Journal Of Academia In English Educations (JADEs)
JADEs is an acronym for Journal of Academia in English Education. JADEs is a journal published by English Language Education and Teacher training Program, State Institute for Islamic Studies (IAIN) Langsa. JADEs is published twice a year both online and printed forms containing the results of studies and research in the fields of English Education, Literature and English Applied Linguistics. It also includes related articles from various perspectives and analysis from various sources. JADEs: Journal of Academia in English Language Educations invites scholars, researchers, and students to contribute the result of their studies and researches on Language, English Language Education, Linguistics and Literature. English Language Teaching Language Education Linguistics Literature
Articles
117 Documents
<![CDATA[The Derivational and Inflectional Morpheme in Dwayne Johnson’s Speech: Morphology Perspective ]]>
<![CDATA[Jimmi Jimmi]]>;
<![CDATA[Angga Sulaeman]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.4451
<![CDATA[This research aims to discover the category of words that are taken from an object of speech. The researcher focuses on occurrence frequency and the process of words that have been used in the speech. This research applied a descriptive qualitative method. The researcher collected some words through the speech, and then continued to classify them into morphological analysis, specifically derivational morpheme and inflectional morpheme. The researcher employed the Victoria Fromkin theory to analyze the words and filter them into the derivational morpheme category and inflectional morpheme category. The results reveal the 48 words with 10 of them (21%) represent derivational morphemes. In the derivational morphemes, there are 2 words whose parts of speech do not change and 8 words that do. There are 38 inflectional morphemes (79%) that are divided into 8 categories. These 8 categories consist of 14 plural words, 9 progressive words, 8 past tense words, 2 superlative words, 2 possessive words, 2 third person singular words, and 1 past participle word.]]>
<![CDATA[Curriculum Approach used in Teaching English : A Case Study ]]>
<![CDATA[Elda Selja Putri]]>;
<![CDATA[Absharini Kardena]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.4642
<![CDATA[The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Indonesian schools have started modernizing their curricula by adopting a backward design that places an emphasis on students' learning outcomes in order to replace the outdated forward paradigm. They must, however, overcome a difficulty in order to achieve a beneficial alignment. This problem spurred a case study examination of the primary curriculum's objectives, syllabus, methodology, and evaluation. The results of the research indicate that the curriculum was created forward, despite claims that it was designed backward, with learning outcomes acting as program goals. In truth, the one that follows it promotes the exchange of knowledge above the development of skills. Since they still relied on information transmission, the program's learning goals were not linked with the three important components of syllabus, methodology, and assessment. The university's innovation of technique including a transfer in emphasis from the lecturer to the students was nonetheless rigidly and mechanically interpreted, and the assessment of student learning was said to be criterion-referenced without more explanation for each syllabus.]]>
<![CDATA[Using Authentic Material and Created Material (Teacher-Made) for English Language Teaching (ELT): Benefits and Limitations ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.4674
<![CDATA[This research describes authentic materials and created materials (teacher-made materials) especially their benefits and limitations in English Language Teaching (ELT). This research is library research. The researcher collects data from books and articles published in journals related to authentic material and created material. The analysis shows considerations in English Language Teaching (ELT) are whether to use authentic or created material. Authentic materials refer to manuscripts, photos, videos, and other sources that are not prepared specifically for educational purposes. Meanwhile, created materials refer to textbooks or others specifically developed as teaching materials. In practice, two methods for teachers/lecturers use teaching materials such as adapting and adopting. Any course books or commercial textbooks can be utilized to be adapted as created materials. Authentic materials from a variety of sources that incorporate real language use also can be adopted. They also can use these two types of materials together in a language class to meet the requirements and interests of the students. But teachers/lecturers have to consider both authentic materials and created materials (teacher-made materials) related to the benefits and limitations. Teaching materials are very important for teachers and students in the learning process to improve the quality of learning. Without teaching materials, it will be difficult for teachers to increase the effectiveness of learning, and it will be difficult for students to follow the learning process in class.]]>
<![CDATA[Sources of Students’ Errors in EFL Writing in Indonesia ]]>
<![CDATA[Elsa Widya Hapsari]]>;
<![CDATA[Sudarman Sudarman]]>;
<![CDATA[Sri Utami]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.4678
<![CDATA[The purpose of this review paper is to compile studies related to the sources of errors made by Indonesian students in a writing skill, to summarize some prior findings in order to provide updated literature on error analysis, to identify difficulties that Indonesian students face in an EFL writing context, and to investigate the factors that influence writing success and failure. The results showed that three major factors contribute to students' errors in EFL writing in Indonesia: the influence of the first language on writing, large class sizes, and a lack of writing practice. This is reasonable, as studies have demonstrated that despite years spent in school learning English, a significant number of errors can still be found in writing products composed by university students. Therefore, the teacher can use several strategies, including implementing a specific learning strategy that affects the target language, reducing the number of students in the class so that they have enough time to practice writing based on the writing process, and providing better instruction in the structure and grammar sections. Furthermore, teachers should spend more time and effort outside of the classroom to help students receive feedback, particularly through conferencing.]]>
<![CDATA[The Representation of Fantasy Comedy in Movie Posters Entitled Turning Red Using Semiotics Theory ]]>
<![CDATA[Diah Anggraeni, Alifania]]>;
<![CDATA[Hellystia, Devi]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.4729
<![CDATA[This research aims to identify the representation of fantasy comedy and explain the sign system to represent the fantasy comedy that is found in Turning Red movie posters. This research was descriptive qualitative because the result was discussed descriptively. The data of this research was the signifier and signifier, verbal signs represented by the text which consists of words, phrases, clauses, and sentences on the posters, and the non-verbal signs represented by the picture. Then, the color meaning of fantasy comedy in the Turning Red movie posters. From this research, we can understand the representation of fantasy comedy about the signifier and signified using Ferdinand de Saussure’s semiotics theory, and the analysis of verbal and non-verbal signs using Gillian Dyer’s theory in the movie posters. Then, the analysis of the color meaning using Sean Adams’ theory. The findings show that this research found 98 data which are presented in three points. The first is the signifier and signified with 28 data, the second is verbal signs with 14 data, and the non-verbal signs with 44 data. The third is the color meanings with 12 data in the Turning Red movie posters.]]>
<![CDATA[Analysis of Figurative Language and Imagery in Songs Lyric of Sam Smith’s Album ‘The Lonely Hour’ ]]>
<![CDATA[Btari Ivena Ithop]]>;
<![CDATA[Arie Sugiyartati]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.4740
<![CDATA[This research aims to discover the category of words that are taken from an object of speech. The researcher focuses on occurrence frequency and the process of words that have been used in the speech. This research applied a descriptive qualitative method. The researcher collected some words through the speech, and then continued to classify them into morphological analysis, specifically derivational morpheme and inflectional morpheme. The researcher employed the Victoria Fromkin theory to analyze the words and filter them into the derivational morpheme category and inflectional morpheme category. The results reveal the 48 words with 10 of them (21%) represent derivational morphemes. In the derivational morphemes, there are 2 words whose parts of speech do not change and 8 words that do. There are 38 inflectional morphemes (79%) that are divided into 8 categories. These 8 categories consist of 14 plural words, 9 progressive words, 8 past tense words, 2 superlative words, 2 possessive words, 2 third person singular words, and 1 past participle word]]>
<![CDATA[Improving English Learning Outcomes Using the Scramble Learning Method for Class VII Students of MTs Daarul Uluum PUI Ranji ]]>
<![CDATA[Rully Khoeru Solihin]]>;
<![CDATA[Muaz Muaz]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.4789
<![CDATA[To be successful, students must participate actively in the learning process. A scramble, for example, is a method in which each student is extremely active because they are held accountable for the success of their group. One of the learning methods that can be used to help students learn English better is the scramble method. The purpose of this study is to explain how the Scramble learning method improved English learning outcomes for students in the seventh grade at MTs Daarul Uluum PUI Ranji. In this study, Classroom Action Research (CAR) was used in two cycles. Each cycle is divided into four stages: planning, implementation, observation, and reflection. Cycle I. Planning was based on preliminary observations. Cycle II planning is based on the results of Cycle I reflection. According to the study's findings, using the scramble method to solve the problem of learning English resulted in an increase in student learning outcomes from cycle I to cycle II. Learning outcomes in the first cycle averaged 76,25, or 75% completeness, and increased significantly to 81.71, or 84% completeness, in the second cycle. This has increased by 9%. As a result, it can be concluded that using the scramble method can improve the English learning outcomes of class VII students at MTs Daarul Uluum PUI Ranji.]]>
<![CDATA[Vocational High School Students’ Challenges in Practicing English Speaking Skills ]]>
<![CDATA[Talia Milania]]>;
<![CDATA[Kelik Wachyudi]]>;
<![CDATA[Mobit Mobit]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v3i2.5009
<![CDATA[The article overview discussed Indonesian students' challenges in learning English as their second language. Even though English has been added to the school curriculum here in Indonesia from an early age, in reality, there are still many students that have difficulty when learning all the aspects of English skills, especially the speaking aspect. This research aim is to explain students' experiences of their challenges when practicing English speaking skills. By using qualitative methods and a narrative inquiry approach, the data in this study will be collected through short interviews with third-grade students of Vocational high school. The results of the study stated that the challenges faced by students came from various internal and external factors. The conclusion states that even though they have known English since early school, high school students still face difficulties in practicing English speaking skills. This study will explain in detail each influencing factor based on the experiences of these students.]]>
<![CDATA[Verb Forms of Sikka Krowe Language: a Contrastive Analysis ]]>
<![CDATA[Jare, Estiana]]>;
<![CDATA[Nasa, Rikardus]]>;
<![CDATA[Maria Klaretin, Antonius]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 4 No 1 (2023): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v4i1.4695
<![CDATA[Language is a crucial factor in teaching and learning. The language could be mother tongue, foreign language or local language. This research was aimed at finding and describing about English and Sikka Krowe language verb forms, the similarities and differences of both language verb forms, the implications of the similarities and differences of English and Sikka Krowe language verbs in teaching English in EFL setting. This research was classified as a qualitative study. The techniques of data collection used in this research were interview and study document. The result of the research showed that both English and Sikka Krowe language verbs changed based on subjects as in English. There are some verbs which do not change in all forms for all times. The difference was that Sikka Krowe language verbs did not have any grammatical tense as in English. Each subject has its own verb form which is used for all times. English have six basic verb forms namely base, to infinitive, present, past, present participle and pas participle whereas Sikka Krowe language only has base forms which different for each subject. Since the difference of both language is caused by the grammatical tense of the verbs, the recommended methods which could be applied are grammar translation method and community language learning.]]>
<![CDATA[The Analysis of Slang Words In English Online Learning Classroom ]]>
<![CDATA[Prayudha , Joko]]>;
<![CDATA[Pradana, Ami]]>
<![CDATA[ JADEs Journal of Academia in English Education Vol 4 No 1 (2023): JADEs Journal of Academia in English Education ]]>
Publisher : <![CDATA[Tadris Pendidikan Bahasa Inggris IAIN Langsa ]]>
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DOI: 10.32505/jades.v4i1.4885
<![CDATA[Educational system changed to online learning because pandemic covid 19 spreads around the world. Teachers and students have to use an alternative way to carry out education through learning technology. Online learning creates a new way of communicating between teachers and students, especially when they send messages by learning platform so that in its implementation sometimes various variations appear in the use of language in learning or it is the use of slang words. The slang words are informal words or terms that have become a culture or habit in the daily conversations. This study aims to analyse the slang words used by students when learning English during online learning and also to find out the reason students use the slang words. The method used in this research was descriptive qualitative. The data was collected through the analysis of the conversation transcripts of the WhatsApp learning group and zoom comments, then an interview used to know students’ perception about slang words. The result shows that students use slang words both in Indonesian and English when chatting with friends, expressing feelings, discussing and so on. Then, there are 13 Indonesian slang words and 15 English slang words that students common use in online conversation. Next, students assume that the use of slang words can make the learning atmosphere less tense, easy to understand, to short words and make the teaching and learning process more relaxed.]]>
