Journal of English Language and Education
Journal of English Language and Education (pISSN: 2597-6850 and eISSN: 2502-4132) is a journal that focuses on researching or documenting issues in education, language education, applied linguistics, English education, English language teaching, English Literature, language assessment and evaluation. It is published by Program Studi Pendidikan Bahasa Inggris, Universitas Pahlawan Tuanku Tambusai is indexed in Google Scholar and Supported by Relawan Jurnal Indonesia (RJI).
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<![CDATA[Improving Students’ Vocabulary Mastery by Using Cooperative Learning Method Type Teams Game Tournament (TGT) ]]>
<![CDATA[Karman Karman]]>;
<![CDATA[Indriani Indriani]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.89
<![CDATA[This research was conducted to improve students’ vocabulary mastery using cooperative learning method type teams game tournament (TGT) at the second grade of SMP Negeri 1 Pomalaa. This study used a classroom action research (CAR) design. The procedure of CAR consisted of preliminary of the research, planning, implementation, observation, analysis and reflection. Observation sheets and vocabulary test were used to gather the data. This research consisted of two cycles in which there was an improvement from cycle one to cycle two. The improvement could be seen on the result of the vocabulary test in cycle one and cycle two. It was found out that there was an improvement of students’ vocabulary mastery from cycle one to cycle two. In the cycle one, the percentage of students who passed the test was 47.36% and in cycle two the percentage of the students who passed the vocabulary test was 89.47%.]]>
<![CDATA[The Effect of Using Infographic on Students’ Writing Summary Skill ]]>
<![CDATA[Ayu Fitriani]]>;
<![CDATA[Melyann Melani]]>;
<![CDATA[Leli Lismay]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.108
<![CDATA[This research was due some of problems in the English learning process. Firstly, the students had difficulties in writing summary because the students did not have the skill to writing summary. The students did no how to begin writing summary. Secondly, teacher seldom used media in learning English. And thirdly, the students had poor vocabulary mastery. This research used quantitative descriptive research. The data was taken through the test. The population in were 92 students of XI TKJ 30, XI KC2 26 and XI PH 36 students.. The researcher used purposive sampling. Because only one class that is taught by the teacher with giving feedback. It is class XI TKJ 2 which consist of 30 students. Based on the results of the research, the finding reveals that students used infographis with result (2,177%) was higher than t-table (1,673%) , there was significant effect of using infographic on students writing summary. Then, the result of post-test both classes experimental and control class was obtained (2,163%) which was higher than t-table(,637%). So that, the students who are taught by using infographic is better the students who are taught by using conventional.]]>
<![CDATA[INDONESIAN EFL STUDENTS’ PERCEPTIONS ON SYNCRHONOUS AND ASYNCHRONOUS E-LEARNING ]]>
<![CDATA[Yuliana Friska]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.90
<![CDATA[The use of technology in language learning has been extensively expanded. However, the investigation into the implementation of e-learning through video conferences (synchronous) and learning management systems (asynchronous) particularly in English Language Teaching is still lacking. This study was aimed to investigate the students' perceptions on synchronous and asynchronous e-learning in ELT. Furthermore, the study focused on exploring students’ preferences in using asynchronous and synchronous e-learning resources, and found out students’ view of the need of teachers' presence in the use of e-learning. The method used in this study is an online survey through google form. There were 167 EFL students from accounting department of Universitas Pamulang taking part as the participants. The findings show that students’ perceptions on synchronous and asynchronous e-learning in ELT are positive. This indicates that students are familiar with the use of e-learning as a medium of teaching and learning. Meanwhile, using synchronous e-learning is preferred as it facilitates students have two-way communication with the lecturer. Moreover, the presence of lecturer in e-learning are quite crucial. It shows that no matter how sophisticated the technology is, the presence of teachers is still expected by students.]]>
<![CDATA[THE INFLUENCE OF DIGITAL TECHNOLOGY ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH SPECIFIC PURPOSE ]]>
<![CDATA[Idaryani Idaryani]]>;
<![CDATA[Fidyati Fidyati]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.96
<![CDATA[The rapid growth of sophisticated technology has provoked a new way of teaching ESP. These digital technologies in some way enable the teachers to design teaching material more interesting as learning ESP is designed based on the students' needs related to the future professional workplace setting. Moreover, by adopting digital technology into the teaching classrooms, the student can find learning material easily and efficiently. Therefore, this research aims to find out the following issues: 1) what are the preferable digital tools used in learning ESP, and how they work in the classroom? 2) how do those tools influence the students’ motivation in learning ESP? This research employs a library research approach by examining a few related articles on the implementation of digital technology in ESP classrooms, and its impact on students in learning ESP. The result of the study shows that integrating digital technology in classroom ESP is beneficial. Students are more interactive, the teaching class is more collaborative and it can improve learner proficiency. Moreover, integrating digital technology in teaching ESP can create an enjoyable teaching-learning process, result in a positive attitude of the learners, to be motivated therefore the students are more involved in learning activities. However, the study also confirms that adopting digital technology in ESP classrooms also have some drawbacks, for instance, students are easy to be distracted or get digressed when using digital technology such as youtube or smartphone in the learning process.]]>
<![CDATA[The Effect of QAR (Question-Answer Relationships) Strategy to ImproveStudents’ Reading Comprehension ]]>
<![CDATA[putri asi lestari]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.84
<![CDATA[The goal of the QAR strategy is helping the students in reading comprehension actively by analyzing various steps of questions. QAR (Question-Answer Relationships), which helps the students to answer the question based on the text. QAR is the best strategy that helps students in answering question and comprehending the text more effectively. This research was an experimental research. It was conducted at Pondok Pesantren Miftahul Muarrif which located on kampar regency. The population of this research was the eight year students of Pondok Pesantren Miftahul Muarrif in the second semester. They consisted of 123 students, which divided into 3 classes. The reason to choose eight year students in using QAR technique was this technique appropriate to intermediate level of students. This research focuses of QAR Strategy on students’ Reading Comprehension. The instrument of this research is reading test. The data collection technique that writer used to analyzed data is t-test. The result of this study is taken from the quantitative data. It can be seen that there is improvement from the score pre-test (47.9) to that of post test (74,82) for experimental class and also the t-table 1.99 is smaller than t-observed 12.4. Moreover, it can be seen that after being taught by using QAR (Question-Answer Relationship) strategy, there is increasing of the students’ reading comprehension and they can answer the question with more efficiently. The students can analyze how and where to answer the question effectively The results of these tests were taken as data of this research.]]>
<![CDATA[THE EFFECT OF EXTENSIVE READING TOWARDS STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Delvia Buana]]>;
<![CDATA[Widya Syafitri]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.91
<![CDATA[In this study researcher found some problems that faced by students of grade X in MAS TI Koto Tinggi. The problems were: first, Students did not understand the meaning of vocabulary in the reading text. Secondly, Students seemed to have lack of willingness and interest in learning English. Thirdly, Students’ ability in English was still average especially in vocabulary and grammar. The study aimed: (1) To find out whether there is a significant effect of using extensive reading towards students’ vocabulary mastery, (2) To find out whether there is a significant difference of students who are using extensive reading and students who are not using extensive reading, (3) To know whether students’ reading taught by using extensive reading is better than students who are not taught by it. The class research was consisted of two classes and the students are 24 students. the first was experiment class with 12 students and the second was control class with 12 students. The researcher did pre-test in both class, then the researcher gave treatment in experiment class by using extensive reading method then did post-test in both class to know the result. Data that has been collected was processed by using SPSS. 20 The results showed that most of the average score of pre-test in experiment class 55.67. The average score of post-test in experiment class was 81. That was mean that the class category of student’s vocabulary mastery in reading skill after did treatment by using extensive method was increase. The average score of pre -test in control class was 58.67, then the average of post-test in control class was 66.67. it’s mean that the class category of student’s vocabulary mastery in reading skill after taught by using conventional method was increase in score, but the category was still in fair category.]]>
<![CDATA[TEACHERS’ BELIEFS AND PRACTICE ON ASSESSMENT IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Zaenul Wafa]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.152
<![CDATA[Teacher needs to assess the students in the classroom objectively. This study was to explore the teachers’ belief and practice on assessment in English language teaching. The main object of the study concentrated on teachers' beliefs about assessment in MTs Yasis At-Taqwa. Three English teachers participated in this study that consist two certificated and experienced teachers and one novice teacher. The data source of this study were observation, interview, open-ended questionnaire and document analysis. The data validity used was data triangulation to acquire accurate information through multi data sources. The technique to collect data were data reduction, data display and verification. The findings of this study indicated that assessment must cover psychomotor, affective, and cognitive aspect and orientate on the learning process, consider the students’ activeness and attitude. The teachers’ beliefs and practice demonstrate positive relationship between teachers’ beliefs on assessment and classroom practice. The dominant factors that shape teachers’ beliefs and classroom practice reflected in the classroom were school culture, training, teaching experience works best and experience as language learners.]]>
<![CDATA[AN ANALYSIS ON ENGLISH TEACHER’S STRATEGIES IN TEACHING READING COMPREHENSION IN NEW NORMAL ERA ]]>
<![CDATA[Desi Wulandari]]>;
<![CDATA[Masrul Masrul]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.121
<![CDATA[Analysis of English teacher strategies in teaching reading comprehension in the new normal era. This study aims to see how the strategies used by English teachers in teaching reading comprehension in this new normal era. This research was conducted at SMPN 3 Kuok. As a research subject, this understanding of reading comprehension involved three English teachers. The design and method used in this research is descriptive research. The author uses telephone interviews by giving questions to each English teacher as an instrument in this study. The results of this study indicate that 3 English teachers at SMPN 3 Kuok use strategies to teach reading even though the teaching process is carried out online with the WhatsApp application. In order for students to stay focused while reading, the teacher prohibits other students from sending messages while other friends are recording sound, this is done in order to remain disciplined and keep students focused and the teacher always gives a message by recording sound. And then provide the opportunity for students to make conclusions, for students who are able to do research who are given an A grade. In this study, the researcher concluded that the strategy in teaching reading and reading carried out by the English teacher at SMPN 3 Kuok was good.]]>
<![CDATA[THE EFFECT OF THINK PAIR SHARE IN ONLINE CLASS TOWARDS STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Mohammad Ihsan Hidayat]]>;
<![CDATA[Putri Asilestari]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.122
<![CDATA[This research aims to find out whether there were an effect on using Think Pair Share as a media towards the students’ readingcomprehehnsion in online class, in academic year 2019/2020. This research was quasi-experimental research that carried out at tenth grade students of SMAN 1 Kuok. It involved 48 students of two classes, X IPA as experimental class and X IPS as control class. Each class consisted of 24 students. The experimental class was taught by using Think Pair Share while control class was taught byusingConventional method. The data were analyzed by using T-test formula.Thedata shows that the significant (2-tailed) was 0.000 smaller than 0.05. It can be concluded that the post-test score in experimental class have an effect toward the students’ reading comprehension. It means there is a significant difference in the reading comprehension between the students who were taught by using Think Pair Share and those who were taught by using Conventional method. Based on the result findings, it can be concluded that the use of Think Pair Share in teaching reading comprehension in online class was effective.]]>
<![CDATA[The Effect Of Video Recording As Media Towards The Students’ Speaking Skill In Online Class ]]>
<![CDATA[vivi oktaviani]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i1.77
<![CDATA[This research aims to find out whether there is an effect on using Video recording as media towards the students’ speaking skill in online class, in academic year 2019/2020. This research is a quasi-experimental research. It involved 48 students of two class, class 8A as the control class and class 8D as the experimental class. Each class consisted of 24 students. The experimental class was taught by using Video recording as media and control class was taught without using Video Recording. The data were analyzed by using T-test formula. Based on the collecting data, it was obtained that is 7,03 and is 1,68 where is 0,05. It showed that higher than (7,03 higher than 1,68), so that is rejected and is accepted. It means there is a significant difference in the students’ speaking skill between the students who were taught by using Video Recording and those who were taught using teacher method. Based on the result findings, it can be concluded that the use of Video Recording in teaching speaking skill in online class is effective.]]>
