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The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)

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Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Pasundan

ISSN : 26569094 EISSN : 27219011 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media Other

The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) publishes articles on literature, language, and language teaching from various perspectives, covering both literary and fieldwork studies. The journal puts emphasis on aspects related to language studies, with special reference to culture, literature, linguistics, and language teaching. This journal always places English language and literature in the central focus of academic inquiry and invites any comprehensive observation with various dimensions in the country. The journal, serving as a forum for the study of literature, language, and language teaching, supports studies of particular themes and interdisciplinary studies in relation to the subjects. It has become a medium of exchange of ideas and research findings from various traditions of learning that have interacted in a scholarly manner.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 76 Documents

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THE IMPLEMENTATION OF SQ3R TECHNIQUE IN TEACHING READING COMPREHENSION Susie Kusumayanthi; Sely Mariam Maulidi
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 1 No 2 (2019): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This study aims to describe the implementation of SQ3R in teaching reading comprehension and to identify students' responses to the implementation of SQ3R. This study uses a qualitative case study conducted at one of the state vocational school in Purwakarta. It involves 4 students. Data were collected through observation and interviews. The data from 2 instruments were analyzed qualitatively. The results of this study indicate that the implementation of SQ3R helps students to understand English words. According to Apandi (2011), SQ3R helps the students to understand English words. The students also responded positively to the implementation of SQ3R. Therefore, SQ3R is recommended to be implemented in teaching reading comprehension.

TEACHERS’ LESSON PLANS IN DIFFERENT SCHOOL LEVELS (A DESCRIPTIVE RESEARCH OF THREE DIFFERENT SCHOOL LEVELS) Atri Nadia Astarina
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 1 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Developing lesson plans which significantly influence the successful teaching learning process is not an easy thing for some teachers in three different school levels. It is because there are some influential aspects which should be considered in developing it. Thus, this research was conducted to investigate the aspects taken in developing lesson plan as well as to investigate whether there is any difference between the lesson plans developed for three different school levels. It employed qualitative method with descriptive design towards teacher of elementary school, junior high school, and senior high school. The data were obtained through document analysis and interview as the confirmation. There were 6 lesson plans gathered from 3 English teachers of different school levels. This research was analyzed using theories adapted from Reiser and Dick (1996) and Brown (2001). The research revealed that generally the aspects consisted in most of lesson plans analyzed were likely consistent with the theories proposed except in terms of coherence in using specific verbs stated in objectives and activities. In addition, it was revealed that there were no any significant differences between lesson plans developed for Elementary School, Junior High School, and Senior High School except in terms of Bloom’s ability level (1965) stated in objectives. Thus, further research might investigate how teachers can use more coherent specific verbs stated in objectives and activities to make the better lesson plans and teaching learning process.

GROWING STUDENTS’ WRITING FLUENCY USING FREE WRITING ACTIVITY Anum Dahlia
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 1 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

For most EFL students especially novice writers, writing English was hard to do. They were often stuck with a lot of obstacles. The obstacles were not only about students’ knowledge in linguistic elements, such as grammar, structure, vocabulary, spelling, punctuation, capitalization but also about students’ attitudes toward writing. Writing was not easy and not fun for students. To solve this hardship, students required a particular activity which helped them improve their writing ability and change their attitudes. Free writing was the activity chosen to overcome this case. It was done in series over five times with time limit, and after that students did reflection on their five results of free writing. The purpose of this study was to examine the beneficial effects of using free writing activity toward students’ writing fluency and writing ability. The method used in this study was descriptive qualitative. This method described how effective free writing activity on students’ writing. Data were taken from students’ free writing samples as primary data, and the reflection as the secondary data. There were 75 free writing samples and 60 reflection samples. This study revealed that free writing made students get used to writing, improve linguistic elements, and be confident and comfortable in writing. Finally free writing gave beneficial effects for learners, it could make learners write more, write easier and write better.

FLOUTING MAXIMS BY EFL TERTIARY STUDENTS IN EFL CLASSROOM INTERACTION Wawa Puja Prabawa
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 1 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This present study tries to elaborate the area of study particularly conversation principle on EFL area especially in Indonesia EFL context. This study focuses on the identifying different types of conversational implicatures especially flouting maxim found in EFL classroom interaction. Adopting a qualitative approach, it involved lecturer and students dialogue in classroom interaction through observation and video recording. The results show that students flouting maxim of quality and manner in classroom interaction. Students preferred not to tell the truth information and answer the yes-no question using long response answer and ambiguous words.

THE USE OF VISUAL NOVEL VIDEO GAMES AND STUDENTS’ VOCABULARY LEARNING Triyana Bintang Mutia
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 1 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

The purpose of this research is to know whether video game is effective to improve or expand vocabulary mastery. This research uses descriptive design. The participant consists of two third grade college students in Bandung. The data were collected by pretest, posttest and an interview. The result of this research indicates that video game is effective enough in the mastery of vocabulary. From the interview result it shows that participants feel happy and feels helped by using this method because for them this method is really fun, interesting and easy to learn. This method really fits for people who don’t really like reading book. The overall results indicate that after using Rewrite visual novel video game the mastery of the participant’s vocabulary increased. The result is retrieved from comparing the result of pretest and that of the posttest.

READING AND ELABORATING LITERARY WORK IN BUILDING GOOD CHARACTERS Susie Kusumayanthi
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 1 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Certain disciplines such as civic education and religious education are thought to be able to develop human capital in accordance with character building, while other disciplines - among others English language education- could not be able to fulfill the needs to promote it. In this study, the researcher aims to find out whether or not English language education can help building good characters. In seeking for the answer, as many as one hundred participants from a university were given activities to read and elaborate literary works as one of the efforts that language teachers may do in building good characters from their classes. The method used in this research is descriptive method by collecting, processing, analyzing, interpreting, and concluding data. The data were gathered based on the theory guiding of the reader response, known as The Reader’s Response Strategy, and a questionnaire from six pillars of the establishment of the character, as well as collected through interview.

MIND MAPPING TECHNIQUE TO ENHANCE JUNIOR HIGH STUDENT’S READING COMPREHENSION Alviaderi Novianti; Novandy Adhitya; Yeli Welianty
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 2 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This research aimed at recognizing how mind mapping technique could enhance students’ reading comprehension. The investigation includes the teachers’ strategy in utilizing mind mapping techniques and the students respond to this technique. This research was carried out in one of tutorial course in Bandung. In gaining the research data, the writer gave a pre-test to the 6 students as research participant. Each student represented low, medium, and high achiever level. The data then collected through interview and observation. In its process, the research participants were required to read a text and then make their own mind map. At the end, the researcher conducted a post-test to know the significance. The post-test was in a form of questions related to the text read. In addition, the interview was also conducted to figure out the students’ learning experience. The data collected then assessed using High School Reading Comprehension Rubric. The assessment including the students’ ability in identifying the theme of the text and supporting details, summarizing the text, making inference, interpreting difficult vocabularies, and analyzing the purpose of the text. The result showed that there was significant different in students’ score before and after the treatment given. As well as on the positive responses showed by the students.

THE STUDENTS’ CHALLENGES IN TRANSLATING IDIOMATIC EXPRESSIONS IN THE NOVEL ‘LASKAR PELANGI’: A DESCRIPTIVE STUDY OF TRANSLATION FROM INDONESIAN TEXT INTO ENGLISH Martina Mulyani; Asep Taufik Ardiansyah
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 2 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

There are some problems commonly faced by a translator, one of them is culture. This problem usually emerges when translating literary works. So far, many of the researches mostly use texts in which English becomes the source language and only a few takes English as the target language. This research attempts to investigate the challenges in translating Indonesian text into English especially idiomatic expression. 20 juniors in tertiary level education got involved in this research. They were asked to translate a novel from Andrea Hirata entitled Laskar Pelangi. The investigation on the products of their translations revealed that the students encountered some problems concerning accuracy, readability and acceptability. The result from interview showed that the students difficulties arose from students’ lack of understanding of target language grammatical rules, and inability to find a target language equivalent are the main reasons of the student’s difficulties. So as to the strategies to deal with these difficulties, the students employed some strategies such as consulting dictionaries, paraphrasing, and using word-for-word and literal translation. Such strategies seemed to be in adequately cope with the cultural issue, so it is suggested that the students familiarize themselves with their own culture, and English culture by reading more books, and watching Indonesian as well as English series and films. Moreover, being familiar with the adopted strategies, the students can translate literary works more properly.

STUDENTS’ ATTITUDE TOWARDS CORRECTIVE FEEDBACK IN EFL CLASSROOM Retno Wiyati; Rosa Padzilah Nur
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 2 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This research is conducted to find out the teacher’s corrective feedback in an EFL classroom and to find out the students’ attitude after given corrective feedback. This research also tries to unfold the types of the teacher’s corrective feedback to correct the student’s erroneous or mistakes and what students’ attitude after given the correction. This research is conducted in one high school in Bandung. The research employed a descriptive qualitative study embracing the characteristics of a case study research design. In collecting the data, the researcher conducted classroom observation and interview. The observation sessions were conducted three times including the interview session. The participants of this research are one English teacher and twenty-four of a secondary high school student. This research showed that the teacher in EFL classroom provided 5 types of corrective feedback namely recast, explicit correction, clarification request, metalinguistic feedback, and repetition. The findings revealed that the most used corrective feedback is recast and explicit correction is the second most used corrective feedback while metalinguistic feedback is the most less used corrective feedback. Regarding the students’ attitude towards corrective feedback, the interview indicates that there is no negative feedback found in this study. The students indicate positive acceptance towards the different type of feedback used by the teacher. This research also points out the importance of using corrective feedback in teaching English in EFL classrooms with Recast as the most frequently corrective feedback type used by the teacher in the classroom which is parallel with the previous studies.

VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM Susie Kusumayanthi; Lia Riyani Nuroniah
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 2 No 2 (2020): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

This research was conducted in the tenth grade students in a senior high school in Bandung Barat. The purposes of this study are to identify the types of verbal interaction in the classroom based on Flanders Interaction Analysis Categories (FIAC) and what is the impact to students’ speaking skill. This research used descriptive qualitative method. More specifically this research was classified as a case study. The instruments of this research used observation and interview. The data from observations were accompanied by Video recording. Then, transcribed into the written form. Observation data were processed into FIAC sheet and calculated to find the dominant type. Interview data were processed using descriptive qualitative. The findings of the research show that all types of verbal interaction based on Flanders Interaction Analysis Categories (FIAC) were used by the teacher and students in the classroom. The type most often used is asking questions and student talk responses with a percentage of 26.34% at the first meeting and 22.12% at the second meeting. Then the students' talk response with a percentage of 28.14% at the first meeting and 34.62% at the second meeting. The results of the research with interviews stated that verbal interaction can help students develop a little in English speaking skills, especially on elements of pronciation, grammar and vocabulary.

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Alviaderi Novianti

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Home Page

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Contact Name Alviaderi Novianti

Contact Email n.alviaderi@gmail.com

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Journal Mail Official jela@stkippasundan.ac.id

Editorial Address Permana 32 B, 40512 Cimahi - West Java

Location Kota cimahi, Jawa barat INDONESIA

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Contact Name
Alviaderi Novianti

Contact Email
n.alviaderi@gmail.com

Phone
-

Journal Mail Official
jela@stkippasundan.ac.id

Editorial Address
Permana 32 B, 40512 Cimahi - West Java

Location
Kota cimahi,

Jawa barat

INDONESIA