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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 5 Documents
 1 
Search results for , issue "Vol 7, No 2 (2024): September 2024" : 5 Documents clear
The Influence of Using Chatbot Towards Junior High School Students’ Vocabulary Mastery Ramdhani, Muhamad; Juniardi, Yudi; Miranty, Delsa
Journal of English Language Teaching and Cultural Studies Vol 7, No 2 (2024): September 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i2.26013

Abstract

This research aimed to determine the influence of using chatbot on students’ vocabulary mastery in class VII SMPN 13 Cirebon. This research used quantitative research method by implementing quasi-experimental research design. The participants in this study were 48 students from two classes. VII E served as experimental class and VII D control class. This research used purposive cluster sampling as the sampling technique. This research used a test as an instrument and is analyzed by using IBM SPSS 25. The research finding showed that the post-test mean score in experimental class was higher than control class (70,00 > 68,96). This result means students’ vocabulary mastery improving in experiment class was better than control class. Furthermore, the t-test result showed that sig (2-tailed) was less than 0,05 (0,029 < 0,050). This result meant null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. In addition, there is low effect in using Chatbot towards junior high school students’ vocabulary mastery. Therefore, this indicated that there was an influence of using chatbot on seventh-grade students’ vocabulary mastery at SMPN 13 Cirebon.
Investigating the Use of Peer Feedback as a Strategy in Teaching Descriptive Text Oktaviani, Helda; Azis, Abdul; Juniardi, Yudi
Journal of English Language Teaching and Cultural Studies Vol 7, No 2 (2024): September 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i2.25731

Abstract

This study aims to investigate the use of peer feedback strategy in teaching descriptive text writing in XI-5 students at SMAN 10 Pandeglang by using a qualitative case study approach. Data collection methods include classroom observation and semi-structured interviews with students and teacher. Classroom observation was conducted to observe the implementation process of peer feedback directly in the classroom while learning descriptive text writing. Furthermore, semi-structured interviews were conducted individually with several students and teachers involved in the study. The interviews with students aimed to explore their perceptions and challenges using peer feedback, and their impact on writing quality and learning motivation. Meanwhile, interviews with teachers focused on the approach used in implementing peer feedback, the obstacles faced, and their views on the strategy's effectiveness. The results showed that peer feedback helped students develop better descriptive text-writing skills, especially regarding word selection, idea organization, and description sharpness.
Using Voice Over (VO) in Creating Materials for Teaching Speaking Skills Fitria, Tira Nur
Journal of English Language Teaching and Cultural Studies Vol 7, No 2 (2024): September 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i2.27942

Abstract

This research describes the use of Voice Over (VO) techniques in creating teaching materials for teaching speaking skills. This research is descriptive qualitative. The analysis shows that Voice Over (VO) technique in teaching English Speaking encompasses a broad range of contexts to focus on language proficiency and practical communication skills. This prepares students to navigate diverse real-life interactions encountered in daily life. Teachers utilize VO techniques to narrate dialogues and narratives, introduce vocabulary, and enhance pronunciation and intonation skills. They can separate recordings to focus on skill development and integrate learning into everyday contexts, grammar explanations, and create immersive experiences. They can use user-friendly voice recording software, produce interesting/engaging content, boost confidence, and improve communication skills. VO teachers should master pronunciation, intonation, and communication through regular vocal practice, and adapt their teaching to meet students' needs by adjusting language levels and providing constructive feedback for continuous improvement. They can employ creative methods like storytelling and role-playing to train speaking abilities, thereby fostering interactive learning and dynamic educational environments. When creating VO materials, teachers begin by selecting interesting/engaging topics such as everyday conversations or professional scenarios. They meticulously script clear and structured dialogues, instructions, or narrations with appropriate vocabulary to meet specific learning objectives. They should ensure high-quality audio recordings with clear pronunciation by native speakers to maintain authenticity and minimize distractions while integrating multimedia elements to enrich the learning experience and reinforce comprehension. Specific examples of VO materials can be found in daily activity and real life which illustrate utility in providing practical language learning experiences.
EFL Students’ Engagement in Reading Classroom by Using Story-Mapping Putri, Ashrini Syafira; Nugraha, Sidik Indra; Ridwan, Iwan
Journal of English Language Teaching and Cultural Studies Vol 7, No 2 (2024): September 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i2.25589

Abstract

Reading comprehension of EFL students have been concern of scholars by researchers, they have low motivation, interest and participation in the process of reading comprehension. Due to this problem, teacher should choose a suitable strategy to teach reading comprehension especially in narrative text reading. This study is aimed at investigating how students are engaged in reading cllassroom by using story-mapping technique. The study used a case study as a qualitative research design, involving ninth grade students at Junior High School in Cibitung as participants. The data were collected through observation and interview. The findings showed that EFL students’ engagament in learning reading narrative text by using story map technique resulted in three types, namely cognitive engagement, emotional engagament, and behavioral engagement. The story map can help students learn to read narrative text in a cognitively. Furthermore, students exhibit positive reactions as well as emotional engagement with the story mapping technique. Finally, students who engage in behavioral engagement actively participate in the learning process
Students’ Perception Regarding to the Use of Role Play Technique in Learning Speaking Skills Wijaya, Michael; Handayani, Ika; Fargianti, Yusti
Journal of English Language Teaching and Cultural Studies Vol 7, No 2 (2024): September 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i2.24283

Abstract

This study aimed to find out how are the perception of students regarding to the use of role play technique in learning speaking skills and also what are strengths and weaknesses of it according to students’ perception at SMP Negeri 1 Kelapa Dua, Tangerang. The research employed a case study method. The data were collected by observation, questionnaire, and interview. The results of the research showed that role play helped students in English vocabulary, English grammar, English comprehension, English pronunciation, and also their English fluency. Moreover, it was more fun and helped them to cultivate their knowledge, made them interested and more enthusiastic, more optimistic, more motivated, taught them about teamwork, involved them directly, and more active. It is proven to be an efficient technique in teaching and learning speaking skills, but less effective in fostering students’ self-confidence. Therefore, it still made them shy and afraid when playing roles.

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