cover
Article Per Year (5 Year)
All
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
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
 10   11   12   13   14 
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.
The L1 integration in form-focused tasks using a gamified approach in EFL classrooms Ianatul Avifah; Nur Laily Lupita 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.v4i2.20173

Abstract

This study explored the use of L1 (Bahasa Indonesia) in EFL classrooms, specifically in form-focused tasks for grammar acquisition, using a gamified approach. This study was designed as analytical descriptive, employing a survey of students’ attitudes toward the use of L1 using a gamified approach in grammar acquisition and a reflective teaching journal of the lecturer using L1 in form-focused tasks. The participants of this research were 154 university students. The result revealed that the EFL students have a positive attitude toward the use of Bahasa Indonesia with a gamified approach in form-focused tasks. They further admitted that the judicious use of Bahasa Indonesia enabled them to acquire grammatical knowledge. Based on the lecturer’s reflective teaching journals, this study found that the lecturer needed to empower its potential and address shortcomings to achieve the goal of this approach to modifying the L1 use with gamification in EFL classrooms to be a productive means of grammar learning.
The effect of Google Classroom as online media in students’ writing in the post pandemic Covid-19 Arri Kurniawan; Erlik Widiyani Styati
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.v4i2.20264

Abstract

One of the learning tools that can be utilized as media is Google Classroom. This study aims at finding out whether there was any significant different before and after using Google Classroom as online media in students’ writing during the COVID-19 pandemic. The researchers used only one group for the participants. There were 30 students involved in this study. An experimental research design, including a pretest and posttest, was used for this study. In collecting data, the researchers used writing test. The paired sample t-test was used in SPSS version 18 in analyzing the data. The result of the computation is .000 from the pair sample test which is less than the significance level .005. This result indicated that students could motivate students to pay attention in learning. The application helped students to memorize vocabulary lists in the examples they just learned. The usage of Google Classroom tools helped students to concentrate more on the writing training they get in class. The students utilized the Google Classroom to write better on their vocabulary and affect student activity and student skills in writing. Students easily submitted text writing using a variety of different images in it. Therefore, it is suggested that teachers can utilize this media to motivate students to write in class and therefore the students can enhance learning outcomes.
EFL students' perceptions towards Quizizz usage in English subject formative assessment Aisyah Bindiya; Niko Fediyanto
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.v4i2.20309

Abstract

Currently, developing technology encourages English teachers to be able to use several educational platforms. Quizizz is one of the educational innovations carried out to achieve learning goals. This study uses a qualitative descriptive research method. In this research, the focus is on exploring how students perceive Quizizz, a formative assessment tool rooted in the Unified Theory of Acceptance and Use of Technology (UTAUT). The study adapts and customizes an interview guide from prior research and investigates four aspects: performance expectations, effort expectations, social influence, and facilitating conditions. Researchers conducted research at SMK Sumber Ilmu Tulangan, using Quizizz as a formative assessment tool in English lessons. Data collection included semi-structured interviews and documentation showing positive responses to performance expectations, effort expectations, social influence, and facilitating conditions. However, concerns were raised regarding the limitations of question types, signal problems, and the lack of school-provided facilities.
Ideology in Thompson’s, Kailey’s, and Robbin-Coker’s collections of poems: A psychoanalytical exploration Thulla, Philip Foday Yamba; Fofanah, Ibrahim Mustapha
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 Cao, Thai Bao Ngoc; Bui, Diem Bich Huyen
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.

Page 12 of 17 | Total Record : 167

 10   11   12   13   14 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL) 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