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Wahyu Indah Mala Rohmana
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jetle@uin-malang.ac.id
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Journal of English Language Teaching and Learning (JETLE)
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : -     EISSN : 2686665X     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
JETLe was established in 2019 by Tadris Bahasa Inggris (English Education Department) Faculty of Education and Teacher Training of Universitas Islam Negeri Maulana Malik which is regulary published twice a year on April and October. The journal welcomes articles from Indonesia and other nations where English language and literature are part of the school and higher education curriculum. This journal seeks to share the knowledge and expertise of English teachers, researchers, practicioners, consultans and advisers who are enganged in English through out the world. THe journal invites the submission of papers which report on dynamic and interactive pedagogies and which interrogate contemporary responses to the changing nature of communication in all its form, including drama,digital and media literacy, literature, linguistics as well as aspect in English language
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2021): Journal of English Language Teaching and Learning (JETLE)" : 5 Documents clear
I Feel Less Judged, so I Speak More : Introverted Students' Response on Online Learning Platforms in Speaking Class Nuning Wahyu Astuti
JETLe (Journal of English Language Teaching and Learning) Vol 2, No 2 (2021): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v2i2.11795

Abstract

As one of the productive skills in English Language, speaking has always been associated with extroverted people. However, during this online learning, introverted students gain autonomy which allows them to express ideas freely. The article used a mixed-method to collect data. The result revealed 70,33% of the total participants were introverted students. In answering the questionnaire, the participants agreed on 6 items and disagreed on 3 items. The article serves as a basis for instructors, academicians, and researchers to provide the most suitable online learning platforms for all types of students.
Grammatical Errors Made by Students in Speaking English Susi Damaiyanti
JETLe (Journal of English Language Teaching and Learning) Vol 2, No 2 (2021): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v2i2.11945

Abstract

This study is aimed to reveal the types of grammatical errors made by students in speaking English in the English department of IAIN Takengon. When speaking, students generally did not realize and understand the classification of errors they were making. Thus, it is deemed necessary to identify, classify, and describe the various grammatical errors as an attempt to build their awareness of using structured and standardized English rules. This research was conducted using a qualitative descriptive method. After analyzing the errors proposed by Dulay, the findings showed that the most common error in students’ grammar is misuse or misplacing of verbs, nouns, conjunctions, pronouns, prepositions, and parts of speech. Based on the error category, students' most common error is omission, followed by overgeneralization, over-regulation, and misordering, completed by other errors such as carelessness. Meanwhile, the causes of grammatical errors were the internal factors; anxiety, limited linguistic resources, and motivation deficiency; the external factors were an unsupportive environment and the stressful teaching and learning process.
Teaching Speaking and The Teacher`s Role in EFL Learning amidst Emergency Remote Teaching Fitriya Dessi Wulandari
JETLe (Journal of English Language Teaching and Learning) Vol 2, No 2 (2021): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v2i2.11920

Abstract

Teaching speaking in EFL learning nowadays confronts technical problems of having non face to face meeting. The condition of emergency remote teaching insists students adapting the condition of having online learning. Building the bridge of gasps, the presence of teacher`s role is significant. Confronting the problems, this study revealed teaching speaking and the teacher`s role in EFL Learning in non-English department class. The data were taken from online interview, self-written and observation then analyzed by data reduction, display and conclusion or verification. The research was taken on online class of Speech Therapy students which undergo on the online class group. The results showed that teaching speaking using video and voice note as media for teaching and learning successfully made the process occur effectively and meaningfully. The use of video stimulates students’ interest and motivation in learning the materials. Moreover, voice note be an effective media in practicing speaking, giving feedback and discussing. The result contributed to teachers and other researchers for selecting the suitable media in teaching and practicing speaking amidst the emergency remote teaching         
The Impact of Students’ Perception on their Academic Background on Their Learning Motivation Rendhi Fatrisna Yuniar
JETLe (Journal of English Language Teaching and Learning) Vol 2, No 2 (2021): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v2i2.11921

Abstract

Students’ academic performance is influenced by many factors such as previous academic background and level of motivation. There have been several studies trying to find out the correlation between students’ previous academic background and their learning achievement. However the results are not convincing. Though it is found out that there is correlation between students’ academic background and their learning achievement, the value of correlation is small. There have been also many researches investigating the impact of students’ motivation and their academic gain. However, the correlational study on students’ perception on academic background and their learning motivation is rare undertaking.       
The Effect of Team Games Tournament on Students' Reading Motivation and Reading Comprehension Sari Rahmawati
JETLe (Journal of English Language Teaching and Learning) Vol 2, No 2 (2021): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v2i2.11884

Abstract

The  purposes of the research were to find out the effect of Team Game Tournament (TGT) technique on students reading motivation and reading skill. The research design was quasi experimental research with the type was pre-test-posttest non-equivalent group design. Two groups (64 students) of the eighth grade were selected as samples by using cluster sampling. The techniques of data collection were questionnaire and reading comprehension test. There was difference in students reading motivation between control and experimental group. It was indicated by the value of sig. (2 tailed) was 0.016. It meant that TGT technique had a significant effect on students reading motivation. Moreover, it was also found that there was difference in students reading skill between control and experimental group. It could be seen from the value of sig. (2 tailed) was 0.000. Hence, TGT technique affected students reading comprehension. In conclusion, TGT technique had a significant effect on students' reading motivation and reading comprehension.

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