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Eko Suhartoyo
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J-REaLL
Published by Universitas Islam Malang
ISSN : 27215024     EISSN : 27215016     DOI : https://doi.org/10.33474/j-reall
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 13 Documents
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Search results for , issue "Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)" : 13 Documents clear
Students’ difficulties on writing undergraduate thesis at Islamic university Fanesa Maura Aprillia; Edi Rozal; Aryawira Pratama
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.19577

Abstract

Until now, there are still students who do not graduate on time. This study aims to determine the difficulties of students in writing undergraduate thesis in the English Tadris Study Program, UIN Sulthan Thaha Saifuddin Jambi. Researcher used case study designs and 31 questions interviews as research instruments. This research was conducted at the English Education Study Program, UIN Sulthan Thaha Saifuddin Jambi. The subjects in this study were 5 female and 5 male who were selected using a purposive sampling technique based on several criteria. In this study, the researcher found that there were some difficulties for students in writing their thesis. These difficulties include: difficulties regarding basic knowledge of thesis; Psychological; Economic; Socio-Cultural; The consultation process with the advisor; and Technological. Besides that, researchers also found other results, which are students' difficulties in lacking basic English knowledge and skills, academic requirements files, study programs and faculty academic services.
The 4Cs learning model in the English Tadris Study Program: How fourth-semester students view it Nanik Shobikah
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.19919

Abstract

This study focuses on the student’s perceptions of the critical thinking, communication, collaboration, and creativity (4Cs) learning model. The aim of this study is to analyze how students perceive the 4Cs learning model. This study used a descriptive qualitative method to describe the students' perception of the 4Cs learning model. The respondents of this study are 58 fourth-semester students of English Tadris Study Program consisting of 15 males and 43 females. The data was collected by using questionnaires and interviews. The data was analyzed using the Likert Scale analysis and the interview was analyzed using data reduction, display data, and conclusion. The trustworthiness used triangulation and member check. The findings revealed that the students strongly agreed that the 4Cs learning model is the 21st-century learning model that helps students to enhance their English skills and prepare them for their future careers and also found that many challenges in the 4Cs learning model implementation such as students’ motivation, student’s confidence, and psychological factors; such as shame, low motivation, and less confidence; the limited access to technology and electricity. From this study, it is suggested to integrate and facilitate the 4Cs learning model in the student’s learning process to enhance the student’s skills: critical thinking, communication, collaboration, and creativity.
Teacher readiness and understanding in implementing teaching English speaking skills using an ecological approach Riki Ruswandi; Muhammad Andriana Gaffar; Kikit Elisa Yuniarti
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20095

Abstract

The purpose of this research is to dig deeper into information about three vocational high schools teachers who have applied the ecological approach in their English teaching process. The ecological approach from the perspective of education is a learning approach that emphasizes contextual learning and focuses on the relationship between teachers, students, and the delivery of teaching materials. Applying the ecological approach to learning English at vocational high school can facilitate teachers in teaching English, especially learning English speaking for students. Teachers have an important role in education because a good education is influenced by teacher competence and teacher readiness in teaching. Speaking skills are one of the skills taught by teachers in schools, speaking skills in Indonesia do not receive enough attention, this is because students have not been able to communicate even in simple English. Based on this, the teacher's readiness to find an appropriate approach to the environmental conditions of students is very influential in teaching English speaking skills and an ecological approach can be a solution in improving students' English speaking skills. This research uses a qualitative research approach, and phenomenological as the research design. The participants in this study were English teachers in tenth grade from the three vocational high schools in Bandung district. This research shows that the ecological approach can improve student English speaking skills in three vocational high schools in Bandung district. It is caused by the teacher's activity who has applied the ecology approach indicator, namely coordination, internalization, media, and development.
Perceptions of teachers and students on the application of testportal for TOEIC practice testing Dien Novita; Gina Yulistiati; Santy Christinawati
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20124

Abstract

Assessment has always been an important part of education. However, with the recent advent and popularity of online education, teachers must devise new methods and tools for engaging online learners in examinations. Regrettably, there are limited applications available to be implemented quickly on flexible assessments. The purpose of this study is to discover how teachers and students understand this online assessment program, Testportal, for summative assessment. This is a mixed-method study. Three English teachers and 70 students from three English 1 sessions were recruited and agreed to participate in the study. A closed questionnaire, interviews, and nonparticipatory observation were used to collect data. The findings revealed that teachers' and students' perceptions of the Testportal's use were positive. The biggest obstacles that teachers and students experience when accessing Testportal are slow internet connections and teachers' difficulty in operating digital examinations. The challenges that prohibit language teachers from incorporating technology for assessment objectives originate from a lack of rules for planning, technology training, practice, and school and student equipment. Language instructors with understanding of technology and assistance from related sources should be given the opportunity to put their knowledge into practice, be watched by teacher educators, and receive feedback on their progress. The Testportal provided teachers with up-to-date information regarding online exams that support students' learning processes through dynamic assessment feedback cycles, such as teaching, assessing, and modifying different instructions to fit students' learning needs.
EFL teachers’ experience for hard of hearing students in inclusive setting Ni Nyoman Ari Ratnadi; Luh Diah Surya Adnyani
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20003

Abstract

Teaching students with hard of hearing in a mainstream school challenges teachers, including English as a foreign language (EFL) teachers. This narrative inquiry study presents EFL teachers' experience teaching hard-of-hearing students in inclusive classrooms. Six EFL teachers participated and had in-depth interviews. The finding shows that EFL teachers are aware of hard-of-hearing students’ uniqueness. They facilitate them in learning English together with hearing students from the beginning of the lesson to the closing session. Teachers modify their teaching dan communication by combining spoken, written, sign language, and translation. Explaining and instruction to hard-of-hearing students are presented in slow and loud voices, emphasizing mouth movement and repetition. This study presents implications based on the teachers’ stories and suggestions for future study.
Teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence in EFL classrooms Yunita Puspitasari; Desta Fitri Herawati; Muh. Fajar
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20096

Abstract

This study aimed to investigate the association between English as a foreign language (EFL) teacher candidates’ reflective thinking skills (RTSs) and pedagogical competence. Employing a correlational study, a questionnaire conveying four dimensions of RTSs and the teacher candidates’ report of pedagogical performance in the microteaching course was used to collect the data on pedagogical competence. Using Google Forms, the questionnaire was administered to 52 EFL teacher candidates. The descriptive statistics identified that the RTSs of the EFL teacher candidates were categorized in the habitual action type. Pearson Product Moment yielded that the EFL teacher candidates’ RTSs and their pedagogical performance had a high positive statistically significant correlation, as the observed sig. value was .766. This finding confirmed that RTSs bridged the theoretical-practical divide, and was found as a predictive variable for pedagogical competence. Therefore, teacher education programs need to consider developing and implementing training activities to enhance student teachers’ RTSs, enabling them to make better pedagogical practices.
American and Korean YouTuber's politeness strategies in reaction to Indonesian songs Faridah Eka Fatmala
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20116

Abstract

Language as a communication tool aims to express one’s ideas and feelings. Through good communication, a person’s feelings or ideas can be realized well. The science of communicating well is explored in pragmatics, especially in communicating with the cultures of different countries. This research aims to examine the politeness strategy between American and Korean YouTubers in reacting to Indonesian songs. The data analysis in the study used cross-cultural pragmatic studies of politeness strategies by Brown and Levinson. The method used in this research is a qualitative descriptive method that is divided into three stages, namely the data collection stage, the data analysis stage, and the stage of interpreting the results of data analysis. The study results showed that American YouTubers use more polite strategies in reacting to Indonesian songs, Americans prefer to use direct politeness strategies because they prefer to express opinions directly. Meanwhile, Korean YouTubers in reacting to Indonesian songs choose soft and calm speech acts to express their opinion, so Koreans prefer to express their opinion with calm direct politeness speech.
Students’ and lecturers’ perceptions towards e-learning in higher education Maya Marsevani; Rika Al Fitri
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20145

Abstract

This research determines the perceptions of students and lecturers on using e-learning at a private university in Batam. A mixed methods approach was employed to find out these perceptions. Researchers further collected the data through open and closed questionnaires from 243 students (2019-2022 school year) and 19 lecturers who were actively teaching and using e-learning. After obtaining the data, the questionnaire results were calculated using SPSS software version 25 and transcribed qualitatively. The results show that students and lecturers had positive perceptions towards e-learning. This is measured by the knowledge, adaptation, benefits, and attitudes of students and lecturers in using e-learning. However, several obstacles were faced by them, such as time management, difficulties in accessing the e-learning website, the user interface (UI) display is quite complicated, unsupported internet signal, and others. It can be concluded that both lecturers and students have good ability in using e-learning at higher education levels.
English learning style preferences: A case study of civil engineering students Sylvia Irene Persulessy; Yelliza Yelliza; Ahmad Nusi; Juvrianto Chrissunday Jakob; Hindri Febri Ana Sari
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20158

Abstract

In learning English, it is clearly seen that students have their own ways and abilities to understand information or learning materials. The method used by students in understanding the information is generally known as learning style. This study aims to identify the dominant learning style used by students in learning English at civil engineering class. This study was survey research. There are two types of learning styles studied. First, it can be seen from the perceptual aspect which has 3 types of learning styles, namely visual, auditory, and kinesthetic. Second, learning styles are seen from the social aspect which consists of 2 types, namely groups and individuals. The participants in this study were 248 students briefly divided into 9 classes. In determining the participants, the researcher precisely used a total sampling technique. Furthermore, the researcher used a questionnaire as an instrument to obtain data. The results of the study strongly showed that students used all learning styles, namely visual, auditory, kinesthetic, group, and individual. Based on the data obtained and analyzed, the highest percentage of learning styles for the perceptual aspect is visual with a total percentage of 45.5%. Then, for the social aspect, which gained a percentage of 44.3%. Based on the data obtained in this study, it can be concluded that the learning style of civil engineering students is more dominant using the perceptual learning style compared to the social learning style, and this can be seen from the data presented in this study.
Native English teachers (NETs) strategies in teaching English to non-native learners Pebrina Pirmani; Mayang Sastra Sumardi; Rahmadani Putri
Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i2.20170

Abstract

Students prefer learning English with native English teachers (NETs) compared to non-native English teachers (NNETs). Knowing how the NETs teach in the class, like their learning activities, would be very interesting. The purpose of this research is to find out the strategies used by NETs in teaching English to non-native learners. Five NETs were chosen based on the demographic information questionnaires and to be interviewed to describe the strategies that they used in teaching English, especially speaking skills, to non-native learners. This is the qualitative design with the case study tradition. Three themes were found as the result of this study: NETs’ strategies in teaching English (how to begin the class, the activities during the class, and how to end the class), media used in teaching English, and games used during teaching. The various fun activities provided by the NETs in teaching English could be useful information for other NETs, fresh graduate English teaching students, and English teachers who want to teach English in non-native English countries.

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