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 relational patterns of selected factors influencing the EFL college learners' reading comprehension ]]>
<![CDATA[Nuriyatul Hamidah]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.6922
<![CDATA[Having an effect on reading, metacognitive awareness, self-efficacy and motivation are considered as the main factor in affecting EFL reading comprehension. Thus, the aim of the present study is to investigate the relational pattern of those selected factors toward EFL reading comprehension and investigates the contribution of each variable. The design is categorized as quantitative study. The subjects of the study consisted of 90 students of the English Letters and Language, Humanity Faculty, UIN Maliki Malang. The instruments used in this study are a test and questionnaires. Moreover, the data are analyzed using multiple regression techniques including a correlation design called Path Analysis. The result of the study has shown that the regression model in the first layer is proven insignificant to the independent variable. The total contribution of all variables in the first layer is 2.5%. While, the regression model of second layer is proven significant. The total contribution of all variables in the path diagram in the second layer of this study is 44.86%. Based on the result, it is suggested for the future research to have a research on other factors such as combining affective and cognitive factors while considering students' diversity such proficiency level, personality and gender.]]>
<![CDATA["Yo, dude! This chick is whack": English exclamations in romantic films ]]>
<![CDATA[Herlianto A]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.7497
<![CDATA[This research investigates the forms and functions of English exclamations. By applaying qualitative and quantitative research methods, this research takes romantic films as the subjects. The result showed that in those films the exclamations functioned in the most frequent intensities are to show wonder, anger, surprise and pleasure. While the most frequent forms used are declarative, interjection + declarative, interjection, directive, and interrogative, respectively. These indicate that romantic films tend to express exclamations by declarative rather than other forms in which the context plays an important role for determining what is an expression as exclamation or not rather than the form itself.]]>
<![CDATA[Students' perception toward the use of TikTok video in learning writing descriptive text at MAN 1 Gresik ]]>
<![CDATA[Syaifuddin Syaifuddin]]>;
<![CDATA[Wiwik Muyassaroh Abdi]]>;
<![CDATA[Alfufatin Nabilah]]>;
<![CDATA[Dewi Larassati M.P]]>;
<![CDATA[Fairuz Lazuwardiyyah]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9017
<![CDATA[The purpose of this study was to explain the students' perception towards the use of TikTok in learning writing descriptive text. This analysis was a descriptive quantitative with a survey approach through questionnaire. The total of sample was 85 students at Islamic Senior High School of 1 Gresik especially from X MIPA 3, X MIPA 4, and X MIPA 5 in the 2020/2021 academic year. The information of this study was obtained through 15 questions adapted from Ilmiyah et al. & Ilmi. The researchers analyzed the data from questionnaire using SPSS 16 program to find out the descriptive statistical analysis. The finding captured that the interpretation of students regarding the use of TikTok in descriptive text of learning writing was positive. The students said they agreed with the use of TikTok in learning writing descriptive text due to it contributes positively and can foster the motivation of students. Furthermore, it makes the learners pay attention and participate in the learning process. Therefore, it is also recommended to students and teachers to use TikTok in order to create a contextual, relevant, and meaningful learning process, especially in writing descriptive text. They also allow students to participate in the learning process actively.]]>
<![CDATA[Coping with large multi-level class in English language learning ]]>
<![CDATA[Benny Kurnianto]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9212
<![CDATA[To improve students' English proficiency, Indonesian Civil Aviation Institute has placed TOEFL® preparation in the curriculum of study program. Nevertheless, the learning design was not common compared with similar program of TOEFL® preparation in another institution. ICAI put a single teacher in class consisted of 24 students with various skills. Consequently, the English teacher had to employ a strategy to cope with this large multilevel class. This qualitative research was conducted to analyze the teacher's strategy. Its purpose is to give enlightenment toward the conformity between learning design and learning objectives. A pre-test and post-test were given to a determined class and the grades were compared to see the fulfillment of the objective. An observation and note taking was undertaken during the learning process to explain the strategy. The result shows that the teacher occupy cooperative learning through flexible grouping to cope the class challenge. While the result shows 57% students in the class were able to gain 500 as minimum required score, it has implication in examining the learning design in broader context.]]>
<![CDATA[The effectiveness of generating interactions between schemata and text (gist) strategy towards the students' writing skill in Indramayu ]]>
<![CDATA[Indra Yoga Prawiro]]>;
<![CDATA[Siska Nurhasanah]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9323
<![CDATA[Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students' writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.]]>
<![CDATA[The implication of bilingualism in EFL classroom: An investigation of teaching and learning in English department ]]>
<![CDATA[Chairuddin Chairuddin]]>;
<![CDATA[Maulana Yusuf Aditya]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9352
<![CDATA[Bilingualism is used as a cover term for multilingualism, too - speaking more than two languages. Some researchers use the term plurilingualism for speaking more than two languages. few bilinguals are as proficient in any second language as they are in their first language. This research aims to determine the implication of bilingualism in EFL classroom. Descriptive qualitative is used as a research approach and its application uses phenomenology methods. The findings showed that the implication of bilingualism to students' speaking. The implication is about interact and apply the lecturers' utterance. It can be said this implication related to the students' understanding of the word meaning in speaking. Second implication from the observation data is about students' comprehension in a certain word, such as compounding. The lecturer used bilingualism to explain the meaning of the word. By using Bahasa, the students were easier to understand the lecturer statement. In this case, the students knew what the lecturer's uttered and finally they could know the meaning of the word.]]>
<![CDATA[Blended learning to enhance English writing assignments without using online tools ]]>
<![CDATA[Parichart Charernwiwatthanasri]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9517
<![CDATA[From face-to-face to online teaching an English for Reading and Writing course is challenging to provide learning strategies and assessments that fit the pedagogical style of the online environment since there are many online tools (e.g. translation machine, grammar check software, and websites) for assistance in English writing. This study aims to investigate students' learning strategies in taking an online writing assignment, with an emphasis on using authentic assessments to encourage students to avoid using online tools and plagiarism in their writing. The findings show that during online learning, students made use of online tools, and they searched for the information on the internet as an assistance in writing an assignment. However, using Blended Learning and four different types of writing tasks significantly reduces the use of online tools, and it enhances students' active participation in the assessment process. The guided instructions of each task also help students to improve their writing skills, and most of the students preferred to work in small groups to complete the activities online which enhanced interaction and the sense of an online learning community.]]>
<![CDATA[The effectiveness of Google Classroom in teaching English during Covid-19 at SMA N 1 M. Payed ]]>
<![CDATA[Irma Dewi Isda]]>;
<![CDATA[Imran Imran]]>;
<![CDATA[Purwati Purwati]]>;
<![CDATA[Rahmiati Rahmiati]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9518
<![CDATA[This research aimed to find out Google Classroom effectiveness, which was used to enhance students' speaking skill. This research used a quasi-experimental with a pre-experimental research design. The subject of this study is the eleventh grade of senior high school at SMA N 1 M. Payed. It involved 25 students as a sample of this study. In the process of data collection, the researcher used a pre-test and post-test. The researcher analyzed the data using Wilcoxon Ranks Test to test the hypothesis. This study found the value of significance (2-tailed) was lower than the significance level (0.000 < 0.05), then the Ha was accepted. It means there was a significant value on students' achievement of the speaking skill by using Google Classroom. Finding obtained of pretest 71,20 and posttest 78,16. In conclusion, the mean pretest and posttest scores differ significantly, or there is an effect of using Google Classroom enhancing students speaking skill at SMA N 1 Manyak Payed. However, it can be concluded that Google Classroom significantly affects students' speaking skill and helps them finish and collect the assignment without any bound by time and space.]]>
<![CDATA[The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners ]]>
<![CDATA[Nur Jamilah]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9519
<![CDATA[This research aims to identify the effectiveness of using metacognitive strategy in teaching online descriptive text. Fifty students of the second year at MA Al-Istiqomah, Mojokerto were involved in this study. This research is One-Group Pretest-Posttest Design. Students' reading achievement based on the minimum passing score and field notes were the instruments to get the data. The present study results in the implementation of metacognitive strategy improved the students' skill in reading online descriptive text especially in ascertaining main idea, supporting idea and topic sentence. This showed the significant improvement of the students' reading comprehension skills of an online descriptive text when implementing metacognitive strategy on their learning process. The finding of the present study is expected to be applicable in the online based class during this pandemic Covid -19.]]>
<![CDATA[The elimination of anticipated written errors from L1 interference through flipped classrooms ]]>
<![CDATA[Napacha Prapawadee]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v2i1.9524
<![CDATA[Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students' written work, so these studies conclude that the main cause of errors is L1 interference. In addition, other related studies reveal that flipped classrooms can support students' learning process. It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited. Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities. The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study. The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities. Also, a pre-test and post-test on simple sentences are used to investigate the students' learning outcomes via the flipped classroom. The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement. Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.]]>
