J-REaLL
Journal of Research on English and Language Learning (J-REaLL) with ISSN numbers 2721-5016 (online) and 2721-5024 (printed) is an international journal that is published twice a year in the months of February and August. The aim of this journal is to promote a principled approach to research on English Language Teaching and Learning-related concerns by encouraging inquiry into the relationship between theoretical and practical studies. The journal welcomes contributions in the areas of English as a Lingua Franca (ELF), Teaching English as a Second and Foreign Language (TESL/TEFL), English Language Testing and Assessment, Curriculum and Development, Linguistics, Translation, ICT-based Learning, Teaching English for Your Learners (TEYL), English for Academic Purposes (EAP), English Language Teaching and Learning (ELT), Teachers’ Training and Education in ELT, and Review Papers (Scoping/Systematic Literature Review (SLR)/Bibliometrics). Journal of Research on English and Language Learning (J-REaLL) has been publishing the articles since February 2020 precisely since the release of Volume 1, Number 1, 2020. Journal of Research on English and Language Learning (J-REaLL) has been accredited by Science and Technology Index (SINTA-4) since December 7th, 2022 (from Vol. 1 No. 2 up to Vol. 6 No. 1). Journal of Research on English and Language Learning (J-REaLL) is indexed in the database Google Scholar, Directory of Open Access Journals (DOAJ), Indonesia One Search, Garba Rujukan Digital (Garuda), Ministry of Religious Affairs Reference (Moraref), Scilit, WorldCat, Crossref, Dimensions, Bielefeld Academic Search Engine (BASE), Public Knowledge Project (PKP|Index), Every submitted manuscript will be read by the editorial team. Manuscripts that are evaluated by editors and deemed not in accordance with the criteria of the journal will be rejected without external review. Then, a manuscript that has a special interest to readers is sent to peer reviewers, with two (2) different reviewers for each article by using the double-blind system. After reviewing the manuscript, it will be returned to the author for the revision process. In this journal, we have forty-one (41) reviewers. The editorial team makes decisions based on reviewers’ recommendations. The Editorial Board invites the authors to submit the best manuscripts to be published in this journal.
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<![CDATA[The capacity of human memory: Is there any limit to human memory? ]]>
<![CDATA[Ehsan Namaziandost]]>;
<![CDATA[Meisam Ziafar]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6432
<![CDATA[There exist some estimates of the capacity of human memory. Recent studies have proven the fact that Long Term Memory is subject to constant reconfigurations mostly at lower levels of neural clusters. There is no consensus on one definition for the capacity of memory. As far as retrieval of items present in memory is not the concern, it is reasonable to refrain from putting limits on capacity of human memory; otherwise, one must accept a number game which renders no fixed definite final estimation. Recently such capacity is defined as the amount of interference created by the item which must remain active in the memory.]]>
<![CDATA[The portrayal of gender difference toward swear word: an investigation of words and expressions used by Indonesian students ]]>
<![CDATA[Siti Aisyah]]>;
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Tera Athena]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6747
<![CDATA[The society in using language is susceptible to any type of word including the expression of swear word. This research aims to determine of the types in swear word use based on the gender of its use in communication. Descriptive qualitative is used as a research approach and its application uses phenomenology methods. The data are from male and female students by matching them to Wardhaugh's and Jay's list of swear word. Students of elefth social three are selected for this research. Analysis of the results of gender-based reviews shows that men are stronger in the use of swear word forms. In contrast to women who are more aggressive and talk much only in their groups. Sex, death, excretion, bodily functions, religious matters, politics, mother-in-law, animals, nicknames are more widely used by men. For the types of rude comments women use more. This is indicated by their words and expressions that are more feminine and long-winded. Finally, the swear word which is included in this taboo word is used sometimes not the same for men and women.]]>
<![CDATA[Illocutionary speech acts on Donald Trump's speech in addressing the covid-19 breakout ]]>
<![CDATA[Neni Nurkhamidah]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6756
<![CDATA[This research aims at finding out the illocutionary speech act on one Donald Trump's speech in addressing the COVID-19 outbreak. The speech is conducted at Oval Office in 11 March 2020. This is a qualitative research that implemented the theory of speech act by Searle (1979). Result shows that Trumps made all five categories of illocutionary speech act with different amount of each category. The most utterances he made is assertive (54%). The type of assertive in his speech is boasting, claiming, describing, informing, and stating. The next category is commissive (29%) that consist of promising, and planning. In directive categories (15%) the utterance he made is commanding and advising. And Expressive (1%) consist of thanking and the last is declarative (1%) can be seen from his utterance when he blessed the audiences.]]>
<![CDATA[The application of reader-response theory to teach symbolism in literature class for EFL students ]]>
<![CDATA[Putri Rindu Kinasih]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6757
<![CDATA[For years, scholars believed one effective approach that can be used in teaching literature in EFL context is reader-response approach yet very limited study can be found about the application of reader-response theory in teaching symbolism. Whereas, symbolism is considered as the most important elements of serious imaginative literature which provide rich sources of insight. The problem is, deciding exactly what is represented by a symbol is not an easy thing to do, though the general meaning is clear because a symbol most commonly represents something unnamed. This research aimed to find out the application of reader-response theory in teaching symbolism. This research observed 16 participants majoring in English Literature program. Within four weeks, the participants were asked to read selected poems and short stories and asked to write a reflective writing as a response. Then, the writings were assessed by using critical thinking rubric. From this research, it can be drawn that the participants' score of symbolism interpretation were increasing by the end of the research. In other word, reader-response theory is beneficial to the improvement of students' inadequacies in studying symbolism and offers potential benefits to solve problems in literature discussion such as low self-confidence and fear of stating out different interpretations. By the end of the research, the participants are more accustomed to express various ideas and more motivated to explore more supporting sentences to strengthen their ideas.]]>
<![CDATA[Peer review in writing activities: outcomes and perceptions of EFL students ]]>
<![CDATA[Theresia Adventris Ndohna Ruru]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6845
<![CDATA[This study aims at investigating the effect of peer review on students' writing ability and the students' perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.]]>
<![CDATA[Teaching English: An afresh sophisticated technique to cultivate digital native learners' vocabulary by utilizing seesaw media as digital literacy ]]>
<![CDATA[Ikrar Genidal Riadil]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6855
<![CDATA[In the modern and digital era, digital native’s learners are conceived into an era of digital networking. It keeps everything connected to technology. Digital natives with digital technical expertise and abilities which can theoretically be utilized for improved learners’ interaction in the classroom. The government has began to vigorously increase the literacy culture in schools by doing reading literacy.Teachers will be willing to provide an precedent by developing a community of literacy at school. Increased classroom reading atmosphere also improves vocabulary for learners studying English. The Seesaw Media implementation may also help learners to insert allusions to enhance scientific knowledge as a regulatory framework for learning. The aim of this research was to discern the use of Seesaw as the media of literacy to cultivate learners’ vocabulary. This research pursued to answer two research questions; (1) does Seesaw Media helps learners to improve their reading ability? And (2) what are the impacts of Seesaw Media application on the learners on developing vocabulary? The methods used by the researcher were; firstly, the researcher distributed the questionnaire with the English learner's. Secondly, the researcher assessed the feedback from the respondents. Thirdly, the researcher sought the response to the learners on the effect of reading ability by using Seesaw. This research has used descriptive qualitative to conduct the research study. This result of the research has shown the Seesaw Media helped learners to improve their reading ability.]]>
<![CDATA[The errors of EFL students' TOEFL iBT integrated writing task ]]>
<![CDATA[Nurhayati Irmawan]]>;
<![CDATA[Rahmi Aulia Nurdini]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6860
<![CDATA[Reading, Listening, Speaking and Writing are four skills tested in TOEFL iBT. The two types of questions in the writing task of TOEFL iBT are independent and integrated. Focusing on the integrated task in which test-takers require to read a passage, to listen to a lecture related to the topic of the reading and to summarize the listening by explaining how it relates to the points in the reading (Peterson, 2007:8). This research analyzed the errors of students' writing production of integrated task. The research samples of the task were taken from 7 (seven) TOEFL iBT candidates. Examining 14 integrated tasks, this study categorized the errors into three major categories: grammar, mechanics, and content errors. This study found that most frequent grammatical errors were in the verb (22%),agreement (20%), and followed by a noun (14%). The findings of mechanic errors are mostly in the use of capitalization at the beginning of a sentence. In the part of punctuation errors, it was found that the omission of a comma as a frequent error. The last results are content errors which consist of plagiarism; own idea addition; question addressing in which if the test takers’ response focuses on one of the two passages and completely ignores the other one; and missed information in which testtakers are unable to absorb key information from reading and listening passage. It is expected that these findings enable TOEFL iBT tutors to recognize candidates' problems and improve their teaching approach to reach better results.]]>
<![CDATA[Redirecting EFL writing instruction through mind mapping technique in senior high school ]]>
<![CDATA[Besral Besral]]>;
<![CDATA[Sari Yustina Luli]]>;
<![CDATA[Yola Veranita Putri]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6895
<![CDATA[The purpose of this research was to see the effects of Mind Mapping Technique toward students' writing ability especially in writing descriptive text. The results of Post-test experiment and control class were used to confirm the hypothesis. The population of this research was all of the students at X grade of Senior High School 3 Padang Panjang, consisting of 96 students who spread in 3 classes. Two classes were taken as sample by using cluster random sampling. Writing test was used to collect the data. The treatments were done in six meetings. The data of this research were analyzed by using Statistical Product and Service Solution (SPSS) Program. The result showed that the mean score of students' post-test at experimental class was (65.94) higher than those of control class (58.16). The calculation of the test showed that t-calculate was (8.27) higher than t-table (1.67) at the significant level of .05 meaning that students who were taught through Mind Mapping technique produced better writing skills in descriptive text. It can be concluded that teaching writing by using mind mapping technique gave significant difference on students' writing ability at X grade of Senior High School 3 Padang Panjang. Therefore it is recommended that English teachers should use this technique to improve students' writing ability.]]>
<![CDATA[Problem based learning: a model in teaching English at junior high school ]]>
<![CDATA[Isrokijah Isrokijah]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6900
<![CDATA[Problem Based Learning (PBL) is one of teaching models required in Curriculum 2013. However, not many teachers apply it in teaching English. This happens because of their lack of knowledge about PBL and how to apply it in the class. This article aims at elaborating how to implement problem based learning (PBL) as an effective model in teaching and learning English at junior high school. By knowing how to apply PBL in the classroom it is hoped that the teachers will be motivated to use PBL in their teaching English, PBL increases students' motivation in learning, their ability to work independently and collaboratively with others, and their problem solving skills in order that the English learning objectives can be achieved.]]>
<![CDATA[Illocutionary act between barista and customers in Starbucks coffee shop at Changi airport ]]>
<![CDATA[Isbandi Isbandi]]>;
<![CDATA[Nurma Dhona Handayani]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6923
<![CDATA[This research primarily aimed to analyse the types of the illocutionary act proposed by Searle (1979), secondly to find the dominant type produced by both sides, between barista and customers' utterances at Starbucks coffeeshop Changi Airport. This research applied observational method and non-participatory technique as the way collecting the data. The design of this research were qualitative and quantitative research. Qualitative research is applied to analyse the data in the form text. In contrast, quantitative research used to count the number of utterances, to conclude which types of illocutionary acts find dominantly during the conversation. It was found that directive, representative, and expressive types were in the utterances. Meanwhile, commissive and declaration type did not find in the utterances. The result from this study showed that directives illocutionary act as the most frequently found in utterances, because the communication which takes place in coffeeshop between the baristas and customers usually only needed to ordering and just give information (informing).]]>
