![CDATA[Suryanto, Bradhiansyah Tri]]>;
<![CDATA[Imron, Ahmad Arif]]>;
<![CDATA[Prasetyo, Diyah Ayu Rike]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v3i1.2042
<![CDATA[In an increasingly advanced globalization era where the ability to speak English is a must in keeping up with the times. An analysis of the correlation between vocabulary mastery and students' speaking skills in English is needed. This is because vocabulary mastery is the main point for students to have good speaking skills. This study aims to determine the relationship between vocabulary mastery and speaking skills. This research uses a quantitative approach with a correlation study type. The sample in this study was 52 respondents in the second semester of the Department of English Education, the University of Nurul Jadid using the purposive sampling technique. Data analysis using the Pearson Product Moment formula to determine whether there are a correlation and the level of correlation between mastery of English vocabulary and speaking skill.]]>
<![CDATA[The Implementation of Ecocriticism Approach for Healthy Earth and strengthen the English skill of Literary Appreciation Class at Islamic University of Majaphit – Mojokerto AHMAD IKLIL SAIFULLOH, S.S., M.PD ]]>
<![CDATA[saifulloh, ahmad iklil]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 1, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v1i2.800
<![CDATA[Due to the research by Greenpeace and Air Visual IQ published on March 5 2019, monitored air quality in hundreds of cities across the globe, Jakarta was ranked first. In accordance with educational character based on Indonesian curriculum about 18 standard characters interpreted, and one of them was environmental care. The problem was the way a teacher to blend those characters into a good educational system in the class. In fact there were no definite process to transfer that character to the student in term of plan, proses, content, and evaluation. It proofed that there were many difficulties by the teacher to conduct evaluation to the student about their character because the teacher only focuses on a cognitive area. So that’s why this research try to transform the area of ecology and education to solve those conditions. Due to the condition, the researcher tends to strengthen the educational method on the field of Ecology with Literary Criticism as the media with the title The Implementation of Ecocriticism Approach for Healthy Earth and strengthen the English skill of Literary Appreciation Class at Islamic University of Majaphit – Mojokerto.]]>
<![CDATA[Applying a Lesson Plan for a Digital Classroom: Challenges and Benefits ]]>
<![CDATA[Sugianto, Ahmad]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 2, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v2i2.1506
<![CDATA[A lesson plan is one of the essential parts that may lead English teachers to gain the expected learning outcome. Nevertheless, to implement the lesson plan so that the expected outcome can be met might be challenging if conducted in a digital classroom. This study was aimed to unravel the way a lesson plan was implemented in a digital classroom. A case study was employed and the collected data from interview, classroom observation, and document were analysed through an interactive model. Findings revealed that both strength and weakness as a result of implementing the lesson plan for a digital classroom were perceived by the subjects. This study reached a conclusion that the lesson plan was categorised as good, i.e. it conforms 86.9% to the components of the curriculum 2013. Moreover, the challenges consisted of the aspects of the network connection, preparation, and students’ familiarity with the use of the technology; meanwhile, the benefits covered the aspects of the resources, students’ skills and participation, and efficiency.]]>
<![CDATA[Multiple Assessment Methods Towards the Improvement of Students’ English Language Learning ]]>
<![CDATA[Sugiono, Sugiono]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v3i2.3211
<![CDATA[The study explores the perspective of multiple assessment methods and possibility of applying it in English language learning. Assessment of English language learning needs to consider the philosophical perspective of progressive education. Assessment in progressive notions of education is primarily used to nurture and develop individual students’ capacity and range of talents. Likewise, the perspective of the 2013 National Curriculum demands students’ real performance on relevant tasks. The study notes that an assessment process refers to implementing multiple methods or a range of strategies to make decisions regarding instruction and gathering information about students’ performance and behaviour, diagnoses students’ problems, monitors their progress and gives feedback for improvement. Rather than a single method of assessment, multiple assessment methods are more beneficial to help the teacher triangulate the evidence for a complete picture of student comprehension and understanding. Every method of assessment has weaknesses, and hence, by using multiple assessment methods, the strengths of one particular method can overcome the problematic weaknesses of another.]]>
<![CDATA[Obstacles And Solution Toward English Learning During Covid-19 Pandemic ]]>
<![CDATA[Pale, Erlinda Sonya]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v3i2.2969
<![CDATA[The process of online English learning during covid-19 pandemic brings both positive and negative impact. The positive impact could support learners to learn better. On the other side, the negative impacts could worsen the learning process. The present study was managed in order to answer three research questions mentioned as the problems faced by students and lecturers during English online learning in the pandemic of covid – 19, the most problem took place, and to find out possible solution to deal with the issue. The method implemented in this study was qualitative method with questionnaire and open-ended interview as the instruments. The result of the study pinpointed that atrocious internet was the problem occurred mostly during English online learning. The possible solution such as being focus in online learning, find places with good network, earlier material delivery and self-motivation were proposed by the students. Implementing blended learning was the solution recommended by the lecturers. To sum up, the obstacles in online English learning should be identified in order to be utilized as an input for the improvement of the learning process itself. Furthermore, the solutions could also become the factors to be considered as ways to enhance the process of English online learning.]]>
<![CDATA[Teaching Style Portrayed in Dead Poets’ Society Film ]]>
<![CDATA[Taufiq, Ahmad]]>;
<![CDATA[Islam, Syaiful]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v3i2.3231
<![CDATA[Education cannot be separated from the role of a teacher and the teaching style used. The teaching style is a technique in presenting the teaching content. So that the teaching style can attract students' interest. Dead Poets Society is an educational film with the theme of Education. This film tells the story of an English teacher who inspires his students by teaching poetry using his unique teaching style named John Keating. He uses a different teaching style from other teachers in giving lessons till the students are interested to learn poetry. The object of this research is the main character in this film that is Mr. John Keating and the students’ interest in the teaching style used by the main character. The method This research uses qualitative descriptive. The result of this research was found that there were two types of teaching styles used by the main character in Dead Poets Society film. Those are Personalize Teaching Style and Interactional Teaching Style. Meanwhile, the students’ interest in responding to the teaching style used by the main character are only some of the appropriate indicators, those are Concentration while learning, focusing while the teacher explains the material, Enthusiastic to follow the lesson, trying to do the task difficult as any, enjoying in doing the task or exercise given by the teacher at school, having a high enthusiastic to the lesson and the teacher, and the last is answering the question from the teacher.]]>
<![CDATA[Problem Faced by Students in Direct Discussion Session of Speaking Class ]]>
<![CDATA[Setiawan, Abdilah Bagus Ramadhan Putra]]>;
<![CDATA[Ramadhan, Novia Syifaputri]]>;
<![CDATA[Nuradilla, Tiara]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v3i2.3033
<![CDATA[Many students found that actively participating in direct discussion sessions of speaking class is hard. There are various problems that they felt whenever they wanted to speak in the class. Thus, this study is aimed to discover what are the major problems encountered by the students in a speaking class which cause low participation during the discussion. This study uses survey research and uses a questionnaire as the instrument. The subjects of this study were 34 students of the English Education Department in the 5th Semester at UIN Syarif Hidayatullah Jakarta. The result of the data analysis shows that there are a variety of problems that students feel when they were in the Speaking class. The issues are related to their lack of confidence, bravery, anxiety, and lack of motivation.]]>
<![CDATA[Error Analysis on Students’ Writing in Using Simple Present Tense in Descriptive Text ]]>
<![CDATA[Mukarromah, Maulidatul]]>;
<![CDATA[Suryanto, Bradhiansyah Tri]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33650/ijoeel.v3i2.3119
<![CDATA[The objectives of this study are to know the types of errors and the dominant error made by the students of the ten grade of SMA Istiqlal. The researcher used the descriptive qualitative method as the research methodology. The data was collected from the written test done by the researcher. Based on the analysis that has done by the researcher, the result of the study found that all of the students produce error by total error 92 errors which classified into omission 46 error (50%), 5 error in addition (5,43%), 33 errors in miss-formation (35,86%) and 8 error in miss-ordering (8,69%). Thus, the dominant error was happened in the omission error by total error 46 errors (50%). The source of the error that made by the students are from interlingal and intra-lingual. However most of the errors are from the inralingual source which total 84 errors and 8 errors from inter-lingual.]]>
