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).
Articles
1,177 Documents
<![CDATA[Exploring Deixis and Politeness Strategy Committed between Student and Lecturer ]]>
<![CDATA[Jaul Fadoli]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.224
<![CDATA[This current study aims at seeking the type of deixis and politeness strategy often used by student and lecturer. The writer applied a descriptive qualitative research method to explore the phenomena on student and lecturer interaction. The data were primarily collected from student and lecturer chat on WhatsApp and Email. Then, those were analyzed on deixis and politeness theory proposed by Brown and Levinson theory. The research revealed that the occurrences of person deixis and address terms were prevalently committed. As the conclusion, the results of this study might become insight for students as an effort to create effective interaction with their lecturers.]]>
<![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[Content Analysis of Indonesian Cultural on EFL Textbook Published by Indonesian Ministry of Education and Culture ]]>
<![CDATA[Normalela Normalela]]>;
<![CDATA[Absharini kardena]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.225
<![CDATA[As an unquestionably helpful instrument, textbooks should fulfill the criteria of effective textbook such as cultural value that reflects the nation’s values and ideas. This research analyzed an English textbook of grade nine Junior High School used in Indonesia based on cultural perspective. It occurs since Indonesian students should focus more on their culture rather than target language culture as a demand of Indonesian national education system. In order to analyse the book systematically and comprehensively, this research used Byram’s cultural content theory. Byram’s theory is considered comprehensive and sufficient that consist of nine criterion. The result showed that the textbook being analysed covered seven from nine criterion based on Byram’s theory. This finding indicated that there is a demand to revise English textbook of nine grade on Junior High School in order to improve the contribution of textbook towards Indonesian education itself.As an unquestionably helpful instrument, textbooks should fulfill the criteria of effective textbook such as cultural value that reflects the nation’s values and ideas. This research analyzed an English textbook of grade nine Junior High School used in Indonesia based on cultural perspective. It occurs since Indonesian students should focus more on their culture rather than target language culture as a demand of Indonesian national education system. In order to analyse the book systematically and comprehensively, this research used Byram’s cultural content theory. Byram’s theory is considered comprehensive and sufficient that consist of nine criterion. The result showed that the textbook being analysed covered seven from nine criterion based on Byram’s theory. This finding indicated that there is a demand to revise English textbook of nine grade on Junior High School in order to improve the contribution of textbook towards Indonesian education itself.Keywords:English textbook, Indonesian culture, analysis.]]>
<![CDATA[The Effect of RAP Paraphrasing Strategy and Semantic Map Strategy on Reading Comprehension ]]>
<![CDATA[Yusti Elida]]>;
<![CDATA[Resy Oktadela]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.235
<![CDATA[This research was a causal comperative design. The aims of this research are (1) to investigate whether there is any significant difference on students’ reading comprehension between using RAP Paraphrasing and Semantic Map strategy in comprehending reading text, (2) to determine which one is more effective of the two strategies. The research design used in this study was Pre-test and Post-test Comparison Group Design. The writer took the sample as cluster sampling. The total sample was 50 students. The form of the test were essay test. The research finding were: first the writer found that significant probabilities was higher than 0.05 (sig 0.05) in multiple comparison one way ANOVA. The level of significance of students’ reading comprehension post-test mean score between experimental class and experimental group II in sig (2-tailed) is 0.017 means that Ha is accepted. The second finding is thatthe value of sig (2-tailed) is 0.000 and it is lower than significant probabilities 5% (P 0.05. The third finding that the value of sig (2-tailed) is 0.00 and it is lower than significant probabilities. The fourth finding that the value of eta square is 0,74. it is higher than 0,20 (0,74 0,20). The value 0,74 is included in Moderate Effect (0,51 – 1,00). The result of the fifth hypothesis testing shows that Ha is accepted. The last finding, by using RAP Paraphrasing strategy gave better result than using Semantic Map strategy which can be proven from the result value of eta square is 0,74 and 0,71. ]]>
<![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 THIEVES Strategy Towards Students’ Reading Comprehension in Recount Text ]]>
<![CDATA[Ade Afriani]]>;
<![CDATA[Hilma Pami Putri]]>;
<![CDATA[Genta Sakti]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.220
<![CDATA[This research was done because most of the students of Junior High School students still encounter problems in mastering English especialy reading comprehension in recount text. This research used experimental research. The researcher used a quasi experimental design by using the pre-test and post-test control group design. The population of this research was the eight grade students at SMPN 2 Kamang Magek. The sample was VIII.1 which was treated as experimental class and taught by using THIEVES strategy and VIII.2 was treated as control class and taught by using conventional strategy.The alternative hypothesis (Ha) was accepted which means that there is significant difference between using THIEVES strategy and conventional strategy. Then t-obtained both of classes in third hypothesis is (2.24) which was higher than t-table (1.6787) with (α)= 0,05. So, the alternative hypothesis (Ha) was accepted which means that THIEVES strategy is better than conventional strategy in teaching reading comprehension on recount text. So, it can be concluded that the entire hypothesis is accepted.]]>
<![CDATA[The Correlation Between Students’ Attitude in English Lesson and Their Achievement ]]>
<![CDATA[Lainul Humaira]]>;
<![CDATA[Hilma Pami Putri]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.216
<![CDATA[This study aimed to find out: (1) The category of student learning attitudes towards learning English (positive or negative), (2) To know the outcome of students in learning English, (3) To know whether there was a relationship between learning attitudes toward the student's value in learning English. The method that used in this research was descriptive quantitative. The Sample in this study was all the grade 11 students at MTI Koto Tinggi in academic year of 2019/2020. Sampling technique in this research was saturation sampling. The data collection techniques in this study were questionnaire and documentation. Data analysis technique was using SPSS version 20 program. Third the relationship between students ' learning attitudes toward the value gained in English learning, the results were known about correlation was the R-Count (0643) was greater than R-table (0361). It can be concluded that there was a relationship between student learning attitudes toward student grades.]]>
<![CDATA[AN ANALYSIS ON TEACHER’S FEEDBACK IN TEACHING WRITING AT MADRASAH ALIYAH DARUL FATAH TERATAK PADANG ]]>
<![CDATA[Riyan Hidayat]]>;
<![CDATA[Vitri Angraini Hardi]]>;
<![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.v6i2.136
<![CDATA[This research aims to describe the feedback used by the teacher in teaching writing at the tenth-grade students at MA Darul Fatah Islamic Boarding School, Teratak Padang. It was conducted by using descriptive qualitative design. The technique of data collection employed in this research were documentation and interview. This research employed the students’ writing draft as primary data and the result of the English teacher’s interview as secondary data. The findings showed that the teacher used 4 types of feedback; direct feedback, indirect feedback, mixed feedback, and written feedback correction on students’ writing. Mixed feedback is a type of feedback that mostly used on students’ writing. Meanwhile, the feedback given by the teacher in teaching writing at MA Darul Fatah was the written feedback correction on students’ writing. The written feedback is the notes such as a praise, motivation, guidance or information about common mistakes of students during writing. Keywords : Teacher’s Feedback, Teaching Writing, Students’ Writing]]>
<![CDATA[The Correlation between Students’ Grammar Mastery and Students’ Reading Comprehension ]]>
<![CDATA[Aldila Fani Prasetia]]>;
<![CDATA[Eliza Eliza]]>;
<![CDATA[Veni Roza]]>;
<![CDATA[Reflinda Reflinda]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.244
<![CDATA[New vocabulary or unknown word becomes problem for students. When students read a text, they got difficult because the unknown word. And students had difficulty in grammar mastery too. To get the meaning of the text, it needs grammar. In grammar has a adverbial of time which is it can use as clue when reading a text. Additionally, this research is aimed to know whether there is a significant correlation between the students’ grammar mastery and students’ reading comprehension at Ninthegrade of MTsS PP MIS Cubadak.The quantitative research method and the technique was correlation research. The population was 117 students and sample of this research was 39 students from 92 class which use purposive sampling technique. The data was collected by grammar mastery and reading comprehension test. For reading comprehension test which was adapted from national exam prediction for junior high school printed by graha pustaka.The finding of this research shows that there is significant correlation between theStudents’ grammar mastery and students’ reading comprehension. It is proved by the r-measured 0.856 which is higher than r-table 0.316 (0.856 0.316). There was positive correlation and has high correlation between 0.81 – 0.99 which mean it has very high correlation. This means that frequent grammar mastery can improve reading comprehension.Based on the finding above, the question of the researchs’ problem were answered. There was a significant correlation between students’ grammar mastery and students’ reading comprehension since r-measured bigger than r-table. There was positive correlation between students’ grammar mastery and students’ reading comprehension. It can be seen from the table 4.7 which there was no minus mark in the table. Correlation between students’ grammar mastery and students’ reading comprehension has very strong correlation. The more students learn about grammar, it can increase their knowledge about reading comprehension.]]>
<![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.]]>
