Journal of English Teaching and Learning Issues
JETLI is a fully peer-reviewed journal that publishes original research and review articles on the teaching and learning English and language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of: current enquiry as first and second language learning and teaching, language and culture discourse analysis language planning language testing Translation Information technology on language teaching
Articles
137 Documents
<![CDATA[Lecturer’s Feedback toward Students’ Willingness to Communicate in Tertiary EFL Classrooms Interaction during the COVID-19 Pandemic ]]>
<![CDATA[Laily Rahmatika]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 2 (2021): December 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i2.12254
<![CDATA[The transformation of education during the COVID-19 pandemic has significantly impacted English teaching (EFL). To facilitate the successful implementation of this transformation, lecturers provide feedback to correct the error and enhance the skills of students to communicate. This study aims: (1) investigate the types of lecturer’s feedback used in the tertiary EFL interaction classroom during the COVID-19 pandemic and (2) identify types of lecturer’s feedback effect on students’ willingness to communicate of the tertiary EFL interaction classroom during the COVID-19 pandemic. Drawing on a qualitative study, data were collected by observation, audio and video recording, and transcription within two online tertiary EFL classroom of the Department of English Education at Universitas Muhammadiyah Surakarta. The result indicates that types of lecturer’s feedback into evaluative, interactive, corrective, and motivational feedback. Evaluative, corrective, and motivational feedback are identified effect in enhancing skills on students’ willingness to communicate. The results offer implications for language lecturers to be aware that providing feedback affects students' willingness to communicate success or failure.]]>
<![CDATA[Revealing Student’s Reading Interest through creative WhatsApp Status ]]>
<![CDATA[Riana Eka Budiastuti]]>;
<![CDATA[Dodi Mulyadi]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 2, No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v2i1.5033
<![CDATA[Along with the rapid development of technology and digital era, this research investigated and reveal millennial students about their reading habit and interest. Specifically, this paper investigates about students’ reading interest through creative WhatsApp status. This study was carried out by 18 students taking “Basic Reading” class and “Cultural Based Reading” class. It was conducted with descriptive qualitative method by using interview and observation of the students’ WhatsApp status screenshot. It is found that 89% students of English Department Universitas Muhammadiyah Semarang are more interested in reading fiction than the factual text. Besides, students also find that learning using experiment with social media is fun and challenging.]]>
<![CDATA[English Teaching Challenges at IAIN Kudus in Millennial Era ]]>
<![CDATA[Anisah Setyaningrum]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 3, No 1 (2020): June 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v3i1.7018
<![CDATA[This study is a qualitative descriptive research which aimed at exploring the challenges and strategies in teaching English at IAIN Kudus in millennial era. The informants of this research were the English lecturers in IAIN Kudus and the third semester students of English Study Program Tarbiyah Faculty of IAIN Kudus. The result of this study showed that the English lecturers faced some challenges in teaching English at IAIN Kudus in Millennial era. The challenges were related to technology, personal behaviors, mentoring, and communication. In facing those challenges, the English lecturers applied some strategies such as determining the specific time in accessing technology during the class, determining the allowed and unallowed attitudes that can be done in the process of English teaching-learning, giving mentoring to the students, and creating good communication with the students.]]>
<![CDATA[THE IMPLEMENTATION OF TONGUE TWISTERS TO IMPROVE THE STUDENTS’ ABILITY TO PRONOUNCE FRICATIVE CONSONANTS AND LONG VOWELS ]]>
<![CDATA[Lailatul Maulida]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 1, No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v1i1.4514
<![CDATA[The main factor of failure in mastering speaking encountered by the eighth grade students of SMP Ma’arif 1 Ponorogo in the academic year of 2014/21015 was dealing with pronunciation. The research was classroom action research that was conducted in two cycles with planning, acting, observing, and reflecting as the stages done in each cycle. The data were collected from the pre-test, test 1 and post-test as the quantitative data and from interviews, observation, and field note as the qualitative data. The data were analyzed by comparing the score of pre-test, test 1 and post-tests and by using interactive model method. The findings showed that the implementation of tongue twister as a teaching technique could improve the students’ pronunciation of fricative consonants and long vowels. In addition, it can be concluded that tongue twisters is an appropriate technique for teaching speaking, especially pronunciation.]]>
<![CDATA[A Comparative Study Between Human Translation and Machine Translation as an Interdisciplinary Research ]]>
<![CDATA[Zainuddin Hasibuan]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 3, No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v3i2.8545
<![CDATA[Research purpose of the research is to determine the difference between human translation and machine translation. The data sources for this article come from several references, books, journals and articles related to the title of the discussion. Research findings of the research are that human translation is more effective and easier to understand when compared to machine translation which can only translate literal sentences or words without understanding the intent and purpose of the intended target language. So, machine translation language mainly focuses on the source language without paying attention to the target language. In terms of semantic meanings in machine translation, it is far away from the truth of the meaning it has when compared to the meaning of human translations. Therefore, machine translation can be said to be a literal translation that applies in general. So, the role of human translation is still bigger in the correct translation. ]]>
<![CDATA[Improving Students’ Grammar Competences in Writing Descriptive Text Through Community Language Learning (Cll) Method ]]>
<![CDATA[Muhammad Misbahul Munir AP]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 2, No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v2i1.5152
<![CDATA[This research aims at identifying: (1) whether and to what extent Community Language Learning (CLL) method can improve students’ grammar competences in writing descriptive text, and explain (2) the class situation when Community Language Learning (CLL) method is used in teaching grammar in writing descriptive text. The students in the first year of junior high school have difficulty in their grammar competences that causes many errors in writing descriptive text. The classroom action research was conducted in two cycles. The research findings show that: (1) Community Language Learning (CLL) method can improve the students’ grammar competences in writing descriptive text, and (2) Community Language Learning (CLL) method provides enjoyment to support the effective classroom situation when used to teach grammar in writing descriptive text. This method can be an alternative method for the teacher or the future researchers who will conduct the similar research.]]>
<![CDATA[Exploring English Speaking Problems in Higher Education: Pre-Service English Teachers’ Perspectives ]]>
<![CDATA[Sri Wahyuningsih]]>;
<![CDATA[Maisyanah Maisyanah]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 4, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v4i1.10786
<![CDATA[The purpose of this present study was to explore a dozen of English-speaking problems encountered by pre-service English teachers in one of Indonesian Higher Educations. The data of this qualitative study were garnered through semi-structured interviews to ten pre-service English teachers at Institut Agama Islam Negeri Kudus and relevant documentations. The results revealed that speaking English fluently is not really easy for the pre-service English teachers. In addition, they encountered some problems including lack of appropriate vocabulary, grammar mastery, correct pronunciation, and lack of confidence. This study presents an implication in accordance with the curriculum development of speaking course in higher education particularly at Institut Agama Islam Negeri Kudus including the need of reformulating the speaking course curriculum which emphasizes on the integration of technology to arouse the spirits among pre-service English teachers in speaking English. Moreover, the need of providing more chance to speak English for them both inside and outside of the class.]]>
<![CDATA[Fun Writing Using WebQuest ]]>
<![CDATA[Wardani Dwi Wihastyanang]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 1, No 2 (2018): December 2018 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v1i2.3745
<![CDATA[This study intended to describe how the process of teaching and learning using WebQuest can develop the ninth graders’ writing ability of report text. The subjects included the 15 ninth graders. The students were taught to be able to write report texts by using WebQuest after they visit the web addresses given in the two cycles of classroom action research. Their writing ability achievement and the information on students’ interaction during the teaching and learning process were attained by overseeing writing products at the end of each cycle and by using observation checklists and field notes. The result indicated that WebQuest was successful in developing the students’ writing ability of report texts. The comparison of the students’ scores in the preliminary study and in Cycle 2 was significantly developed. In preliminary study, the students’ average score was 50.8. While in the cycle two, the students’ score was 76.8.]]>
<![CDATA[Incorporating Collaborative Learning in an English Course Using Whatsapp ]]>
<![CDATA[Muhammad Noor Sulaiman Syah]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 3, No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v3i2.8901
<![CDATA[In this era of globalization which consists of technological generation, a mobile phone is needed in the teaching and learning process. Students make their mobile phones an inseparable part of themselves. WhatsApp, is the most favored mobile based applications among students, will be the potential application for incorporating collaborative learning. Therefore, this study aims to explore the incorporation of collaborative learning in an English course using WhatsApp and to identify the students’ perception toward that tool in an English course. This case study was conducted in the Arabic Education department of IAIN Kudus, on second semester students of 2019/2020. Two different sources of data were used to collect the information needed for answering the research questions. They were analysis of participants’ posts on the WhatsApp group platform and survey questionnaire using Likert scale. The process of teaching learning activities, including four language skills, in English course through the participants’ posts on the WhatsApp group platform are presented. The quantitative data from the response of Likert scale questionnaires is also analyzed qualitatively. Overall, the study shows that WhatsApp is a convenient tool for incorporating collaborative learning in English course and students get positive feelings and intentions regarding the potential use of WhatsApp in their learning.]]>
<![CDATA[The Analysis Of The Students’ Difficulty in Memorizing English Vocabulary in Elementary School ]]>
<![CDATA[Dewi Ulya Mailasari]]>
<![CDATA[ Journal of English Teaching and Learning Issues Vol 1, No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/jetli.v1i1.4491
<![CDATA[This article describes the students’ difficulty in memorizing English vocabulary in Integrated Islamic Elementary School (SDIT) Amal Insani Jepara. This study uses a descriptive qualitative method. The result denotes that students have difficulties in memorizing vocabulary including there is no visible intrinsic motivation from students, considering English as just another compulsory subject. In addition to the factors of integration and talent, it seems that attitudinal and motivational factors take the main role of the difficulties of students of SDIT Amal Insani in remembering English vocabulary. Students with a high level of intelligence coupled with high enthusiasm, because there is a reward from the teacher, easy to remember vocabulary as well as remembering other subject matter. Students with a priori and low motivation attitude find it difficult to remember the vocabulary that has been given.]]>
