Journal of English Language Teaching and Cultural Studies
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.
Articles
97 Documents
<![CDATA[Improving Students’ Narrative Text Writing through Narrative Endings and Story Mountain ]]>
<![CDATA[Arnilah Arnilah]]>;
<![CDATA[Nana Meilida Astari]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i1.14106
<![CDATA[Writing skills are an essential part of communication. Good writing skills enable people to deliver their message clearly and efficiently. However, writing in a foreign language is considered the most difficult skill among other skills. Thus, the students face many challenges in writing. Hence, this study aims to investigate narrative ending and story mountain templates in improving students' ability to write narrative text. The study was conducted in SMA Islam Nurul Fikri Boarding School Serang. The participants were grade X Science 4 consists of 27 female students. The method used was classroom action research. The data was gained from observation, the writing tests, and the questionnaires given to the students. The study results based on the observation showed that the students showed more enthusiasm when the teacher applied narrative ending and story mountain template in teaching narrative text. The scores of the students' writing improved from the pre-test, which was 77, cycle 1 was 82, and cycle 2 was 86. The questionnaires revealed that the students enjoyed the writing class using narrative ending and story mountain template. They believed that both techniques were good to improve their writing skills of narrative text. Thus, it can be concluded that narrative ending and story mountain can improve students' writing of the narrative text.]]>
<![CDATA[EFL Students’ Difficulties in Writing Narrative Text ]]>
<![CDATA[Nova Falihah]]>;
<![CDATA[Eri Rahmawati]]>;
<![CDATA[Akhmad Baihaqi]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i1.15026
<![CDATA[The purposes of this study are to identify the difficulties faced by students in writing narrative texts and to determine the factors that caused students’ difficulties in writing narrative texts. This research used qualitative research with a case study method. Data were collected from observations, questionnaires, and documentation. The participants in this study were tenth-grade students of one public high school in Serang, Banten Province. From the results of the study, there are four difficulties most agreed upon by students in writing narrative texts, namely students’ difficulties in (1) writing correct sentences, (2) using appropriate tenses, (3) using appropriate vocabulary, and (4) developing the ideas. Meanwhile, the factors causing students' difficulties in writing narrative texts that they are mostly agree with the limited vocabulary and they cannot write structured sentences in English. Based on the results of the study, it can be concluded that the difficulties faced by students in writing narrative texts are difficulties in grammar and vocabulary. Then, the factors that cause students difficulties in writing narrative texts are limited vocabulary and inability to understand the grammar well.]]>
<![CDATA[Social Class and EFL Learning in Indonesia: Listening to Teachers’ Perception ]]>
<![CDATA[Usep Sofyana]]>;
<![CDATA[John Pahamzah]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 1 (2022): March 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i1.16182
<![CDATA[The social class status strongly affects the experience of students in language learning. The objective of this study is to explore the belief of teachers on social class and its influence on language learning in the EFL class. This study applied a hermeneutic phenomenological qualitative method. The sample of this study was English teachers in bilingual primary school in Serang, Banten. Six teachers were selected as a sample using the purposeful sampling technique. The findings show that teachers believed that social class differences affect the language learning in the EFL class. The higher class students tend to obtain the supportive learning environment than lower social class students. Another finding also revealed that teachers believed that students from higher class families have better language such in vocabularies and pronunciation. These findings provided additional support to the need of intensive support for students from lower class families to fill the gaps of the language learning that is caused by the social class difference.]]>
<![CDATA[The Effectiveness of Using Hand Puppet Video towards Student's Listening Comprehension in Narrative Text ]]>
<![CDATA[Ayu Safaroh]]>;
<![CDATA[Yudi Juniardi]]>;
<![CDATA[Ika Handayani]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i2.15709
<![CDATA[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.]]>
<![CDATA[Developing Supplementary Speaking Material for Eighth Grade Students ]]>
<![CDATA[Feri Ferdiyanto]]>;
<![CDATA[Achmad Kholili]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i2.16993
<![CDATA[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. ]]>
<![CDATA[Students’ Anxieties in EFL Speaking Class ]]>
<![CDATA[Ridho Hafizh Firdaus]]>;
<![CDATA[Wawan Wahyudin]]>;
<![CDATA[Tatu Siti Rohbiah]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i2.16739
<![CDATA[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.]]>
<![CDATA[The Challenges of EFL Learners in Higher Education to Participate the Online Presentations ]]>
<![CDATA[Dian Wahyu Saputri]]>;
<![CDATA[Paulina Besty Fortinasari]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i2.15727
<![CDATA[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.]]>
<![CDATA[The Role of Cultural Content in Teaching Reading Comprehension ]]>
<![CDATA[Nur Rasmayanti]]>;
<![CDATA[Abdul Mu'in]]>;
<![CDATA[Tatu Siti Rohbiah]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v5i2.15892
<![CDATA[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.]]>
<![CDATA[Students’ Critical Thinking Skills Perform in Debate Activities ]]>
<![CDATA[Dzakiyatun Naqia]]>;
<![CDATA[As'ari As'ari]]>;
<![CDATA[Afif Suaidi]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i1.17491
<![CDATA[This study aims to explore student’s critical thinking skills by finding out students' ability to develop arguments, supporting details, and the analysis to the problems and its solution. This study used a qualitative approach with a case study method through observation and interviews as data collection techniques. This study involves 6 members of English Club at SMAN 2 Kota Serang as participants. The results of this study showed students' abilities in developing arguments and supporting details such as: (1) Ability to research data, (2) ability to develop arguments, and (3) ability to explore references from various sources. in addition, the results of the analysis showed that students are able to identify problems and determine solutions. The points are as follows: (1) Comprehending the issue and (2) finding the best solution. Based on the results obtained, it can be concluded that the results of this study are able to answer the research questions.]]>
<![CDATA[The Impact of Using Voice of America (VOA) in Teaching Degree Comparison to Indonesian Junior High School Students ]]>
<![CDATA[Fatima Ayu Ajzahra]]>;
<![CDATA[Abdul Muin]]>;
<![CDATA[Tatu Siti Rohbiah]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i1.17487
<![CDATA[This research was conducted based on the main problem is the learning effect of using the voice of America (VOA) YouTube Channel in Degree of Comparison. Based on the main problem formulated above, the research objectives are as follows: to determine the effect of using Voice of America (VOA) learning english YouTube Channel in teaching degree of comparison in the eighth grade of SMPN 24 Kota Serang. The subject of this study involved 60 students as a sample from class VIII SMPN 24 Kota Serang in 2022 as a population. The show that the value of t0 is 3.26 with degrees of freedom (df) is 58. There was a significant difference between students' understandings on degree of comparison Using Voice of America (VOA) English learning through YouTube Channel. The study found that most of the data showed an increase in learning using YouTube video channels. It is suggesting that students should consider the learning method used to achieve sustainability.]]>
