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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 167 Documents
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Development of supplementary material using Wordwall for 12th-grade students in learning relative clauses Yulius Patrick Darmawan; Made Hery Santosa; Kadek Sintya Dewi
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)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i1.19223

Abstract

The study aimed to develop supplementary material using Wordwall-based learning media for learning relative clauses and examined the experiences of 12th-grade students in using Wordwall. The study employed Design and Development (DnD) research method which conducted design, development, and evaluation steps. This study used the topic of the relative clause as a result of pre-observation in tackling an existing problem in learning relative clauses. This research used two instruments: a blueprint of supplementary material and a User Evaluation Questionnaire (UEQ). The UEQ examined 5 dimensions of users’ experiences in using a digital product: attractiveness, perspicuity, efficiency, dependability, stimulation, and novelty. The data were collected by analyzing the syllabus, preparing the Wordwall platform, distributing the questionnaire, and analyzing the questionnaire’s results. The questionnaire was filled with 32 students and 1 teacher who are taking English Language and Literature (Concentration) subjects. The data collected was analyzed and explained qualitatively and quantitatively. The results of the user experiences were attractiveness gained excellent (2.1), perspicuity gained above average (1.68), the efficiency gained excellent (1.88), dependability gained excellent (2.25), stimulation gained good quality (1.55), and novelty gained excellent quality (2.13). These results indicate that the developed supplementary material brings students attractive, fun, motivating, efficient, and fresh experiences in using Wordwall for learning relative clauses. Therefore, the developed Wordwall-based supplementary material for learning relative clauses material is very good to be implemented for the learning and teaching process for 12th-grade students.
Utilizing Paper-mode Quizizz for formative assessment in English teaching and learning Rizal Wahid Permana Putra
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)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i1.19288

Abstract

As information and communication (ICT) has grown rapidly, there are many forms of technology provided to support and facilitate the teaching and learning process. Game-based learning these days has been growing interest. It is not only purposed for the teaching-learning media but also for the assessing phase. Quizizz is one of game-based learning platforms offering multiple tools to assess the students’ learning progress. It provides Paper-mode quizzes using printable or a quick-response code. In this research, the researcher deals with utilizing Paper-mode Quizizz for formative assessment in English teaching and learning. This research is a case study with qualitative data conducted at SMP SSA Negeri Kloposawit 1 Candipuro involving 41 students from 8A and 8C as the research participants. Further, to obtain the students’ perceptions, the researcher collects the data through interviews. The result indicates that most students show positive perceptiveness in utilizing Paper-mode Quizizz for formative assessment in teaching and learning English. It is stated that Paper-mode Quizizz is easy to use, enjoyable, fun, challenging, and very interesting. The students only show and rotate the answer, and the teacher will scan the code cards to display the real-time results. In addition, this makes students more motivated to have a test using Paper-mode Quizizz. To sum up, Paper-mode Quizizz is an effective-alternative platform to use for formative assessment in English teaching and learning.
Error analysis in the middle test of Writing Post-Basic written by the third semester of English education department Universitas PGRI Madiun year 2021/2022 Rida Fahas
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)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i1.19309

Abstract

Writing is one of the important English skills. The process to make good writing is difficult. There were errors in the writing process. Therefore, the researcher was interested in analyzing the kinds of errors in writing. The problem of this study is to identify the errors made by the third-semester students of English education department at Universitas PGRI Madiun in the academic year 2021/2022. A descriptive qualitative method is used to analyze this research. The researcher analyzed subject-verb agreement errors, verb tense errors, verb form errors, singular/plural noun ending errors, and word form errors. The steps to finding the data are: collecting the sources of the data, understanding the content of the writing, selecting the test which contains errors, analyzing the collected data, and drawing conclusions. The result of this research, from the lowest to the highest, is as follows: singular/plural noun ending errors (3.40%), subject-verb agreement errors (12.24%), verb form errors (13.61%), verb tense errors (30.61%), and the highest error is word form errors (40.14%). The suggestion of the researcher for the next researcher, there are still many aspects that can be analyzed from other kinds of errors and analyzing other skills of English such as reading, speaking, and listening concerned in the errors aspect.
Conversational implicature forms of Banyumasan humorous utterances on YouTube Wijiasih Eka Pertiwi; Dadang Sudana; Andika Dutha Bachari
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)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i1.19314

Abstract

This study focuses on conversational implicatures in humorous utterances. In pragmatics, implicature analysis is used to reveal the additional meaning or implied meaning of the speech conveyed by the speaker. An implicature can occur because of a violation of the principle of conversation. Conversational implicature (especially) only appears in the context of certain utterances and has an implied meaning. An utterance in a conversation can imply a pragmatic function implicitly or imply some meaning indirectly through language. This study aims to describe the implicature forms of Banyumasan humorous utterances on YouTube. This study was analyzed using Searle’s (1969) speech acts theory and Grice’s (1975) theory of conversational implicature. The method in this research was descriptive qualitative. Based on the results of the analysis found in Banyumasan humorous speech, there are assertive, directive, expressive, and commissive implicature forms.
Oral corrective feedback as a formative assessment in teaching speaking skill Siti Mahmudah; Pooja Anggunsari
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)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v4i1.19432

Abstract

The purpose of this research is to investigate how teachers and students implement OCF in speaking for EFL students. This research aims at figuring out and reviewing the process, the implementation, and the preferences of teaching-learning in the classroom by applying a type of assessment; that is oral corrective feedback (OCF). English needs to have an assessment as it becomes crucial and affects students from the diagnostic test to the final test. Speaking is a skill that needs to be mastered by students, but it has a lot of challenges faced by foreign students. The term assessment means procedural steps conducted in educational systems to interview, observe, construct questions, review students’ work, and respond to students’ work. Assessment is broken down into two types, formative and summative assessment. Formative assessment is done during the teaching-learning process when the class is still running. Meanwhile, summative assessment happens at the end of the learning period, and it is the last judgment of the teachers. One of the formative assessments that is mostly used and applied is feedback. OCF becomes the focus of this research to improve the students’ speaking skills and to minimize their errors. This research applies library research to find out the use of OCF. It can be seen from the teachers’ feedback because the students will get their errors and try to correct them based on the feedback given by the teachers.
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.

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