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INDONESIA
Journal of English Language Teaching and Cultural Studies
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 26230003     EISSN : 27216985     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
The aim of this journal is to publish high-quality articles in the field of English Education, English linguistics, English Literature, and Culture. The journal invites scientists, lecturers, teachers, practitioners throughout the world to disseminate theoretical and practice-oriented topics of English language studies which cover but not limited to: English Language Teaching, Curriculum and Material Development, English Language Testing and Evaluation, ICT in English Language Teaching, English for Specific Purposes, Linguistics and Translation, English Literature, Discourse Analysis, and Culture and Gender Study.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
 1 
Search results for , issue "Vol 5, No 2 (2022): September 2022" : 6 Documents clear
The Effectiveness of Using Hand Puppet Video towards Student's Listening Comprehension in Narrative Text Ayu Safaroh; Yudi Juniardi; Ika Handayani
Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i2.15709

Abstract

The objective of this research was to find out the significant effect of using Hand-Puppet Video towardstudents’ listening comprehension in learning narrative text. This research used quantitative methodand quasi experimental design. This research was conducted at eighth gradeof SMPN 1 PONTANG inacademic year 2021/2022. The experimental class was taught by using hand-puppet media and the controlclass without using hand-puppet media. The samples of this research were VIII A as experimentaldesign and VIII B as control class, each class consisted 30students. The data was collected by usingtest which consisted of pre-test and post-test. The calculating from t-test showed that the value of t-testwas higher than the value of t-table (7.177 ≥2.00) at the level of significant of a 0.05 and degree of freedomis 58. It means that the alternative hypothesis was accepted and null hypothesis was rejected and theresult of the research showed that using hand-puppet media had significant effect towards students’listening comprehension. From those findings, it could be concluded that there was significant effectof using hand-puppetmedia towards students’ listening comprehension in narrative text learning ateighth grade of SMPN 1 PONTANG.
Developing Supplementary Speaking Material for Eighth Grade Students Feri Ferdiyanto; Achmad Kholili
Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i2.16993

Abstract

The objective of this study is focusing on developing supplementary speaking materials for the eighth grade students of junior high school. It is according on students’ need and their difficulties in mastering their speaking ability. This problem found in SMP Plus Al-Mashduqiah. Students felt very difficult to speak because they did not know how to pronounce the word. Moreover, the speaking material in the existing book that used by school are too limited in scope of speaking. In fact, textbook and workbook used by the eighth grade students SMP Plus Al-Mashduqiah only have little portion, making a supplementary speaking material is needed and crucial. This design of the development is research and development with the adaption of the development proposed by Borg and Gall (1983). The procedures employed in this study were need analysis, stating instructional goals, developing instructional material, expert validation, try-out and final product. The results indicate that speaking materials developed by the researchers are appropriate to use for eight-grade students in the school and the teachers, therefore, strongly recommend that it be used by the teachers in other school settings as well. 
Students’ Anxieties in EFL Speaking Class Ridho Hafizh Firdaus; Wawan Wahyudin; Tatu Siti Rohbiah
Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i2.16739

Abstract

This study is focused on identifying the factor of students’ anxiety and solution to reduce anxiety in speaking English at the third Semester Students of English Education Department of Universitas Islam Negeri Sultan Maulana Hasanuddin Banten in Academic Year 2021/2022. The formulated problems of this study were: (1) What are the causes of students’ anxiety in speaking English? (2) How are the solutions to reduce students’ anxiety in speaking English? The method used qualitative method. The participants of this study were third semester students majoring in English Education at Universitas Islam Negeri Sultan Maulana Hasanuddin Banten. The data were gathered through questionnaire and interview.  The results of this study: first, personal and interpersonal students’ fear in speaking English cause low self-confidence. Second, the students’ perceptions, they fell apprehensive about speaking in front of the class. Third, lecturer-students interaction, the students sensed anxiety when they don't understand what the lecturer is correcting. The last is the lack of preparation, according to the students; they are concerned about their lack of preparation for tests or speaking in front of the class. The solution to reduce anxiety; the students said trying to be confident, preparing material, and they don't be scared to make mistakes when speaking because correcting the errors will help them speak more confident.
The Challenges of EFL Learners in Higher Education to Participate the Online Presentations Dian Wahyu Saputri; Paulina Besty Fortinasari
Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i2.15727

Abstract

Not only presenters but also participants can affect the process of online classroom presentations, including the discussion in question-and-answer sessions. Sometimes, several EFL learners who participate in online classroom presentations do not actively join the discussion by asking the presenters questions, suggestions, or objections. Various reasons may affect the issues, including the challenges the participants face. Therefore, this study aims to determine the challenges of EFL learners as participants during online classroom presentations. The participants were 23 sixth-semester students from English Department, Universitas Tidar. The researchers used descriptive qualitative methods and questionnaires as instruments to collect and analyze the data. The researchers found that 61% of the respondents often and sometimes joined the discussion, and 39,1% of the respondents rarely joined the discussion. The researchers conclude that many students actively join the discussion in question-and-answer sessions, but the number of students who did not actively join the discussion is relatively high. The reasons are the challenges faced by the EFL learners related to the low confidence, anxiety, and noise from the presenters and the participants during online classroom presentations. Based on the data, the students prefer using the chat box to the microphone to join the discussion.
The Role of Cultural Content in Teaching Reading Comprehension Nur Rasmayanti; Abdul Mu'in; Tatu Siti Rohbiah
Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i2.15892

Abstract

This study investigates the role of cultural content in teaching reading comprehension. This research is (1) to analyze the teachers’ way to teach the cultural content in the classroom in teaching reading comprehension; (2) to find out whether teachers have an awareness of the importance of cultural learning in the form of cultural content in learning English; and (3) to find out the teachers’ responses to teach cultural content in reading comprehension. The reseach used qualitative research. The instruments used in this research were documentation, observation, and interviews. This research involves three English teachers as participants of SMKN 02 Rangkasbitung. The research findings show that cultural content on teaching reading comprehension was found to have been applied by the three English teachers. In class X, it was found that the teacher represented international culture in descriptive texts with material on the history of Hagia Sophia. Then, in class XI, it was found that the teacher represented target culture in the procedure text with the material How to Make Sandwich. In class XII, it was found that the teacher represented source culture in descriptive texts with Baduy Culture material. Next, the English teachers have realized the importance of learning cultural content on teaching reading comprehension. The last, the teachers gave a positive response and argued that cultural content can improve student’s learning processes in reading comprehension.
Short Film Transformation Techniques in Writing Short Stories John Pahamzah
Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i2.19701

Abstract

The objective of research was to find out there is any significant of using short story toward Indonesian EFL writing skills. Various techniques can be used to make someone skilled at writing short stories. One of them is the film transformation technique. The choice of film transformation techniques must be accompanied by the use of innovative and creative media such as short films. The method used in this study is a quantitative research method using experimental design. The sample used in this study based on the population mentioned above is the 6th semester students of creative writing classes for the academic year 2017/2018. The total sample of students is 30 students, divided into 17 male and 13 female students. Data collection was carried out through two stages, namely pretest and posttest. Based on the analysis results, the result of normality test in pre-test showed t-count (2, 5312) and t-table (11,070), then Ho is refused and Ha is received. The result of normality test in post-test showed t-count (1, 8682) and t-table (11,070), then H0 is refused and H1 is received. The result of homogenity in pretest showed Fcount = 1,228 and Ftable = 1,858. Fcount ≤ F table or 1,228 ≤ 1,858 then Ho is accepted. Moreover, the result of homogenity in posttest showed Fcount = 1.140 and Ftable = 1.858. Fcount ≤ F table or 1,140 ≤ 1,858 then Ho is accepted. The linearity test results from the table can be calculated F ¬ 1.4908 and F table 2.41 with a significant level α = 0.05, then it can be concluded from the results of the linearity calculation of this linear patterned data. The results of hypothesis test showed –table <tcount <ttable or -2.002 <6.09> 2.002, then Ho is rejected and Ha is accepted. To be concluded, there is an influence of the use of film transformation techniques on short story writing skills of creative writing class students in the academic year of 2017/2018, because it obtained an average value with the number of pretest 59.1 and posttest 77.7.

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