Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

J-REaLL

JREALL
Website

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 164 Documents

1 2 3 4 5

The capacity of human memory: Is there any limit to human memory? Ehsan Namaziandost; Meisam Ziafar
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 : Universitas Islam Malang

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.

Designing nahshorna bilingual media for nahwu-shorof basic learning Iin Baroroh Ma'arif; Akhmad Kanzul Fikri; Atik Husna
Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

This study is conducted on the basis of researcher’s observation that students are lack of interest of study in learning Arabic grammar, namely Nahwu-Shorof basic learning. Students have good basic on English ability. The objective of this study is to find out the feasibility of designing ‘’NahShorNa’’ bilingual media for Nahwu-Shorof basic learning for students. This study involved 12 students. The subjects of this study are second grade students of An-Nashriyah Islamic Boarding School. This study used qualitative data and used Research and Development (R&D) Research Design. The instruments of this study used observation, interview, questionnaire and documentation. The study focused on reading ability. The findings of the study that are the result of media validation is 88% score in very good category, the result of two materials validation is interesting categories, English material is 75% score in pretty good category, the Arabic material is 73,75 % score in pretty good category and the result of user validation in preliminary field study is ‘’Good’’ response

The development of interactive magic card (IMC) based on flash card Abdul Muhith; Ulfa Wulan Agustina; Yuyun Bahtiar; Nurul Afidah
Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Researchers aim to develop Interactive Magic Card as a medium that is suited to learning needs. There are 2 objectives in this study; 1) developing Interactive Magic Card as a learning medium; 2) find out the feasibility of the media. This research uses the Research and Development method which was adapted from Borg and Gall. This English learning media is an HTML5-based Flash Card application that was developed to help students in mastering vocabulary and improve their Speaking and Writing skills.The results of this study indicate that; 1) the results of the material expert validation are 89; 2) the results of media expert validation are 84; 3) main field test results are 91. Based on the results of the study, the researchers concluded that Interactive Magic Cardis suitable for use as a medium for learning English

Peer review in writing activities: outcomes and perceptions of EFL students Theresia Adventris Ndohna Ruru; Teguh Sulistyo
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 : Universitas Islam Malang

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.

The errors of EFL students’ TOEFL iBT integrated writing task Nurhayati Irmawan; Rahmi Aulia Nurdini
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 : Universitas Islam Malang

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 test-takers 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. Keywords: Error Analysis, TOEFL iBT, integrated writing task, summarizing

The indonesian grammatical interference on EFL students’ writing Ayu Rizki Septiana
Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

This research was aimed to find out what factors of the occurrence of Indonesian grammar interference in EFL students’ writing and what type of Indonesian grammar interference occur in EFL students’ writing. To answer the research problem on Indonesian grammatical interference, a descriptive qualitative was done by taking the fourth semester students of English Department STKIP PGRI Tulungagung as the subject of the research. Further, the data related to the Indonesian grammar interference were taken using test and observation. The result of data analysis shows that the students still got interference from Indonesian grammar as their native language. The grammatical interference in this research is classified into two; syntactical interference and morphological interference. The syntactical interference consists of word order, preposition, extra word and missing word. The most interference in syntactical interference is on preposition. The morphological interference consists of omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, singular and plural form. The most interference in morphological interference is omission of determiner. From the observation, it was found that the cause of interference is the different structure of Indonesian and English grammar. Moreover, the students usually wrote it first in Indonesian and later translated into English.

Using songs for improving students’ pronunciation for the second grade Nur Laili Rizky Rahmawati; Muhammad Yunus
Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

This research was designed to improve students pronunciation at MTs Almaarif 01 Singosari, Malang through songs. In the preliminary study, the researcher found that the students have trouble pronouncing words correctly and confirmed by the result of their English test in oral test that was 57.20. Besides 43 students were taken in VIII A class at MTs Almaarif 01 Singosari, Malang as the sample of the study, this research consists of two cycles; Cycle One with three meetings and Cycle Two with two meetings. In the planning stage, the researcher designed a lesson plan, preparing material, and formulating the criteria of success. The criteria of success that was 70 or more. Additionally, the first result of Cycle One got 63.25. At the final, the result of Cycle Two showed another increase, there were 71.16. In the research finding, it is concluded that the use of songs in teaching pronunciation can improve the pronunciation of the students. All in all, for the teacher should give English songs according to their level; beginner, intermediate, or advanced, for students are suggested to choose other genre of the song for their learning media, such as jazz, rock, and etc. For future researchers are suggested to conduct similar studies on using songs in a different context, subject, or method.

Illocutionary act between barista and customers in starbucks coffee shop at Changi airport Isbandi Isbandi; Nurma Dhona Handayani
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 : Universitas Islam Malang

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).

The application of reader-response theory to teach symbolism in literature class for EFL students Putri Rindu Kinasih
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 : Universitas Islam Malang

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.

Teaching children: The weightiness of adopting practical approach to teaching children Achmad Kholili
Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Teaching children still becomes a challenging task today and copying with that is quite necessary. Although the strategies have been implemented to be successful language learning for the children, however, it sometimes still fails due to lack of several practical approaches in the teaching process. This paper is presented to shed light on some practical approaches to teaching English to young learners. It covers intellectual development, attention span, sensory input, affective factors, and authentic meaningful language. These approaches are offered so as to make the goal of learning attainable. The teachers are strongly recommended to apply this in English language teaching to their children.

Page 1 of 17 | Total Record : 164

1 2 3 4 5

Filter by Year

2020 2025

Filter By Issues

All Issue Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 1 (2025): Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 2 (2024): 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) Vol. 4 No. 2 (2023): Journal of Research on English and Language Learning (J-REaLL) Vol. 4 No. 1 (2023): 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) Vol. 3 No. 1 (2022): Journal of Research on English and Language Learning (J-REaLL) Vol 3, No 1 (2022): Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 2 (2021): Journal of Research on English and Language Learning (J-REaLL) Vol 2, No 2 (2021): 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) Vol 2, No 1 (2021): 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) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 1 (2020): Journal of Research on English and Language Learning (J-REaLL) More Issue

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Eko Suhartoyo

Contact Email
suhartoyoeko@unisma.ac.id

Phone
+6281232752666

Journal Mail Official
jreall@unisma.ac.id

Editorial Address
Jl. MT. Haryono 193 Malang 65144

Location
Kota malang,

Jawa timur

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Eko Suhartoyo

Contact Email suhartoyoeko@unisma.ac.id

Phone +6281232752666

Journal Mail Official jreall@unisma.ac.id

Editorial Address Jl. MT. Haryono 193 Malang 65144

Location Kota malang, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Eko Suhartoyo

Contact Email
suhartoyoeko@unisma.ac.id

Phone
+6281232752666

Journal Mail Official
jreall@unisma.ac.id

Editorial Address
Jl. MT. Haryono 193 Malang 65144

Location
Kota malang,

Jawa timur

INDONESIA