Journal of English Teaching and Applied Linguistics (JETAL)
Journal of English Teaching and Applied Linguistic (JETAL) is a peer-reviewed journal published in Indonesia by the Department of English Education, Faculty of Teacher Training and Education, the University of HKBP NOMMENSEN (PSPBI FKIP UHKBPN). This journal is published twice a year: April and September. The scopes of the journal include the following topic areas: English Language Pedagogy, TEFL, English Teaching, English for Specific Purposes (ESP), ELT Materials Development and Evaluation, English Language Testing and Assessment, Linguistics, Translation, Critical Discourse Analysis.
Articles
136 Documents
<![CDATA[The Effects of Wordle Media on Students’ Vocabulary Mastery ]]>
<![CDATA[Pamungkas, Nailul Author Restu]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 2 No 2 (2021): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v2i2.531
<![CDATA[The incorporation of technology-based media and teaching English vocabulary is considered to be puzzling. Teachers should take into account the students’ learning style and their capabilities in operating the technology-based media. One of the practical technology-based media to teach vocabulary is Wordle. This study attempted to examine the effectiveness of an intervention using Wordle media to improve students’ vocabulary mastery. This study involved 74 students of a private vocational school in Bandung. A quasi experimental research study was employed as the design of research. The findings indicated that implementing Wordle media proves to be effective in enhancing the students’ vocabulary mastery. There is significance differences between experimental and control classes.]]>
<![CDATA[An Analysis of Lexical Cohesion on the Students’ Writing ]]>
<![CDATA[Sidabutar, Usman]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 2 No 2 (2021): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v2i2.533
<![CDATA[This research aims at finding lexical cohesion in high and low-graded lexical cohesion types on the students' narrative writing. The researcher wants to reveal the reasons why the writing problems exist in lexical cohesion and also to find out what way that the students will use to solve the lexical types in writing narrative text. The present research uses the types of lexical cohesion as proposed by Halliday and Matthiensen (2014). The lexical cohesion items consist of repetition, synonymy, antonymy, hyponymy, and meronymy. The data of this research are derived from students' writing through writing research papers. This research was conducted in qualitative. The results show that repetition becomes the highest occurrence in the students' writing as there are 240 occurrences (64%) in total types of lexical. Nevertheless, the least kind of lexical cohesion is hyponymy. There are only 20 occurrences (6, 6%). It can be seen that the meaning relation in the text occurs among the six types of lexical cohesion to make cohesive text. Besides that, the context of the text itself also refers to coherent text. It means that the text should consist of interrelated sentences to achieve good unity. Both are related to each other in creating well-structured text. The students were sometimes difficult to connect one word with other words. There might be a reluctance of translating the classification of the real words of EFL. Pedagogically, the students need to get studying vocabularies professionally to upgrade the stage of English into an advanced level especially in teaching English writing ability. It was recommended to teachers or lecturers to take an in-depth look at the EFL learners' problems in writing English more than and the English lecturers practice the prompt way to master vocabulary as the core of enhancing the writing quality]]>
<![CDATA[Humor as an Approach Used by Teacher to Evoke Students’ Motivation in EFL Online Learning ]]>
<![CDATA[Nashruddin, Nashruddin]]>;
<![CDATA[Alam, Fiptar Abdi]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 2 No 2 (2021): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v2i2.536
<![CDATA[Covid-19 pandemic condition demands the learning activities to be conducted online. The current study aims to investigate the types of humor inserted by the teacher in the EFL online teaching-learning activities, and students’ responses toward the teacher’s humor. The participants of this descriptive qualitative research are an EFL teacher and 29 students of the 2nd grade at SMA Muhammadiyah Barru. To collect data about the types of humor used by the teacher, the researchers directly observe the online learning activities conducted by the teacher and his students. For gaining the deepest data about students’ responses toward the teacher’s humor, the researchers randomly interview 10 from those 29 students. The researchers found that in the online teaching-learning activities, the teacher inserted humorous words that based on the theory were classified into pun fan, joke, innuendo, malapropism, and absurdity. Besides that, the researchers also found new types of humor used by the teacher, which were then named as local humor and plesetan humor. From the interview result, it is found students’ responses towards the teacher’s humor indicate that humor maintains students’ focus in learning activities, stimulates students to solve problems quickly, and keeps students’ self-confidence in online learning.]]>
<![CDATA[Writing Descriptive Mapping on students D3 Bahasa Inggris Programs ]]>
<![CDATA[SILALAHI, ELFRIDA BR]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 1 (2021): September ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v3i1.559
<![CDATA[ABSTRACT This study concerns with the improve students’ creativity ability in writing descriptive paragraph through mind mapping technique. The objective of this study is to discover whether the use of mind mapping could significantly improve students’ creativity ability in writing descriptive paragraph. With support from the theory by Buzan. This study was conducted by applying Classroom Action Research which was carried out in two cycles in 4 meetings. The subject of this study was the Administration Public course in 2ed semester of Students Universitas Merdeka Malang which consisted of 20 students. The data will take in quantitative and qualitative data. Where quantitative data collected by giving descriptive writing tests that related to topic in TA( (tugas akhir) and calculating the mean of students’ scores. The quantities data were collected by the students’ score in (80. 55) which was higher than the first cycle (74.95) and orientation test (69.65). The qualitative data were collected observation and questionnaire sheets. The analyzed qualitative data gathered from the observation and questionnaire sheet during cycle I and II. It was found that students also made improvement students creativity in writing descriptive paragraph by using mapping on their TA (tugas akhir) while guidance and teaching learning proses . Despite all students got problems at 1st meeting, they could handle their difficulties and more enjoy their lesson. By the process they become active and creative in writing descriptive paragraph and qualitative data showed students strongly agreed by mind mapping had solve students problem in writing TA (tugas akhir) that related to writing descriptive paragraph. The result of the research showed that mind mapping significantly improved students’ ability in writing TA (tugas akhir) that related to descriptive paragraph text.]]>
<![CDATA[The Investigation of Using Out-Classroom Experiences to Enhance Indonesian EFL Learners’ Speaking Performance ]]>
<![CDATA[Sidik, Ezis Japar]]>;
<![CDATA[Utomo, Dhafid Wahyu]]>;
<![CDATA[Juniardi, Yudi]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 1 (2021): September ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v3i1.577
<![CDATA[The role of English in Indonesia can be said quite special because English is the only compulsory foreign language included in secondary curriculums. However, the special status of English in national education is not accompanied by satisfactory results. Out-classroom experience (OCE) is believed to overcome this issue and has been applied successfully. Therefore, this study investigates the use of out-classroom experience in enhancing Indonesian EFL learners’ ability in speaking English. By conducting a case study approach, the research used triangulation data collection techniques consisting of classroom observation, interview, and speaking performance test. The study involved 40 undergraduate students from one of the public universities in Banten province as its subjects. The result showed that the use of OCE positively contributes to the development of students’ speaking development. Out-classroom activities can facilitate the learners to access or even create language exposures by themselves. This study provided some implications about using OCE for language teachers and educational practitioners. Keywords: Out-Classroom experiences, speaking, college students, EFL context]]>
<![CDATA[Content Analysis of an EAP Coursebook in an Islamic University ]]>
<![CDATA[As Sabiq, Agus Husein]]>;
<![CDATA[Muflihah, Muflihah]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 1 (2021): September ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v3i1.598
<![CDATA[Evaluating a coursebook is necessary to find the strengths and weaknesses to improve the quality of sources and professional development. This study aimed to investigate the suitability of EAP coursebook materials with the criteria for good teaching materials and the English language needs of IAIN Purwokerto students. The study engaged 83 second-semester students at IAIN Purwokerto, who were randomly drawn from each study program at IAIN Purwokerto. The researchers employed a content analysis procedure: the unit of analysis covering places, actors, activities, research variables in the form of teaching materials in EAP courses, and data collection using a checklist. The analysis of the research is based on the criteria of good teaching materials and the students' English needs which cover the target requirement component for needs analysis, consisting of the students’ needs, shortcomings, and desires. The researchers found that the suitability of the coursebook with the criteria for good text teaching materials has average level of relevance of 50.13%, which is quite appropriate in the category. There were some weaknesses or shortcomings that made this EAP course book not classified as a high level of relevance. English language needs of IAIN Purwokerto students tend to learn integrated language skills, especially speaking and listening.]]>
<![CDATA[The Effect of Minecraft Video Game on Students’ English Vocabulary Mastery ]]>
<![CDATA[Sudarmaji, Imam]]>;
<![CDATA[Yusuf, Danu]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 1 (2021): September ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v3i1.600
<![CDATA[Vocabulary mastery is important to acquire a language. Learning vocabulary has several barriers that slow down the progress. Minecraft application is used as a new method of learning English vocabulary. The goal of this research was to investigate whether there is a significance positive effect after used Minecraft application on students’ vocabulary mastery for 5th grade elementary students. A quasi-experimental method was used in this research with 63 students of SDN Poris Plawad 1 Tangerang, which separated into an experimental group (n=31) and a control group (n=32). The results revealed that Minecraft has better score result than the conventional method. Besides, the students’ behavior also resulted to be better than the conventional method. The survey also revealed that the students agreed that Minecraft was making the learning easier, less boring, less stressful and happier. However, the results could not be generalized due to the small sample taken in this research.]]>
<![CDATA[HUMAN COURAGE AND DIGNITY IN ERNEST J. GAINS A LESSON BEFORE DYING ]]>
<![CDATA[Rosa, Simamora]]>;
<![CDATA[Rumapea, Linus]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 1 (2021): September ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v3i1.607
<![CDATA[This research is on human courage and dignity in Ernest J. Gainess novel, A Lesson Before Dying. People are able to face threat, pain, danger, or even death in order to maintain their right and dignity relying on courage.This is library research and applies mimetic criticism proposed by Abrams saying that a work of literature is the imitation of the real world. It depicts human being who struggles to maintain and get acknowledgement of their right and dignity to live in respect and worth.The analysis focused on how courage and dignity raise someone who is desperated into brave and thoughtful to face his death. He is desperated because of a false accusision of being a murderer, compared as a hog, and sentenced to death in electric chair. Comparing to a hog makes him lost his courage and self-esteem. He eliminates himself and does not want to speak with others. His godmother disagrees with it and asks a teacher to teach him that he is a human being and should die as a human being too. Then, he is taught by a teacher of moral and obligation to face his death courageously and show that he is a human being who has duty and responsibility. Finally, he is able to sacrifice his death as a symbol of his courage and dignity to himself, his family and community. It is found that the author Ernest J Gains through the novel has vividly portrayed human beings who have courage are able to maintain and get acknowledgement of their right and dignity although they have to face threat, pain, danger, or even death.]]>
<![CDATA[ELT During The Covid-19 Pandemic; Practices and Challenges ]]>
<![CDATA[Syafi'i, Ahmad]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 2 (2022): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v3i2.593
<![CDATA[The purpose of this study is to evaluate the practices and challenges of online learning or so called Learning From Home (LFH) in English Department during the even semester 2019/2020 academic year. The subject of this study are 8 lecturers of English Department at STKIP Al Hikmah. This study employed descriptive qualitative research design. The instrument used is daily online teaching monitoring and evaluation questionnaire. The result of this study is categorized into five aspects namely 1) online learning applications frequently used by the lecturers are WhatsApp, Google Classroom, Schoology, Quizizz, E-mail, Zoom Cloud Meeting, Email, and Youtube 2) online learning activities frequently conducted by the lecturers are uploading materials, discussion forum, conducting quizzes, uploading assigment,, and video conferences, 3) scheduled assignment submission rate, 4) students’ participation rate and 5) challenges and alternative solution proposed by the lecturers during the online learning.]]>
<![CDATA[A Study on Vocabulary Learning for Young Learners in Gwynfor English Course Jombang in The Academic Year of 2021/2022 ]]>
<![CDATA[Ardi, Ardiansyah Ardi]]>
<![CDATA[ JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 2 (2022): April ]]>
Publisher : <![CDATA[English Education Department at FKIP Nommensen University ]]>
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DOI: 10.36655/jetal.v3i2.603
<![CDATA[This research is based on learning vocabulary in A 1 class of Gwynfor English Course Jombang. Most of students complain that the teaching activities are very boring. Moreover, speaking skills require a lot of practice so that students are fluent in English. vocabulary is a core part of language skills and provides much of the basis for how well students speak, listen, read and write. Many students in Indonesia are difficult to understand English lessons properly, their main obstacle is the lack of vocabulary mastery. The problem of this research how are the teachers make learning English easy to understand and how are the processes of learning vocabulary in Gwynfor English Course Jombang. The researcher uses the descriptive qualitative method. In this study the researcher found some ways that used in by the tutor in teaching vocabulary learning in A 1 class are using songs, games and pictures.]]>
