Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is a journal published by the Faculty of Culture, Management, and Business, Mandalika University of Education.. The journal focuses on the following topics: 1. Theory and practice in English Language Teaching and Learning 2. Teaching English as a Second or Foreign Language 3. English language teachers’ training and education
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272 Documents
<![CDATA[Remote Learning in the Crisis of Covid-19: Motivating or Demotivating the EFL Students to Learn? ]]>
<![CDATA[Dedi Sumarsono]]>;
<![CDATA[Taufik Suadiyatno]]>;
<![CDATA[Abdul Kadir Bagis]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.5257
<![CDATA[The implementation of virtual learning in the time of covid-19 pandemic had potentially affected the students’ learning motivation. This research was aimed at finding out; (1) the level of the EFL learning motivation when the remote learning is implemented during the Covid-19; (2) How was the EFL learning motivation when the remote learning implemented during the Covid-19. This study was conducted at two different universities majoring English department and medical laboratory technology department consisting of 202 students. To gain the data, a questionnaire on learning motivation was delivered to the students. The data was analyzed using the Likert scale of agreement or disagreement to interpret the types of learning English motivation. In analyzing the data, both quantitative and qualitative were used as a mixed-methods was applied. The findings of the study showed that the students' motivation was categorized into high level or slightly close to medium level of motivation. Other interesting findings were that the distance learning was claimed less effective because the materials were claimed tent to be difficult, error internet connection, less interaction between students and teachers, and so forth. On the other hand, some students argued that digital learning improves their ability in utilizing the technology media, encourages, encouraged them to be independency and curiosity, and trained the students to be more confident.]]>
<![CDATA[Learning Connected Speech by Pronouncing Song Lyrics: Students' Perspective ]]>
<![CDATA[Auliatuz Zahrotul Jannah]]>;
<![CDATA[Sulton Dedi Wijaya]]>;
<![CDATA[Ro'ifah Ro'ifah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.5156
<![CDATA[Connected speech is a big role in English and has to be understood and mastered by English learners. 20 English Education Department students which are included in the English learner category are the subject of this research. This study aims to investigate how students’ perspective on learning connected speech by pronouncing song lyrics. This study used a qualitative method to focus on analyzing students’ thoughts and it presented descriptively. To collect the data, the researcher used questionnaires and interviews. Totally 58 statements in questionnaires and 16 questions through interviews have given to the subject as a completion. The main finding of this research is all subject loved to listening English song. They has positive responses on learning connected speech using song lyrics. They state that learning connected speech by pronouncing song lyrics can be an effective and fun way. They also feel confident, happy, and close to natives. By seeing the finding, it can be conclude that the problem that existed like students' difficulty when listening to the native speaker speaking, bad pronunciation, shame, less fluency, and even no connected speech are tackled. Moreover, they can learn without boredom because they learn in the way they loved.]]>
<![CDATA[Emerging Word Games to Improve Young Learners' Vocabulary Skills in Ambonese Islamic School ]]>
<![CDATA[Rohib Adrianto Sangia]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.5233
<![CDATA[This study aims to determine the implementation of word games and their impact on student learning outcomes in learning new vocabulary in grade VII Mts Hasyim Asyari Ambon academic year 2020/2021. This research was conducted in three cycles. Using word games as a methodology in teaching English vocabulary starts with the preliminary activities of the teacher opening the class, preparing word game activities, and conveying the objectives of the material. Then in the core activity, the teacher applies the word games. The teacher gives instructions about the rules and activities of word games. In the closing activity, the teacher asks students to express their difficulties and problems when doing word games. The subsequent finding is that student learning outcomes increase each cycle, wherein only five students, or 20%, have completed the pre-cycle using conventional methods. During the first cycle, learning was carried out using word game methodologies. The number of students who achieved completeness threshold rose to 16 people or 64%. In the last cycle, all students can complete the post-test with the same methodology. It shows that using the word games methodology to deliver vocabulary learning materials has significantly improved student learning outcomes.]]>
<![CDATA[Teacher’s Perspective in Teaching Reading Comprehension Using Reciprocal Strategy ]]>
<![CDATA[Leny Dwi Puspita]]>;
<![CDATA[Ermawati Zulikhatin Nuroh]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i1.4861
<![CDATA[The Indonesian government has determined that English is a compulsory subject in junior high schools, senior high schools, and universities. English in junior high school includes four mandatory skills: listening, reading, speaking, and writing. In the teaching process, teachers are expected to be perfect. The teacher must be "perfect"; it means they have to be active, creative, innovative, interesting, and achievers so that students can focus on the lessons in class. However, most students have difficulty learning English, especially reading or understanding texts. This research was conducted with the aim of describing the Teacher's Perspective in Teaching Reading Comprehension Using a Reciprocal Strategy. This research was conducted at SMPN 1 Jabon using qualitative methods, data obtained from interviews and observations. The subject in this study is an English teacher at SMPN 1 Jabon. The results of this study indicate that mastery of good learning strategies is an important component of education in supporting the professional duties of teachers as educators. Teachers use reciprocal teaching as a strategy in their learning. Reciprocal strategies can improve students' reading comprehension because students know the essence of what they read globally. In addition, the teacher can also assist students in understanding the meaning contained in the reading text material that has been explained during the reading class.]]>
<![CDATA[Vocational High School Teachers’ Pedagogical Competence in Teaching English ]]>
<![CDATA[Heri Hidayatullah]]>;
<![CDATA[Siti Syafi’atul Qomariyah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6641
<![CDATA[Pedagogical competency is one of several competencies that teachers have to have merely for being a professional teacher. Referring to the process of recruitment held by governments and the reality of the teaching and learning process in the context of formal school, this current study tried to find out how the teachers’ pedagogical competence, especially in vocational high school. A descriptive qualitative research design was applied in order to deeply dig and analyzed the data needed. The subjects of the research were two teachers along with their own students. Interview and questionnaire were distributed to collect data and then analyzed using triangulation. The findings showed that the teachers understand and know well about their students’ learning styles which in turn to design and implement their teaching and learning via making conversation with the students and doing a pretest. However, most of the students’ responses were in contrast with the teachers’ responses. It could be concluded that the teachers’ pedagogical competence was categorized into low level due to not all students in their classes being invited to do conversation.]]>
<![CDATA[The Metacognitive Strategy to Achieve Listening Comprehension in Kulni Modern Islamic Boarding School ]]>
<![CDATA[Muhamad Farhan Munawar Tanjung]]>;
<![CDATA[Yayu Heryatun]]>;
<![CDATA[Siti Sa'diah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.5776
<![CDATA[Metacognitive is the process of thinking about our minds, which is how a process, and control that information to find new understanding/knowledge and seek relationships with other knowledge. The purpose of this study is to discover how students in class XI of Kulni Modern Islamic Boarding School at Cikande, Serang Banten in use English listening metacognitive strategies, as well as the differences in improving English listening comprehension among students before and after receiving metacognitive learning. The population of this study included 61 students from class XI of Kulni Modern Islamic Boarding School at Cikande, Serang Banten. The sample consisted of 29 students from A class XI. The researcher used quantitative data analysis in this study. Data is gathered by administering tests to the class. There are two kinds of tests: pre-test and post-test. According to the study's findings, the average pre-test score at researcher Modern Islamic Boarding School at Cikande, Serang Banten was 40.41, and the average post-test score in the experimental class was 57.21. Based on the data presented above, it is possible to conclude that there is a 41.5 percent change in learning outcomes. Based on the result of the study, applying metacognitive strategies for learning can help students become interested in listening activities and can be an alternative innovation in learning listening.]]>
<![CDATA[Dicto-Comp in Indonesian’ English Writing Class ]]>
<![CDATA[Nike Angraini]]>;
<![CDATA[Jaya Nur Iman]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6332
<![CDATA[The present inquiry investigated the dicto-comp’ effectiveness on the writing achievement of EFL learners. An experimental research design, chiefly concerned on the non-equivalent pretest-posttest control group design, was taken into the research. Thirty six students were taken as the sample purposively. An English writing test was employed as the primary instrument to assess the writing achievement of EFL learners. The research results found out (1) the EFL learners’ English writing achievement level in the group of experimental after the treatment given was in the good and very good category, (2) dicto-comp significantly improved the EFL learners English writing achievement in the experimental group, and (3) dicto-comp made significant difference on EFL learners’ English writing achievement than those who were not. In conclusion, implementing dicto-comp improved the writing achievement of the EFL learners significantly. Pedagogical implications for English students and lecturers, stakeholder, and near future researchers were also made in this research.]]>
<![CDATA[An Analysis of Students’ Ability in an Interpretive Listening Course ]]>
<![CDATA[Destina Kasriyati]]>;
<![CDATA[Refika Andriani]]>;
<![CDATA[Herdi Herdi]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6009
<![CDATA[The world of education currently requires students to study from home through online learning because of the covid 19 pandemic. Online learning has been going on for almost 2 years so learning is no longer face-to-face. Students faced some problems when they should learn interpretive Listening courses through online learning. One of the problems such as; Students got some difficulties understanding the material. This is the concern of researchers to analyze students’ learning outcomes in an interpretive listening course during online learning. This research approach uses descriptive quantitative utilizing descriptive statistics. There were 55 students who participated in this research. The data was gathered by an online test. The test is available at https://www.examenglish.com. The result suggests students had an average of score 69.4 of the total sample, namely 55 students. Then there is a minimum or lowest score of 30 and the highest is 77. This score has conversion based on score of the Common European Framework of Reference for Languages (CEFR). Therefore, it indicated that student learning outcomes in interpretive listening courses can be categorized as advanced. Where they have an advanced level in understanding and comprehending of listening activities. Even with limited facilities and sometimes unsupported internet networks, the learning outcome was running well.]]>
<![CDATA[EFL Students' Perceptions toward the Integration of Bahasa Indonesia (L1) In English Language Teaching ]]>
<![CDATA[Nizar Saputra]]>;
<![CDATA[Asirah Asirah]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6350
<![CDATA[The application of the first language (L1) in English language teaching (ELT) has long been practiced, and its practice has been controversial in foreign language teaching. This research aims to investigate students’ attitudes toward the application of Bahasa Indonesia (Indonesian students’ L1) in ELT. This research is framed through a quantitative survey in which the 32 participants were invited to take online self-administered questionnaires. Result suggests that the integration of Bahasa Indonesia in English language teaching as a pedagogical tool is considered beneficial to improve students’ English proficiency, enhance English vocabulary, and improve comprehension. In addition, the participants also believed that the numerous use of L1 or Bahasa Indonesia may provide less opportunity for students to develop their speaking skills. When it comes to preferences of language use in ELT, most students agreed that their English teachers should integrate both Bahasa Indonesia and English, in which the use of Bahasa Indonesia to be minimized while English to be predominated.]]>
<![CDATA[Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective? ]]>
<![CDATA[Fikra Raushani Khittahira]]>;
<![CDATA[Peptia Asrining Tyas]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v9i2.6323
<![CDATA[English is one of the foreign languages taught in Indonesia. It has separated curriculum from other subjects which are taught in primary, secondary, and high schools by using English textbooks. However, English textbooks are limited to be developed in Kindergarten area. Therefore, this research conducted and aimed to develop adequate English textbooks based on Kindergarten syllabus which are annual and semester programs by the school. The researcher took the group A and B learners of Kindergarten students at TK Negeri Pembina 1 Malang year 2021/2022. The researcher involved 70 students as the participants. Research and Development (R&D) was conducted in this research with the ADDIE model. The instruments of the research were observation and interviews both teacher and students. The data analysis was obtained from the expert validation checklist also the transcription of the result from the interview with both teachers and students. Findings indicate that “Reverb English” textbooks are feasible and effective during the English teaching-learning process in the classroom for kindergarten students. It can help them to learn faster by visualizing the pictures and words in the book.]]>
