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[Motivating Mentally Retarded Students by Using the Quizizz Application ]]>
<![CDATA[Tosi Rut Syamsun]]>;
<![CDATA[John Pahamzah]]>;
<![CDATA[Syafrizal Syafrizal]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 2 (2023): September 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i2.21340
<![CDATA[The purpose of this study was to investigate why students in a special needs school who are mentally retarded use the Quizizz application and how teachers utilize the program at special needs school (Sekolah Khusus) 01 Serang city. Case studies made up the research methodology. The instructor and mentally retarded students, a ninth-grade mentally disabled student at Sekolah Khusus Negeri 01 Kota Serang, were watched and interviewed by the researcher. According to the research's results, utilizing Quizizz in the special needs school (SKh) 01 in Serang city began with the instructor introducing or chatting with the ninth-graders about it in order for them to feel more at test using the online assessment technique. The teacher employed Quizizzes extremely useful features in the Quizizz implementation as well. The responses of students toward using Quizizz were based on an interview with mentally retarded students, which revealed that: (1) The majority of students agree that Quizizz is excited motivation, and fun and that Quizizz creates an engaging atmosphere; (2) Quizizz is interesting with lots of useful features; and (3) A competitive surroundings can be created because Quizizz has many difficult features, which encourages the students to be the top scorer on the Quizizz leaderboard. Mentally disabled pupils in English language instruction may benefit from the Quizizz application.]]>
<![CDATA[Digital Storytelling Resources for Critical Listening: A CEFR-Based Approach for Middle Schoolers ]]>
<![CDATA[Fitri Jayanti]]>;
<![CDATA[Lala Bumela Sudimantara]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 2 (2023): September 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i2.19886
<![CDATA[CEFR has become a crucial framework for language curricula design and learning outcomes assessment worldwide. In Indonesia, critical listening has emerged as a significant student skill to learn, yet middle schools face challenges in mastering it. Sudimantara (2021) has integrated innovative listening activities using filtered intonation in Verbotonal Approach to enhance English academic writing skills. The holistic pedagogy integrates listening, speaking, reading, and writing, incorporating multisensory load reduction strategies and innovative learning tools such as Reading for Emotion and Aesthetics. Sudimantara's approach breaks away from pedagogic grammar and improves learning outcomes. The research aims to enhance students' listening skills and improve the CEFR-based digital storytelling resources as a pedagogical practice. The qualitative data with research and development (R&D) design findings that the creative processes involved analyzing lesson plans, which the researchers found to still rely on traditional teaching methods, utilizing the Reading for Emotions approach as a learning tool to analyze texts and analyzing texts based on the CEFR level using a virtual writing tutor website. In this research, the characterization results of the creative processes are the creation of a product prototype, namely digital storytelling resources for critical listening based on CEFR. The study utilized a curriculum engineering approach that prioritized student-centeredness and differentiated learning over an uninformative approach based on rhizomatics, which focuses on endless learning.]]>
<![CDATA[Teaching Material and Method toward English Students at Vocational High School ]]>
<![CDATA[Raudhatul Islam]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 2 (2023): September 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i2.21373
<![CDATA[This research aimed to analyze the English learning method toward students at SMK Hafsawaty Zainul Genggong Probolinggo and found out which material are relevant to their needs. This research used a qualitative research involving twenty students and English teachers at SMK Hafsawaty Zainul Hasan Genggong. Data obtained by using interviews, questionnaires, documentation, then analyzed using qualitative data analysis method. The interview was purposed for an English teacher and the questionnaire was filled by twenty students. The result of this research found that the students could be easy to understand the material that deliver by the teacher. It proved that the teaching method applied by the teacher was appropriate for the students need. From the teaching material, the school had to develop the education system by considering the teaching material needs for the vocational students. Then, when viewed from the needs, the material has not focused on the needs of students majoring in Islamic banking. However, English for specific purposes have to consider the material need for the students.]]>
<![CDATA[Assessing the Speaking Skill: A Study in the Third Level Education ]]>
<![CDATA[Mauriza Hesti Nurkhofifah]]>;
<![CDATA[Annisa Juliani]]>;
<![CDATA[Ully Manik]]>;
<![CDATA[Yudi Juniardi]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 2 (2023): September 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i2.19922
<![CDATA[The aim of this study is to get deeper into the concept and process of speaking assessment. The assessment has a significant impact on students' learning because it plays a vital role in fostering students’ speaking capability in the learning process. Evaluating and assessing students' achievement in the learning process can give the direct impact toward students learning directly. This study focuses on the speaking assessment at the higher education level, what is the purpose of the speaking assessment, the technique and tools that is used in the assessment. The method used in this study is library research method, by collecting and identifying factual data from various sources and experts’ opinions. Researchers found from the study the purpose of speaking skill assessment is to measure the learning impact. Some techniques in conducting speaking assessment are: public speaking assessment, short and answer assessment, peer-assessment, self-assessment, direct, semi-direct, and indirect assessment, and digital formative assessment and the dynamic assessment for both direct and online or technology basis. The tools in conducting the speaking skills assessment are holistic rubric, analytical rubric, computer-based oral exams.]]>
<![CDATA[Enhancing Reading Proficiency: An Investigation into the Effectiveness of Think Pair Share and Jigsaw ]]>
<![CDATA[Laily Anzalina]]>;
<![CDATA[Ary Setya Budhi Ningrum]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 2 (2023): September 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i2.19945
<![CDATA[The aim of this study is to find out whether the Think Pair Share (TPS) method and Jigsaw method are effective for teaching reading comprehension skills to the tenth grade students of SMAN 1 Prambon, East Java. The quasi-experimental design was applied in this study. There were 33 students of X2 as the experimental class which is using Think Pair Share Method and 31 students of X1 as the control class which is using Jigsaw Method. The instruments used are pre-test and post-test. The result of this study proved that the Think Pair Share method and Jigsaw are effective to teach reading comprehension. On the other hand, when comparing which method is more effective between the Think Pair Share Method and the Jigsaw Method for teaching reading, it can be seen from the result that Think Pair Share Method is more effective than the Jigsaw Method in teaching reading comprehension.]]>
<![CDATA[A Correlation Study between EFL Learners’ Vocabulary Mastery and Their Translation Ability ]]>
<![CDATA[Ary Setya Budhi Ningrum]]>;
<![CDATA[Virdha Fitriana Dhewi]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 2 (2023): September 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i2.20034
<![CDATA[This study aims to investigate the correlation between students’ vocabulary mastery and their translation ability at MAN 3 Kediri. The study employed a correlational design. The present study comprised a sample of 98 students who were in the eleventh grade. The data was obtained from two specific examinations, namely a vocabulary test and a translation test. The Spearman correlation coefficient was employed to examine the data due to its non-normal distribution. The results of the study indicate that there is a correlation between students’ vocabulary mastery and their translation ability in translating English text into Indonesian. There also exists a correlation between students’ vocabulary mastery and their translation ability in translating Indonesian text into English. There is also a correlation between students’ ability in translating English into Indonesian and their ability in translating Indonesian text into English. It is recommended that future academics undertake the task of identifying specific factors that have an impact on an individual's ability to translate.]]>
<![CDATA[The Implementation of Problem-Based Learning for Students' English-Speaking Ability ]]>
<![CDATA[Helda Oktaviani]]>;
<![CDATA[Siti Suharsih]]>;
<![CDATA[Yudi Juniardi]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 7, No 1 (2024): March 2024 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v7i1.23355
<![CDATA[This research explores the perceptions of English teachers at SMPN 21 Kota Serang regarding implementing problem-based learning in their classes. The PBL model is used to teach speaking in class VIII D at SMPN 21 Kota Serang. The lack of motivation is the most significant reason for EFL students' English-speaking proficiency. A PBL model teaching approach can increase students' motivation to learn English. Implementing the PBL model can help students feel involved and challenged to solve problems to increase their motivation to learn. This research uses a qualitative case study as its research methodology to gain an in-depth understanding of emerging problems. English teachers in class VIII D were observed and interviewed about implementing problem-based learning. The findings of this research reveal that teachers who implement problem-based learning have succeeded in providing significant changes to students' English-speaking abilities and have motivation to speak English. Therefore, the researcher found that implementing problem-based learning in English language learning was successful in helping motivate students.]]>
<![CDATA[A Phenomenon of English Content Tiktok Videos as a Resource in Learning English Vocabulary ]]>
<![CDATA[Linda Muflihah]]>;
<![CDATA[Naf’an Tarihoran]]>;
<![CDATA[Eulis Rahmawati]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 7, No 1 (2024): March 2024 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v7i1.24203
<![CDATA[The study aims to analyze the phenomenon of English Content TikTok Videos and explore students’ ways of English vocabulary at SMP Negeri 1 Gunungsari in academic year 2022/2023. The research question is how students’ perceptions in are developing their English vocabulary, what challenges do students face and how do they get vocabulary from the TikTok videos that have been watched. There are a lot of students who watching video TikTok without see a benefits from it, and finally the researcher make a decision to take the title in above. This study used Mixed Methods for different from previous research, Mixed methods is combine between quantitative and qualitative data. The instruments used in this study were questionnaires and semi-structured interviews. The research subjects were students of SMP Negeri 1 Gunungsari, for quantitative data collection, 116 students used snowball sampling, while for qualitative data convenience, 12 students were selected who had filled out the questionnaire. The research findings show their English vocabulary develops because of watching the videos. However, they also note that using TikTok videos can create problems due to network instability and low quotas. it was also found that students were able to increase their vocabulary because TikTok provided short videos with simple explanations, various themes and topics, and the ability to see subtitles for English vocabulary. The researcher concluded that TikTok videos had a significant effect on students' English vocabulary learning at SMP Negeri 1 Gunungsari. The researchers give an advice for another researcher to can develop how to take benefits from TikTok and can be refer this research to reference.]]>
<![CDATA[EFL Pre-service Teacher Profile: A Level of Reflection Regarding Professionalism Readiness ]]>
<![CDATA[Nur Cahya]]>;
<![CDATA[Siti Suharsih]]>;
<![CDATA[Murti Ayu Wijayanti]]>;
<![CDATA[Suroso Mukti Leksono]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 7, No 1 (2024): March 2024 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v7i1.24045
<![CDATA[LPTK (Educational University) has a function and role in preparing professional prospective teachers. One of the indicators that must have is the ability to reflect on learning. The function of learning reflection has the aim of improving sustainable learning. the researcher would like to focus this study to find out how the level of reflection and to examine the level of reflection This research involve qualitative research, The data collection technique in this research is documentation of articles related to the research problem and the interview. The research instrument in this study is the reflection journal done by students when they have completed the learning. Then, the researcher conduct interviews with students regarding matters related to the results of the data.According to the results of the reflective learning journal worksheets conducted by EFL preservice teachers, there are (76.47%) at level C, (17.65%) at level D, and (5.88%) at level B. EFL preservice teachers unable to reach the highest level of reflection because a) Lack of understanding of reflective learning journals b) Difficulties getting to begin writing.This study concludes that the level of reflection level of EFL pre-service teachers are on average. Reflective learning journals need to be done regularly in every lesson to increase the level of reflection. Preparing professional EFL preservice teachers require a significant increase in the level of reflection.]]>
<![CDATA[Teaching Writing Using Genre-Based Approach in Narrative Text ]]>
<![CDATA[Pitri Pitri]]>;
<![CDATA[Tatu Siti Rohbiah]]>;
<![CDATA[As’ari As’ari]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 7, No 1 (2024): March 2024 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v7i1.23571
<![CDATA[This research aims to measure the effectiveness of the genre-based approach in teaching narrative text writing in class x at MA Daar Et-Taqwa petir, kabupaten Serang. The number of students in the experimental class was 15 people and in the control class there were 15 people. In this research, the method used is the quasi-experimental method. The sample was selected by using cluster sampling. In collecting data, the researcher used instruments in the form of observation, and written tests for pre-test and post-test. After giving the post-test, the researcher analyzed the data using SPSS version 26.The results of the research show that the difference in the average posttest score of students in the experimental class is 74.46, which is greater than the average posttest score of students in the control class of 63. Based on the t-test value (0.000), it is smaller than the significance level a (0, 05) so it can be concluded that Ho is rejected and Ha is accepted. This shows that there are differences in student learning outcomes in the experimental class when compared with learning outcomes in the control class. Thus, the use of a genre-based approach is effective in teaching writing narrative texts in class x at MA Daar Et-Taqwa Petir, Kabupaten Serang.]]>
