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Jadila: Journal of Development and Innovation in Language and Literature Education
Published by Yayasan Karinosseff Muda Indonesia
ISSN : 27459578     EISSN : 27236900     DOI : https://doi.org/10.52690/jadila
Core Subject : Education,
Languange, Linguistic, Communication & Media
The journal aims to publish research articles. The scope of this journal can be seen as follow: Language Teaching Methodologies Teaching and Curricular Practices Curriculum Development and Teaching Methods Second and Foreign Language Teaching and Learning Classroom-Centered Research Literacy, Literature, Language, and Linguistics Language Education Teacher Education and Professional Development Teacher Training first, second, and foreign language acquisition Bilingual and Multilingual Education Translation New Technologies in Language Teaching Testing and Evaluation
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 105 Documents
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Integrating Grammarly Tools to Enhance Writing Efficiency in Senior High School Like Raskova
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 1 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i1.389

Abstract

The background of this research is that the writer wants to examine the use of grammar in improving writing efficacy. The purpose of this study was to find out the application of Grammarly to improve the efficiency of writing skills in senior high schools. Researchers used descriptive qualitative methods by using interviews, observations, and questionnaires. In this study, 30 participants were observed, and at the end of the interview, eight students with high questionnaire results were taken to be interpreted. Participants are high school students studying in the 2022/2023 school year. The results and discussion show that Grammarly helps high school students learn writing. Students are interested and confident in using Grammarly with the various advantages available during the learning process. This tool is also practical to use and easy to access, so it doesn't make it difficult for students. Students showed positive views of using Grammarly and felt that it was more helpful in exploring writing skills using Grammarly with their various advantages.
Using THIEVES Strategy to Improve the Seventh Grade Students’ Reading Comprehension Achievement Cristya Larasati; Amalia Hasanah; Eka Sartika
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 2 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i2.392

Abstract

This research was conducted with the aim of finding out whether there is significant improvement on students’ reading comprehension achievement before and after being taught by using THIEVES strategy and there is significant differences on students’ reading comprehension achievement who are taught by using THIEVES strategy and those who are not. This research was conducted for 12 meetings and quasi-experimental research design was used to conduct the research. The population in this study were all seventh grade students of SMPN 1 Panang Enim. In selecting the sample the writer used purposive sampling technique and in this study the total sample was 62 which included the experimental class and controll class. To analyze the data the writer used paired sample t-test and independent sample t-test via SPSS 25. Based on the result of paired sample t-test, the p-output was 0.000 with df=30 (2.042), and t-output was 6.291. Since the p-output was lower than 0.05 and t-output was higher than t-table (2.042) therefore it can be concluded that there was significant improvement from students’ pre-test to post-test scores in experimental class taught by using THIEVES Strategy. And based on the result of independent sample t-test, the p-output was 0.002 with df=60 (1.671), and t-output was 3.212. Since the p-output was lower than 0.05 and the t-output was higher than t-table (1.671) therefore it can be concluded that that there was significant difference on students’ reading comprehension achievement who are taught by using THIEVES strategy and those who are not at SMPN 1 Panang Enim.
The Urgency of Oral Corrective Feedback in English Language Teaching: Students and Teachers’ Perception Eulis Rahmawati
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 2 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i2.395

Abstract

Oral corrective feedback plays a significant role that cannot be ignored in second and foreign language learning. The objectives of the research is to reveal the urgency of oral corrective feedback in the English instruction. It further aims at providing guidance toward English instruction practice at secondary school. This research provides a clear description of feedback on English language teaching, especially how teachers give feedback and how students perceive and interpret the feedback given. The research was conducted in one of secondary schools in Kota Serang. In relation to this, the respondents of the research are English teachers and students at the second grade of secondary school. The data were collected through observation, interview, and questionnaire. It was found that the teacher gave oral corrective feedback immediately and delayed depend on the situation, focus on certain topics and collaboratively. The results revealed that students generally have good perception of oral corrective feedback. They like to be corrected when they made a mistake
How Confident Are High Schoolers to Speak English: A Report on Speaking Self-Efficacy Survey Muhammad Iklil Zaki; Alies Poetri Lintangsari
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 2 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i2.412

Abstract

Speaking in English is one of the toughest aspects to master in acquiring the English language. This is reflected in the broad job vacancies that require English as a mandatory skill. It means that it is important to equip students with adequate English skills. However, several reports have found that many students still lack confidence in speaking. On the other hand, a well-known theory suggests that one of the prominent factors influencing learning achievement is confidence, specifically called efficacy. Students' self-efficacy level seems to be one of the prominent factors that could influence their speaking achievement. As the pandemic has transformed the learning mode back into traditional face-to-face learning, this current study was conducted to investigate students' self-efficacy level in public speaking in the post-pandemic era. The study utilized a quantitative method and employed a questionnaire adapted from Paradewari's article. The questionnaire was converted into two types, online and offline conditions, and distributed to 182 students. An independent t-test method was used to compare whether there were differences in students' self-efficacy levels in public speaking between online and offline learning. The study revealed a significant difference in the overall students' self-efficacy level (as indicated by the T-Test Result score) and the factors influencing it. It also found that offline learning had a more positive effect on students' self-efficacy in public speaking compared to online learning.
Students’ Perception of the Use Google Translate in English Learning Margiana Margiana; Syafryadin Syafryadin
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 2 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i2.414

Abstract

The purpose of this study is to ascertain how students view Google Translation as an aid for learning English. The pervasive usage of Google Translation by college students is what inspired this study. In order to better understand how students perceive using Google Translation to study English, researchers conducted research. Two research questions have been developed to address the aforementioned issues. The first is the proportion of students in the English Department who use Google Translate to learn English, and the second is how the students themselves view using Google Translate to learn English. Researchers utilize a quantitative descriptive research strategy in the interim to address defined research questions. In this study, two sets of questionnaires were utilized as the instruments: the first set was used to gather data for the first research question, and the second set was used to gather data for the second research question. Respondents to this survey were enrolled full-time in STKIP Muhammadiyah Pagar Alam's English Department for the academic year 2022–2023. They were all chosen through purposeful sampling. The results of this study show that STKIP Muhammadiyah Pagar Alam students in the English Department utilize Google Translate to learn English since they occasionally have trouble understanding it, especially while doing translation work. They make use of technology to assist them in tasks like translation, diction, checking for synonyms and antonyms, and checking pronunciation. Additionally, they have a favorable opinion of Google Translation as a tool for learning English, with the majority of their "yes" responses indicating that it aids in the process.
Improving Students’ Reading Comprehension by Using K-W-L (Know, Want to Know, Learned) Strategy Khofifah Indah Sari; Annisa Astrid; Mirrah Salsabila
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 2 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i2.422

Abstract

This study aimed to find out the impacts of the use K-W-L strategy in improving reading comprehension among the twelfth grade students of SMA Mandiri Palembang and to know whether there was a significant difference on reading comprehension between students who were taught using K-W-L strategy and those who were not. This study used quasi-experimental design with non-equivalent pretest-posttest design. The population of the study was the twelfth grade students of SMA Mandiri Palembang, and the sample was taken by using convenience sampling technique. The total number of sample was 54 students, 27 students belonged to experimental group and 27 students belonged to control group. In collecting data, the researcher used test. The test was given twice to experimental and control groups, as a pretest and posttest. The data of students’ pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS 22 program. The finding showed that the p-output from paired sample t-test 0.000 was lower than 0.05 and t-value 8.985 was higher than t-table with df=26 (1.705). Then, from the independent sample t-test showed that the p-output 0.000 was lower than 0.05 and t-value 5.022 was higher than t-table 1.674. Therefore, it can be concluded that there was a significant difference on students’ reading comprehension achievement who were taught by using K-W-L strategy and those who are not at SMA Mandiri Palembang.
Rhetorical Structure of Method Sections of Postgraduate Thesis in English Education Study Program Students Abdullah Azzam An-Nashir; Syafryadin Syafryadin; Azwandi Azwandi
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 3 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i3.424

Abstract

The method section of a thesis is crucial because it conveys the information upon which the study's validity is ultimately evaluated. The method section describes the procedure, instruments, design, data acquisition, and data analysis, among other components. Students may encounter several obstacles when composing a thesis, including the rhetorical issue. This study examines the rhetorical structure of the methodology section of a graduate thesis. This investigation employed a fundamental content analysis with quantitative methodology. The data was collected from 50 English education postgraduate theses at the University of Bengkulu. The results indicate that five Moves occurred in the thesis with varying frequencies. Moves 2, 3, and 4 occur most frequently, followed by Move 5, with Move 1 occurring least frequently. Furthermore, this research presents fifteen communicative purposes as Steps. 2 Steps are Obligatory (M2S1 and M3S2), 5 Steps are Conventional (M2S2, M2S3, M3S3, M4S1, M4S2), 7 Steps are Optional (M1S1, M3S1, M4S3, M5S2, M5S3, M5S4, M5S5), and 1 Step is non-obvious (M5S1). In conclusion, this study provides information about the rhetorical structure of the method sections of a thesis in order to heighten students' awareness of the significance of the three Obligatory movements in the method section. Students can use the framework or model presented in this study to present important information and construct a strong argument in the methodology section.
The Realization of Cohesion Devices Applied in Students’ Business Letters Ni Putu Evi Wahyu Citrawati; Gede Eka Wahyu
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 3 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v4i1.442

Abstract

The study aims to discover the students’competency in writing text particularly business letters in English. The study is tried to find out the cohesion devices used by the students’. The participants were the six semester of the Tourism and Business Institut. The number of participant were 50 students. They have got several treatment how to write business letter in English. After the treatment, the researcher collect and analyse data. Qualitative method is used in analysing data. The result shown several types of cohesion applied in students’ writing such as grammatical cohesion; pronoun, substitution, conjunction and lexical cohesion; synonimy, antonimy, and superordinate.
Socio-Affective Strategy Towards Students’ Self-Esteem in Speaking Ability Krismona Ayu Widyaningrum; Elysa Hartati
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 3 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i3.451

Abstract

This study aimed to find out the use of Socio-Affective Strategy towards students' self-esteem in speaking ability. This study was carried out at one of the Junior High School, located in Pakem, Sleman Regency, Special Region of Yogyakarta. This research used mix method combining two kind of researches, quantitative and qualitative. The participants of this research were one class from several classes in the junior high school the academic year 2022/2023 with a total of 32 students. The instruments used to conduct the data for this study were observation, questionnaires and in-depth interview. The results of this study indicated that many students still believe their speaking abilities need improvement, but this does not cause them to feel less than they are. This means that many students have high self-esteem, but there are still some students who have low self-esteem. The teachers' opinion about Socio-Affective Strategy has been confirmed by the survey which shows that by discussing with friends and in groups, it can increase students' courage and confidence, especially when speaking in English. This research gives insight to the field of language education by activating the Socio-Affective Strategy in fostering the students’ self-esteem in speaking skill.
The Correlation between Critical Thinking Skill and Vocabulary Mastery in Critical Listening and Speaking Class Vita Febia Pratiwi; Daniel Ari Widhiatama
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 3 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i3.463

Abstract

The purpose of this research is to find out the relationship between students critical thinking and vocabulary mastery in Critical Listening and Speaking classes at a university in Yogyakarta. This research focused on knowing the relationship between students' critical thinking and vocabulary mastery of semester 4 students at a university in Yogyakarta. The population of this study were fourth semester students who were taking Critical Listening and Speaking courses. This research employed is quantitative design. In collecting data, researchers used questionnaires and tests. The research sample consisted of 15 students at an English Education Study Program. A vocabulary test using https://www.oxfordonlineenglish.com/english-level-test/vocabulary was used to investigate students’ vocabulary mastery. Meanwhile, a formative assignment was employed to gain students’ critical thinking level. To analyze the data, Pearson product moment correlation was used. The exploration discoveries show that there was a positive correlation between critical thinking skills and vocabulary mastery in CLS class with Sig. = 0.934. In this way, the alternative hypothesis (Ha) is acknowledged and null hypothesis (Ho) is dismissed. The importance of this assertion is a basic critical thinking skills impacts vocabulary mastery.

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