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[Students’ Perception on Learning Technical Vocabulary through Ted-Ed Video-Assisted Vocabulary Self-Collection Strategy ]]>
<![CDATA[Annisa Jasmin]]>;
<![CDATA[Elih Sutisna Yanto]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.127
<![CDATA[Vocabulary Self-collection Strategy (VSS) has been known as one strategy in teaching vocabulary which the combination of this strategy and video viewing activity is still underexplored. This narrative case study was to investigate the process of the use of TED-Ed video-assisted VSS on learning technical vocabulary and to report the students’ perception on the strategy with the eleventh grade students majoring science program as the respondence. The instruments were semi-structure interview for students and students’ VSS chart. The findings of this study found three main themes regarding to the students’ perception on TED-Ed video assisted VSS: (1) the advantages of TED-Ed video, (2) the efficacy of Vocabulary Self-collection Strategy (VSS), and (3) the students’ engagement in learning vocabulary through Vocabulary Self-collection Strategy (VSS). The utilizing TED-Ed video as the resource of teaching material or integrating it in the process of VSS can be considered by English teacher to teach context based vocabulary.]]>
<![CDATA[Students Perception on the Use of Speech Texter Application in Teaching Pronunciation Skills ]]>
<![CDATA[Maspufah Maspufah]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.134
<![CDATA[Teaching pronunciation for EFL, students ideally need to learn how to produce sound like a native speaker. Students should be assisted to practice and drill the correct pronunciation. However, teaching pronunciation in pandemic covid-19 situation became problematic not only for the lecturers but also for students. This research aimed to find out the students’ perception on the use of speech texter application in teaching pronunciation skill. The method of the research was descriptive qualitative. The subject of the research was the first semester students of 2020/2021 academic year which consist of 18 students. The instrument used to collect the data was in the form of semi-structured interview. There were 4 semi-structured interview gave to the students. The data were analyzed by using threeanalysiscomponents: datareduction,datadisplay,and conclusiondrawing. After analyzing the data, the result showed that the use of speech texter application was interesting and motivated them to drill the pronunciation until they produced the correct words. Then, they were also sure to be able to speak with the correct pronunciation after using the application. Thus, it can be concluded that students have a positive perception on the use of speech texter application in teaching pronunciation skill.]]>
<![CDATA[Pre-Service Teacher’s Experience in Teaching Descriptive Writing via Asyncrhonous Class during Covid-19 ]]>
<![CDATA[Handhini Dewi Mustikah]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.112
<![CDATA[This study aims at exploring the experience of pre-service English teacher in teaching descriptive writing via asynchronous class during covid-19 pandemic. The study was a descriptive case study where the phenomena or problem occurred to a pre-service teacher during teaching descriptive writing in teaching and training program. The participant in this study is one student college majoring English Education from Karawang. The data were collected by conducting interview. The result revealed that internet availability and accessibility were become a background of teaching via asynchronous, pre-service teacher faced several problems during teaching learning process such as didn’t know either students have learning motivation or not, anxiety toward students writing process, shortage of time in controlling the students, asynchronous class considered as a flexible learning because it can be conducted anywhere and anytime, and utilizing mobile application such as Youtube, Google Classroom, and Animaker as supporting media for pre-service teacher, writing process and build the students’ motivation during distance education.]]>
<![CDATA[EFL Secondary Students' Affective Engagement on Teacher Written Corrective Feedback in Biography Writing Class ]]>
<![CDATA[Septian Garin Purnomo]]>;
<![CDATA[Muhammad Reza Pahlevi]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.124
<![CDATA[Research about students’ affective engagement in teacher written corrective feedback in EFL classroom has not given enormous concern. Therefore, this present study focuses on investigating students’ affective engagement towards teacher written corrective feedback. Case study was used as the research design. Four high school students involved in this research. Data were collected from multiple resources, including semi-structured interview and documentation. Thematic analysis was used to analyze the obtained data. The findings revealed that students’ affective engagement towards teacher written corrective feedback include students’ emotional involvement in curious learning activity, teacher written corrective feedback perceived by students in balance emotion- feeling of happiness and sadness, and teacher written corrective feedback stimulates students to engage cognitively.]]>
<![CDATA[The Effect of Short Movie toward Students’ Speaking Skill ]]>
<![CDATA[Adillatunnisa' Adillatunnisa']]>;
<![CDATA[Masrul Masrul]]>;
<![CDATA[Putri Asilestari]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.140
<![CDATA[This experimental research was conducted at the tenth grade in SMA Muhammadiyah Bangkinang. This study aims to determine the effect of Short Movie on students' speaking skills. The research methodology was quasi experimental design. The sample of this research is class X IPA as the experimental class and X IPS as the control class. The experimental class consist of 21 students and the control class consisted of 24 students. This study uses a total sampling technique which includes all students in class X. The instrument used in this study is a speaking test. The data were analyzed using the SPSS 25 program. Based on the results of the study, the average score of students in the experimental class was 68.19 and 32.00 in the control class. Data analysis showed a significance (2-tailed) 0.000 0.05 it means Ha is accepted. It can be concluded that there is an effect on the use of Short Movie on students' speaking skills.]]>
<![CDATA[Music and Seventh Graders’ Listening Proficiency: Does Islamic song work? ]]>
<![CDATA[Moh Nawawi Ivan]]>;
<![CDATA[Rohmani Nur Indah]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.153
<![CDATA[The use of music in teaching-learning is helpful and is not only for teachers but also students. For teachers, this music to know if the application of Islamic music in the listening class will help students improve their listening will help them to transfer their knowledge easily and in a pleasant way. While for the students, they will enjoy learning even more. The usage of the music is the use of Islamic music in listening activities. This study aims skills. This study is Classroom Action Research conducted on seventh grade high school student Pare located in Surowono Village Pare-Kediri. The research goes through the four steps, they are planning, acting, planning, and planning in one cycle. Also, three kinds of instruments are used in the study: observation, interview, and documentation. The theory used in this study is Charlotte's theory that claims that listening is one of the skills that can help students develop in learning and have basic function in communicating. This process allows for a greater measure of litigation. The result of the study pointed out that the use of Islamic music did have a positive effect on the students in that it increased their vocabulary skills and pronunciation.]]>
<![CDATA[Exploring Students Experience in Online Speaking Class Using Role-Play Technique ]]>
<![CDATA[Riandy Arifputra Pradhana]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.126
<![CDATA[This paper aims to described the experience of the students toward using role-playing technique as a tool to learn speaking in online class, as well as the benefits and difficulties of implementing role play technique in online speaking class. A narrative inquiry study uses as research design for this study and the research conducted in Senior High School 3 Cikampek, and there are four participants participating in this research. The data were collected through a semi-structured interview and analyzed through Robert Yin analysis data technique. The data then coded and read multiple times, and then presented in final written form. The result from this study indicated that, every participant had a good and enjoyable experience by using role play technique role. The study also found that every participant got some benefits by using this technique and also this study found that, there are some difficulties that the participants faced and experienced by using this technique.]]>
<![CDATA[An Exploration of Foreign Language Anxiety and Its Effect to Reading Comprehension ]]>
<![CDATA[Indrayani Winingsih]]>;
<![CDATA[Fauzul Etfita]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Arimuliani Ahmad]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.174
<![CDATA[Foreign language anxiety commonly appears in reading, it causes the brain to engaged with unpleasant feelings that it become difficult to seize new information. Thus, this research aimed to classify the levels of students’ reading anxiety and to find the significant difference in reading comprehension between students with higher level of reading anxiety and lower level of reading anxiety. A descriptive design was employed to conduct this research. The data were collected from the first-year students of English Language Education at a Private University in Riau using adapted Questionnaires from Foreign Language Reading Anxiety Inventory (EFLRAI). The result of this research revealed that 8 or 14% of the students are categorize as low anxious level, then 39 or 66% of the students are categorize as medium anxious level and 12 or 20% of them are classified as high anxious level. Furthermore, according to the results of the Mann-Whitney U Test analysis, it figured out that students with lower levels of anxiety outperform the students with higher levels of anxiety in terms of reading comprehension, with a p value of 0.011.]]>
<![CDATA[PRE-SERVICE TEACHERS’ READINESS ON THE USE OF MOBILE-ASSISTED LANGUAGE LEARNING DURING ONLINE CLASSES ]]>
<![CDATA[Benita Rachmawati]]>;
<![CDATA[Fauzi Miftakh]]>;
<![CDATA[Wahyudin Fitriyana]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.133
<![CDATA[This study discussed how the readiness of pre-service EFL teachers to use MALL in their teaching practice activities. In investigating pre-service teachers' readiness, there are two research questions related to the attitudes shown by pre-service teachers towards MALL and their experiences with MALL during their teaching practice. In this study, two types of data collection were used: interviews as the primary data collection and supported by questionnaire. There were four participants involved in this study using the phenomenological study method. This study found that pre-service EFL teachers showed a positive attitude towards the use of MALL. The participants felt that using MALL in their teaching practicum, especially during the Covid-19 pandemic, was very useful. In addition, they also had quite a good experience during their teaching practice using MALL. They can choose the media or platform used according to their learning needs and their respective classroom situations. With the findings obtained, this can be a hope for their future class. The participants are aware of the benefits of MALL and are willing to use it during their teaching practice.]]>
<![CDATA[The Teachers’ Perception on the Use of Cooperative Learning Model for Improving Learners’ Reading Fluency ]]>
<![CDATA[Asih Sari Ningrum]]>;
<![CDATA[irwandi irwandi]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v6i2.159
<![CDATA[The learners’ reading fluency becomes one of the crucial problems in teaching reading. The preliminary research indicates that the students find the obstacles in understanding the structure of the sentence in reading text quickly. It is also difficult for them to understand the meaning of word in the text. To overcome these problems, the teachers have applied the use of cooperative learning model. The design of this research is descriptive qualitative. The questionnaire is used to collect the data. In addition, for the technique of data collection, the researcher used questionnaire which the researcher gave that questionnaire to the English teachers. The researcher analyzed the answers of the English teachers by using steps of qualitative data analysis. The results show that the teachers agree with the application of the cooperative learning model. The form of the teachers’ view is marked by their agreeing on the cooperative learning model.]]>
