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[Vocabulary acquisition on young learners through the use of realia media ]]>
<![CDATA[Fitri Ana Rahmayani]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v3i2.15998
<![CDATA[Learning is an activity that a person does to gain knowledge. As stated below, the teaching and learning process cannot be separated. The reason is both are essential in receiving new knowledge for students. This research aims to know the vocabulary acquisition of young learners through realia media of the fifth grade students of SDN Cangkring Malang 3. The method of this research use a qualitative method. The population of this research was the fifth grade students in SDN Cangkring Malang 3. The total sample of this research consisted of 6 students of elementary school for the fifth grade. The instrument used by the researcher is field note, pen, laptop, and some of the real object. The result of the research showed that the application of vocabulary acquisition with realia by applying with three period lessons methods is significant improve students' vocabulary mastery and also it is effective to interest in young learner to feel the new nuance, fun and an enjoyable learning process. This is having a positive impact on improving vocabulary acquisition of students.]]>
<![CDATA[Subscribing to diverse subjects in different classes: language development dichotomy ]]>
<![CDATA[Bulelwa Makena]]>;
<![CDATA[Bunmi Isaiah Omodan]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v3i2.16504
<![CDATA[Language teachers, yet on the other side, language enhancement is compromised for learners whose home language is not English. Further than that, for teachers lacking specialisation of other subjects allocated to them, besides English language teaching and learning becomes a monotonous activity that does not inspire learner attitudes more so that the greatest percentage of subjects underpinning the curriculum is offered in an English medium. This paper aims to explore if offering different subjects in varying classes has any significant impact on language development. The study is located within interpretivist paradigm using qualitative research appraoch and case study research design. 5 secondary school English language teachers were purposefully nominated and interviewed to study the problem’s complex phenomenon. Findings divulged that multi subject allocation in the site investigated seemed to be compromising subject specification, thus leading to a decline in enhancing language development. The study recommends that to re-build teacher and learner motivation, policies should be put in place to consider subject speciality when allocation of subjects is administered.]]>
<![CDATA[Cambodian students' motivation in the learning English language: A small-scale survey at a private high school in Phnom Penh ]]>
<![CDATA[Sereyrath Em]]>;
<![CDATA[Minea Yun]]>;
<![CDATA[Brak Dorn]]>;
<![CDATA[Vannak Sao]]>;
<![CDATA[Pheara Sin]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v3i2.16764
<![CDATA[English has become the world's language, and it has been used by many people in different countries as a means of international communication. Motivation to learn English has been seen as the most important factor contributing to the success of students' learning. The current study employed a quantitative design and was conducted to find out the motivation levels of students studying English as a foreign language at a private high school in Phnom Penh. 60 students participated in a survey after we sought agreement from school principals and teachers of English there. The findings show that the students in the studied context were more extrinsically motivated to learn English rather than intrinsically. The sum of intrinsic and extrinsic motivations also revealed students' moderate motivation to learn English. Due to the small scale of the survey study, a future study should be conducted with larger sample size and at other educational institutions across Cambodia. Qualitative and mixed-methods designs are also highly recommended.]]>
<![CDATA[The use of flashcard to improve students' vocabulary mastery in writing descriptive text: case of grades 7 of SMPN 5 Ambarawa in the academic year 2021/2022 ]]>
<![CDATA[Alifvia Putri Azharra]]>;
<![CDATA[Jafar Shodiq]]>;
<![CDATA[Arso Setyaji]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v3i2.17364
<![CDATA[This study aims to determine: (1) To find out students' vocabulary mastery of SMPN 5 Ambarawa in writing descriptive text taught with using flashcard (2) To find out students' vocabulary mastery of SMPN 5 Ambarawa in writing descriptive text taught without using flashcard. (3) To know the significant difference of students' vocabulary mastery in writing descriptive text taught with and without using flashcard. This research is a quasi-experimental research. This research was conducted at SMPN 5 Ambarawa in May-June 2022. The population in this study was class VII students consisting of 33 students in the experimental class and 33 students in the control class. The experimental class in its treatment using flashcards while the control class only uses the lecture method as a learning process. The design used in this study is the Pre-Test Post-Test Control Group Design. The research instrument was in the form of a learning outcome test. To test the hypothesis using the paired sample t-test. Data analysis was done descriptively. The results of this study indicate that: (1) in the experimental class the average value of the pretest is 57.33 while the posttest average value is 82.64 which is higher than the control class, (2) in the control class the average value of the pretest is 56.06 while the posttest average value is 66.66, still lower than the experimental class (3) the average posttest value of the experimental class > control class is 82.64 > 66.67 which means that the vocabulary mastery of the experimental class is higher than the control class. In the paired t-test, the results obtained are sig.2 tailed of 0.000 <0.05 using flashcards is more effective.]]>
<![CDATA[Verbal interaction in the classroom at SMP Negeri 6 Majene: An analysis flanders interaction categories ]]>
<![CDATA[Askiah Hasan]]>;
<![CDATA[Putu Wahyu Sudewi]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v3i2.17646
<![CDATA[The purpose of this study was to analyze the verbal interactions of students in class VIII of SMP Negeri 6 Majene, by analyzing the verbal interactions between teachers and students in class VIII of SMP Negeri 6 Majene in the 2020/2021 school year. This research is a descriptive qualitative research. Data collection techniques used checklist observation and video tapping. Researchers took 10 grade VIII students of SMP Negeri 6 Majene as research subjects. The results showed that in the teacher category more often appeared to accept feeling, ask question, criticizes / justifies authority. Furthermore, in the student category the most dominant was student talk response. In this case, researchers assess, that teachers and students are still lacking in verbal interaction and there are still many categories that have not been fulfilled. Furthermore, students also sometimes experience confusion and difficulty in proper verbal interaction. Then they don't really understand what is being discussed so they are afraid of being wrong even though students know what to say to the teacher.]]>
<![CDATA[Investigating the pleasure of reading habit during the Covid-19 pandemic: A study in University of Islam Malang ]]>
<![CDATA[Rara Dwi Ayuningtyas]]>;
<![CDATA[Muhammad Yunus]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v3i2.18268
<![CDATA[This research aimed at investigating the students' pleasure reading habit during pandemic since they spend most of their time at home including their school activities done at home. This research used qualitative descriptive method. There were 25 students of 8th semester of English education Department of University of Islam Malang as the subjects of this study. The data were collected using questionnaire and interview. The findings showed that the students' reading habits during this pandemic continued but with a different frequency than before the pandemic. Then, the students revealed that their duration of using devices, especially mobile phones increased because they spent most of their time at home during the pandemic. All students said that they used their mobile phones more often to read because it was more practical. Next, from the data collected, it could be concluded that the main factor that hindered students from reading during the pandemic was social media.]]>
<![CDATA[An analysis of affixation in Sasak language dialect ]]>
<![CDATA[Fahimah Saifuddin]]>;
<![CDATA[Lalu Dwi Satria Adriansyah]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v3i2.18654
<![CDATA[This study aims to show how many affixations in Sasak Language Meriak-Meriku dialect and the semantic meaning. The methodology used in this study is qualitative method by following two steps. Those are: Firstly, the researcher reads the English book that consists of affixes both inflection and derivation. Seconddly, the researcher writes all the data collected. This study based on David H. Deterding, Gloria R. Poedjosoedarmo, William O’Grady, and Michael Dobrovolsky theories about affixation both inflection and derivation. Finally,the result of this study is in Sasak language dialect Mriak-Mriku has nine affixations that have different meaning.]]>
