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INDONESIA
Language and Education Journal
Published by Universitas Islam Ogan Komering Ilir Kayuagung
ISSN : 25034936     EISSN : 27468747     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Language Teaching English, Language Testing and Evaluation, ELT Material Development Translation in English Education, Linguistics Discourse Analysis in English Education, Analysis on English Literatures in English Education Context.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 331 Documents
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A FLASHCARD JOURNEY: Nurul Hidayah; Hanina Syarifah; Paulina Besty Fortinasari; Siti Nur Aisyah; Wigati Sunarsih; Fadhia Bimala Nur Insani; Sinta Ria
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.667

Abstract

Teaching English as a foreign language can be said to transform the best knowledge of acquired language from the teacher to the students. This study investigates the transformative impact of using flashcards in English language learning at SDN Potrobangsan 3, under the guidance of an English teacher in Magelang. This study uses a descriptive qualitative method with data collection by interviewing an English teacher at SDN Potrobangsan 3. The innovative use of flashcards triggers students' enthusiasm for English learning activities. Using clear and engaging visual aids, these flashcards improve various aspects of vocabulary acquisition, listening comprehension, and oral communication skills. Flashcards transform passive listeners into active participants in decoding language. In addition to improving listening skills, flashcards act as a confidence booster in verbal communication. The English teacher becomes a stage where each flashcard fosters engagement, participation, and a passion for learning. The genuine enthusiasm of the students, coupled with the passion of the teacher, weaves a creative and meaningful teaching and learning activity at SDN Potrobangsan 3.
THE IMPLICATION OF PARADIGMATIC AND SYNTAGMATIC RELATIONS IN MORPHOLOGY TO LANGUAGE TEACHING AND LEARNING Aisyah Aisyah; Despita Despita; M. Bambang Purwanto
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.695

Abstract

English Language has many unique properties among which are words; the most tangible elements of a language. Morphology has an impact on Language learners’ ability to both listen and speak efficiently in English. Indeed, the most serious problems of teaching English have to do with the quality of the teachers available for teaching the language as nearly all such teachers are L2 speakers. The paper aims to broaden the scope and knowledge of students and their teachers on word use and word formation through paradigmatic and syntagmatic relations. Accordingly, the possibility of effecting appreciable improvement in the quality of the English spoken in the country as a whole would appear very remote if the study of words and their relationships continue to be neglected in schools. The paper recommends the training of teachers in Contractive Linguistics who are unable to understand and consequently devise effective pedagogical strategies for combating the mostly mother-tongue-induced kinds of learners' errors that recur in students' written and oral performances in the language.
OBSERVING TEACHER’S STRATEGIES IN TEACHING READING NARRATIVE TEXT FOR THE TENTH GRADERS Yeni Fitriana; Happy Kusuma Wardani
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.698

Abstract

Reading is crucial for students’ academic endeavors because it helps students in getting knowledge. With the increasing demand for reading proficiency, students often encounter difficulties in comprehending English texts. This study aims to investigate the teaching strategies employed by an English teacher in reading narrative text for the tenth graders of MA Ma’arif NU Assa’adah Bungah Gresik and the student's responses to the strategies. An English teacher who taught in the tenth grade along with 24 tenth graders of MA Ma’arif NU Assa’adah Bungah became the subjects of this research. By employing a mixed-method research design, the observation sheet was utilized as a qualitative instrument to note down the results of observation in the teaching-learning process, whereas the questionnaire was utilized as a quantitative instrument to find out the students’ responses to the teacher’s strategies in teaching reading Narrative Text. Descriptive qualitative and descriptive statistics in the form of percentages were used to analyze the data. Through three sessions of observation, it revealed that the teacher employed various strategies in teaching reading of narrative text including Scanning, Skimming, Guessing, Silent Reading, Question and Answer Relationship (QAR), Think Aloud, and Jigsaw strategy. Meanwhile, the results of the questionnaire depicted positive responses from students. It indicated that the students perceived benefits from the teacher’s strategies in facilitating comprehension and engagement.
USING YOUTUBE FOR PROMOTING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT Fitri Novia; Rachmanita; Citra Rosmita Sari
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.726

Abstract

The paper sought to explore whether there was a substantial alteration in writing procedure text achievement among seventh-grade students at SMPN 1 Sungai Pinang when utilizing YouTube. All the seventh-grade students from SMPN 1 Sungai Pinang in the academic year 2022/2023 were a population. It took fifty-eight students to become the sample. Two groups were formulated, namely experimental and control. A quasi-experimental design was carried out. Written test in the form of an essay, was reported twice as a pre-test and post-test. Formerly, the students were provided with five topics and crafted a procedure text. The scores were then examined using the t-test. SPSS version 26 was spent to calculate it. The independent sample t-test revealed that t-obtain was greater than t-table. The probability value was less than the alpha value. It caused the null hypothesis to be excluded while the alternative hypothesis was established. Hence, there was a substantial variance in writing performance between students who used YouTube and those who did not.
THE RELATIONSHIP BETWEEN THE EIGHT-GRADE STUDENTS' VOCABULARY MASTERY AND THEIR WRITING ACHIEVEMENT AT SMP PGRI PEDAMARAN Yuris Tri Harli; Dewi Sartika; Kiki Rizki Amelia
Language and Education Journal Vol 9 No 1 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i1.727

Abstract

In the world of language development and academic achievement, the relationship between vocabulary mastery and writing power is critical. Recognizing the tremendous impact of students' lexical command on their ability to compose descriptive texts is critical for educators seeking to improve language teaching. As a result, the purpose of this study is to investigate the possible relationship between students' English vocabulary mastery and their ability to write descriptive texts at SMP PGRI Pedamaran. This inquiry provides useful insights into the underlying aspects that support excellent English writing. Utilizing a purposive sampling strategy, three classes comprising 72 students were chosen as the sample group. Data collecting included delivering multiple-choice vocabulary exams as well as essay-based writing tests. The Pearson Product Moment correlation approach was utilized to conduct further study. The findings show a substantial relationship between students' English vocabulary ability and their ability for descriptive writing at SMP PGRI Pedamaran. The estimated correlation coefficient (r) of 0.26 was more than the crucial value (r-table) of 0.23 at a significance level (p) of less than 0.05, indicating a weak correlation. This emphasizes the importance of vocabulary in generating descriptive texts, as well as its significance in language proficiency. As a result, vocabulary mastery emerges as a critical determinant in students' ability to successfully explain descriptive narratives, emphasizing its intrinsic value in the writing process.
WRITING ANXIETY FACTORS IN FOURTH-SEMESTER ENGLISH STUDENTS AT MUHAMMADIYAH KOTABUMI UNIVERSITY Rulik Setiani; Suprapto, Irawan; Waliya, Waliya
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.561

Abstract

This research aimed to investigate the factors of students' anxiety in writing class and identify the dominant factors of students' anxiety in writing class. This research used descriptive qualitative research methods. The data from this research were taken from the interview results with 10 students in the fourth semester of the English education study program at Muhammadiyah Kotabumi University academic year 2021/2022. The instrument used in this research is an interview. In the data analysis technique, the data using the Miles and Huberman model which consists of reduction data, display data, and conclusion drawing/verification. The research findings reveal eight key factors contributing to students' anxiety in writing classes. These include inadequate writing practice (4 respondents), low self-confidence in writing (6 respondents), anxiety from writing (8 respondents), inadequate writing technique (8 respondents), pressure for perfect work (8 respondents), time pressure (9 respondents), problem with topic choice (9 respondents) and language difficulties (10 respondents). The three most prominent factors are language difficulties, time pressure, and topic choice issues, affecting 10 and 9 respondents. These findings provided important insights for educators to understand the sources of students' anxiety and develop effective strategies to help them overcome barriers in learning to write
The IMPLEMENTING PROJECT-BASED LEARNING TO IMPROVE FIFTH-GRADE STUDENTS’ ENGLISH LEARNING Nurlistia; Alya Putri Ramdhani; Paulina Besty Fortinasari
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.655

Abstract

Project-based learning (PjBL), a teaching method, improves students' skills through projects. This study aimed to assess the impact of implementing PjBL on fifth-grade English language skills. Data collection used a qualitative approach through questionnaires and surveys. The questionnaire responses were analyzed to describe the findings, and qualitative data were gathered from a survey on students' interest in learning English. This study focused on how PjBL was implemented in fifth-grade English lessons at SDN Soronalan 2 Sawangan and students' perceptions of the method. Before using PjBL, many students (85%) had scored below 80, showing low performance. Only a few students (15%) had scores above 80. After the exposure of PjBL, many students (85%) obtained high scores above 80, and a few students (15%) got low scores. It indicated that there was a significant improvement in learning outcomes. The study concluded that PjBL effectively enhanced English learning outcomes for fifth-grade elementary students.
TEACHER AND STUDENT PERSPECTIVE ON SECONDARY SCHOOL ENGLISH TEXTBOOK Huda, Cut Maya Nurul; Safura, Siti; Helmanda, Cut Mawar
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.680

Abstract

Textbooks play an important role in the teaching and learning process. In learning English, textbooks are an essential source of knowledge and information about the language. As a result, the use of English textbooks must be closely investigated. According to this issue, this study was conducted to analyze the English textbook used at the first level of secondary school from the perspectives of both teachers and students. This study was an explanatory sequential mixed method (a qualitative and quantitative research design). Purposive sampling was employed to select two teachers and twenty students from SMP Muhammadiyah Banda Aceh. The data of this study was gathered through interviewing teachers and distributing questionnaires to students. The qualitative data was examined descriptively, while the quantitative data was analyzed using percentages. The finding revealed that both teachers and students had favorable attitudes toward the English textbook. From the interview results, teachers believed that English textbooks were proper for teaching and learning processes in the classroom. Further, the result of the questionnaire identified that most students agreed that the use of English textbooks could effectively help them in learning English. As a whole, the English textbook meets the needs of students in learning English.
AN ANALYSIS OF TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING ENGLISH VOCABULARY TO DEAF STUDENTS AT SLB NEGERI 1 MAKASSAR Wiranto, Muhammad
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.779

Abstract

This research examined the teachers’ difficulties in implementing TPR to teach English to students with impaired hearing at SLB Negeri 1 Makassar. A descriptive qualitative approach was applied, with data collected through observations, interviews, and documentation. Research evidence shows that TPR, as a gesture and revoicing strategy involving sign language, works for people who are deaf or hard of hearing and helps teach more vocabulary in terms of visual prompts. However, several challenges emerged, such as restricted words used by students, the necessity to explain repeatedly, and other barriers to learning, leading to extensive instructional challenges. All these challenges take extra time and commitment from the teachers to ensure that the student is given the required learning intervention. Thus, though parental assistance, pictures, and natural objects may be used to support the material, the paper determines that TPR alone lacks effectiveness in overcoming all difficulties.
CHARACTER AI IN EFL CLASSROOMS: STUDENT PERCEPTIONS AND EXPERIENCES Kusuma Ningsih, Irwanda; Farikah; Ramadhika, Boris
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.782

Abstract

This study investigated the perceptions and experiences of EFL students using Character AI in their English learning process. Character AI, an advanced chatbot service designed for human-like interactions, offers potential benefits in language education. A qualitative approach was employed, involving 15 junior high school students at SMP Negeri 3 Magelang who interacted with Character AI for a 40-minute session. Data were collected through report cards and classroom observations and analyzed using thematic analysis. Findings indicate that students found Character AI engaging and enjoyable, enhancing their motivation and participation in learning English. The AI provided personalized feedback and real-time corrections, contributing to noticeable improvements in students' grammar and sentence construction skills. This study highlights the potential of Character AI as a valuable educational tool in EFL classrooms, emphasizing its role in enhancing student engagement, motivation, and participation while offering personalized feedback and real-time corrections.

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