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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 12 Documents
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Search results for , issue "Vol. 5 No. 1 (2024): Journal of Research on English and Language Learning (J-REaLL)" : 12 Documents clear
Ideology in Thompson’s, Kailey’s, and Robbin-Coker’s collections of poems: A psychoanalytical exploration Philip Foday Yamba Thulla; Ibrahim Mustapha Fofanah
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.20586

Abstract

This study employed psychoanalytic theory to delve into the ways Sierra Leonean poets Celia Eva Beatrice Thompson, Princess Mildred Kailey, and Kayode Adesimi Robbin-Coker explored themes of despair, lust, and loss in their poetry. Addressing a notable gap in literary criticism, especially regarding Sierra Leonean authors, the research sought to raise the international stature of African writers and support students facing challenges with poetry in West African public exams. Employing psychoanalytic principles, the study uncovered deeper meanings behind the unconscious drives and emotions in these poets' works. It involved analyzing the occurrence of themes, detecting psychoanalytically significant lines and phrases, and identifying central themes and literary techniques used to express complex emotions. The analysis, which combined thematic and literary analysis, focused on the language, themes, and use of figurative language, diction, and other poetic devices in Thompson’s 41, Kailey’s 20, and Robbin-Coker’s 23 poems. This approach highlighted their distinct ways of depicting despair, lust, and loss. By integrating thematic analysis, the study offered a more profound comprehension of each poet's style. Ultimately, this psychoanalytic exploration aimed to enhance critical interpretation skills and helped in understanding the deeper psychological aspects of Sierra Leonean and other African poetry.
Examining students’ perceptions of Podcasts as authentic materials for self-access listening practice Thai Bao Ngoc Cao; Diem Bich Huyen Bui
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.20725

Abstract

The development of listening skills has long been a topic of interest in the field of language teaching and learning. In recent years, there has been a growing trend in utilizing Podcasts as a means of language acquisition, particularly for enhancing listening skills. This approach has gained significant popularity due to the various advantages it offers. However, there is a considerable lack of related research in the context of Vietnam, particularly in university-level academic listening classes. This study addresses this gap by investigating the perceptions of 118 intermediate English linguistics students at International University, Vietnam National University HCMC, regarding the use of Podcasts to enhance their listening skills beyond the classrooms. Data collection was conducted using a mixed-methods approach, which involved the use of an online survey questionnaire as well as interviews conducted through the Zoom application. A total of 118 intermediate English linguistics students were involved in the survey questionnaire, whereas the interviews were conducted with a smaller sample size of eight students. Results showed positive perceptions regarding the usefulness of Podcasts in post-classroom listening practice. The participants reported that Podcasts were valuable for improving their ability to understand spoken language, providing an enjoyable and entertaining experience, and offering flexibility beyond traditional classroom settings. This study indicates the potential of Podcasts as effective tools for improving English listening skills and, therefore, highlights the need for teachers to consider integrating Podcasts as a resource for teaching and learning listening skills beyond the classroom.
Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age Zuleika Suliman; Kershnee Sevnarayan
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21168

Abstract

In transforming digital progression in professional contexts, effective communication and career growth hinge significantly on mastering workplace English. Despite the increasing reliance on e-learning tools as a promising alternative in higher education, there exists a dearth of research focusing on individual preferences and experiences, particularly within distance education. This article fills this gap by conducting qualitative research firmly rooted in the community of inquiry theory. The primary objective of this study is to scrutinize the efficacy of e-learning tools and highlight factors that influence the preferences of first-year students engaged in distance education. Some key considerations encompass flexibility, interactivity, personalized learning, and accessibility. The research methodology involves observation of various e-learning platforms, in-depth interviews, and open-ended evaluation questions with first-year students who speak English as a second language in a South African open-distance e-learning university. The findings highlight an inclination towards virtual classrooms and customized online modules. Noteworthy aspects highlighted by participants include the significance of collaborative learning, real-world scenarios, continuous feedback mechanisms, and the integration of adaptive technologies. The significance of this research lies in its contribution to the advancement of distance education, which specifically focuses on workplace English skills. This research expands on distance education and provides specific implications for enhancing e-learning practices and their pivotal role in guiding the future workforce.
The multidimensional effects of extensive listening on EFL learners Anna C-S Chang; Willy Ardian Renandya
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21190

Abstract

This study investigated the multidimensional effects of extensive listening (EL) on learners’ actual language gains, selection of study materials, and practice styles. Language gains were measured through a pre- and a post-test on students’ aural vocabulary test (Listening Vocabulary Levels Test, LVLT) and general listening comprehension (TOEIC), administered before and after the intervention. Fifty-five university student participants took part in the four-month experiment; they were entirely free to select their favorite study materials online or off-line. The results showed that each student spent an average of 1,387 minutes (approximately 87 minutes per week) doing EL practice. The three most popular study materials were the following: Songs (63.64%), movies (49.09%), and talks (43.46%); materials were mainly from YouTube (74.55%), Netflix (49.09%), and other miscellaneous sources (43.63%). Their practice style was unanimously a combination of viewing and listening. From the pre-tests to the post-tests, students made significant gains in both LVLT and TOEIC, but the effect sizes were small. Some suggestions are made for implementing EL.
A study of early childhood English language development as an impact of English cartoons Dinda Syifa Saiddina; Virga Putra Darma
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21302

Abstract

In this sophisticated era, technological advances have contributed to the phenomenon of bilingualism. Easy access to various content on the internet and social media has a new impact on the language acquisition of an individual, including children. Children are active users who access digital content, including English cartoons. Research conducted by Trota et al. (2022) and Alghonaim (2019) shows a significant effect of English cartoons on children's English language acquisition. Departing from this, the researcher conducted further research on similar influences on children who had mastered two languages before being exposed to English cartoons. Data was collected through direct observation and interviews with parents of participants. The research was conducted in Sarabau village, Plered sub-district, Cirebon district, with children aged 5 to 6 years as the object of research. The data was then carefully analyzed using a qualitative descriptive method. The results showed an influence on the acquisition of sound systems, vocabulary, and sentence formation in English. In line with this, researchers also found factors such as the intensity of screen time and the role and involvement of parents in the process of English language acquisition through English cartoons.
Navigating fear: Exploring speaking problems among students at junior high school level Gebriela Palomargareta; Yuli Astutik
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21336

Abstract

This study delves into the intricacies of speaking problems encountered by junior high school students while learning English. Employing a descriptive qualitative approach, six participants representing both high and low proficiency levels were selected from a private junior high school in Sidoarjo, Indonesia. Data collection involved observation and interviews based on Ur’s (1991) framework of speaking problems, encompassing inhibition, lack of content, uneven participation, and native language interference. The research findings revealed that students across proficiency levels faced speaking problems. Interestingly, junior high-level students also have difficulty speaking in English class. While observation data suggested a discrepancy in speaking problems between high and low students, in-depth interviews uncovered shared challenges. Notably, inhibition, lack of content, and native language interference were prevalent among participants. These findings underscore the imperative for students to bolster confidence in speaking English through consistent practice inside and outside the classroom. Furthermore, educators must enhance their pedagogical strategies, particularly in cultivating diverse speaking skills to facilitate students’ English language acquisition.
Does teaching writing through Canva application assist students’ writing performance? Maudiya Dwi Amanda; Fika Megawati; Vidya Mandarani
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21361

Abstract

This study involves the issues of teaching writing in English skills in junior high school in the context of the digital world, highlighting the need to utilize technology-driven tools. Canva, an effective design tool, is included in the study as a possible alternative for improving students writing skills. The study aims at looking into the impact of utilizing Canva on students' writing skills and their assessment of the application's contribution to writing creativity. The report examines six connected research that illustrates Canva’s beneficial effects on several aspects of learning and teaching. A mixed-method approach is used in the methodology, employing a randomized pre-test-post-test control group design. Thirty-eight eighth-grade SMP Negeri 2 Sukodono students participated in the study. To examine Canva's effectiveness in developing writing skills, quantitative data obtained through pretest and posttests is analyzed using the Wilcoxon test. Furthermore, data from a questionnaire are used to investigate students’ impressions of Canva’s usefulness, ease of use, and suitability for supporting writing abilities. The results show significant improvements in the experimental group, validating that Canva improves students’ writing skills positively. The results of the questionnaire show that students have a high level of acceptance and good impressions of Canvas's utility, ease of usage, and suitability for improving writing skills. The findings add to the expanding research proving Canva's effectiveness as an English language learning tool. The report encourages additional research to investigate Canva’s long-term impact in various learning contexts and deployment methodologies.
Rhetorical organizations of method chapter in bachelor’s theses by Indonesian TEFL undergraduates Citra Utami Lubis; Ahmad Amin Dalimunte; Intan Nuriatama; Sulistina Ratulani Simbolon
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21401

Abstract

In the scientific realm, the validity of studies and the reliability of empirical findings are of high significance to be presented through research reports, one of which is a thesis. In an undergraduate thesis, the methodology chapter plays an important role in reporting any key details, including research procedures, tools, data collection, and data analysis. Novice writer-researchers such as Indonesian undergraduate students face challenges in writing their methods chapters, one of which deals with the issue of rhetorical organization. Using a genre analysis approach by adopting the comprehensive moves model developed by Chen and Kuo (2012), we analyzed the rhetorical moves in the methods chapters of five Indonesian undergraduate theses. Five bachelor theses in the field of teaching English as a foreign language (TEFL) were selected as data sources due to their relevance to our objectives and predetermined criteria of data selection. The findings show three key moves used in the chapters, with varying frequency. Move 2 was the most frequently used, followed by Move 3, while Move 1 was the least one. Several recurred steps were presented to achieve the communicative purpose of the key moves. Thus, our findings can be useful for Indonesian student writers’ awareness of the importance of utilizing moves and steps in writing and crafting systematic and compelling method chapters.
The effect of CAR on English language teachers’ beliefs about action research Ayele Legesse; Tamene Kitila
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21431

Abstract

This study examined the effect of collaborative action research (CAR) on secondary school English language teachers' beliefs about and perceived competency in conducting action research. A quasi-experimental design with pre- and post-test measures within a single group was employed. The intervention involved a one-day training workshop followed by 15 months of active CAR engagement. Data were collected via questionnaires from 37 English language teachers (21 in the experimental group and 16 in the control group) at two secondary schools in Mettu town, Ethiopia. The results revealed a positive transformative effect of CAR on teachers’ beliefs about action research. Their perceived competency in conducting action research as part of their teaching duties also improved significantly. These findings suggest that CAR empowers teachers to become self-directed, collaborative problem solvers within their classrooms rather than passively waiting for external solutions. However, the study’s limitations, including its single-group design and focus on two schools, necessitate further research. Future studies, particularly in-depth qualitative investigations, are recommended to explore the practical changes in teaching practices driven by CAR and to diversify the subject group and research methods for broader insights.
Exploring the relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA) Berhanu Firissa; Alamirew Gebremariam
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): 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.v5i1.21443

Abstract

The study investigating a relationship between perceptual learning style preferences (PLSP) and foreign language class anxiety (FLCA) remains limited, particularly regarding specific learning styles most impacted by FLCA and interventions to be tailored to reduce English class anxiety. The study examined the relationship between PLSP and FLCA among 110 grade eleven Mettu Comprehensive High School students. The study employed a PLSP questionnaire (Pashler et al., 2009) and an FLCA questionnaire (Horwitz et al., 1986) as the instruments. Data were collected, statistically analyzed, and interpreted using SPSS version 26. The study’s findings revealed that most participants' FLCA fell to the average higher level while those with group (PLSA-G) PLSP exhibited the least FLCA compared to participants with the individual (PLS-I) with the highest FLCA among the six dimensions of PLSP. Communication anxiety (FLCA-CA) significantly and fear of negative evaluation (FLCA-FNE) broadly were found to be the major sources of the participants’ sources of FLCA among its three dimensions in the scale. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly and moderately related to FLCA. It was inferred that the constructs PLSP and FLCA play significant roles in the context of EFL teaching. Therefore, EFL instruction needs to address these variables as determinants of the learners’ success, and if meaningful pedagogical room is to be allocated, teaching practices need to pay attention to such.   This area of exploration can lead to significant advancements in EFL pedagogy, creating a more inclusive and successful learning experience for students.

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