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<![CDATA[THE USE OF QUESTION-ANSWER RELATIONSHIP (QAR) STRATEGY TO ENHANCE THE ELEVENTH GRADE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Della Mutiara]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 1 (2022): Volume 4 Nomor 1 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i1.5128
<![CDATA[Students get difficulty in comprehending the words in the reading. The purpose of the research is to find out the effect of using the question-answer relationship (QAR) strategy on the eleventh-grade students’ reading comprehension especially narrative texts. It was conducted on the eleventh-grade students of SMAN 4 Cibinong. Thirty-five students were taken as the sample. The method used in this research was pre-experimental, with one group pre-test post-test research design. The data were collected through reading comprehension pre-test and post-test scores in the form of multiple-choice items. The data were analyzed using the t-test formula. The result showed that the value of t-value was 16.86, while the value of the t-table was 2.03 with the degree of freedom of 34 at the significance level (a) 0.05. Thus, the alternative hypothesis (Ha) of this research was accepted.]]>
<![CDATA[Flipped Learning in TEYL Class: The Implementation and Students’ Perception ]]>
<![CDATA[Lungguh Halira Vonti]]>;
<![CDATA[Leora Grahadila Andovita]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Volume 3 Number 1 Tahun 2021 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3414
<![CDATA[The study is aimed to describe the implementation of flipped learning and also to know the students’ perception toward the implementation of flipped learning in TEYL class. The study was conducted to the seventh semester students of English Education Study Program in Faculty of Teachers Training and Educational Sciences, Pakuan University. The method of the study is descriptive experimental research. The result of the study showed that the lecturer's overall experience in the course was quite encouraging and motivating for other lecturers or researchers as that the student engagement to the material was improved, and there were many active discussions of the material took place in the classroom activities, and the students also expanded their learning skills as they needed to read and review the material independently. Based on the students' point of view, related to their perception of the implementation of flipped learning, most of them gave positive perception since they stated that the learning model was motivating and also gave them opportunities to interact with their friends and lecturer.]]>
<![CDATA[THE USE WHOLE LANGUAGE APPROACH ON YOUNG LEARNERS’ VOCABULARY ENRICHMENT ]]>
<![CDATA[Karina Shafira]]>;
<![CDATA[Tina Priyantin]]>;
<![CDATA[Atti Herawati]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1491
<![CDATA[Vocabulary is an English basic need that is required in the learning process. Through vocabulary, people can express their ideas. In fact, the students still get some difficulties when they learn vocabulary, especially for young learners. Young learners are supposed to be the children who study at the first year of formal schooling. They are kindergarten students in 4 years old and elementary students who are 6-12 years old. This research is conducted at SDIT Bening to find out the effect of using whole language approach on young learners’ vocabulary enrichment. In this research, pre-experimental method with one group pre-test post-test is used. 22 students are taken as the sample. Some statistical calculations are done to analyze the data and t-test formula is applied to get the final result. Based on the data calculation, the t-test value is 3.22. The result of t-calculated and t-table with d.f = 21 at significant level 0.01 is 2.83 and significant level of 0.05 is 2.08. It shows that the value of t-calculated is higher than t-table (3.22more than 2.83 more than 2.08). It means that the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that there is an effect of using whole language approach on young learners’ vocabulary enrichment. Keywords: whole language approach, young learners, vocabulary enrichment.]]>
<![CDATA[THE USE OF GENRE BASED APPROACH ON STUDENTS’ WRITING RECOUNT ACHIEVEMENT ]]>
<![CDATA[Mufida Fatmawati]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 1 (2022): Volume 4 Nomor 1 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i1.5077
<![CDATA[Writing is one of language skills that students learn in the class, and based on the pre-research observation, students still have difficulty in determining the correct grammar to write. An appropriate approach can be applied in the class to help students to overcome their difficulty in determining the grammar. This research was conducted to prove the effect of Genre Based Approach on students’ writing recount text. This research uses pre-experimental method and one group pretest-posttest design. The sample was chosen by random sampling technique. The sample in this research is the second-grade students of Cibungbulang Junior High School. To collect the data, the researcher uses pre-test and post-test of their writing recount product. After collecting the scores of pretest and posttest, then they were analyzed using t-test. The result of the analysis shows that the null hypothesis is rejected (H0) whereas alternative hypothesis is accepted (Ha). It means, the use of Genre Based Approach significantly affect and effective to train students in writing.]]>
<![CDATA[NARRATIVE INQUIRY; PERSPECTIVE OF LECTURERS AND STUDENTS IN IMPLEMENTING HYBRID LEARNING PROCESS IN THE NEW NORMAL ERA ]]>
<![CDATA[Nabila Syafi'atulkhoir]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Vol 4 No 2 (2022): Volume 4 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i2.5825
<![CDATA[This research aims to investigate the implementation of hybrid learning in the perspective of lecturers and students. This research examines the experiences of English lecturers and students in implementing hybrid learning during the new normal era. To capture the teacher's story, an inquiry narrative was adopted. The research data collected based on interview guidelines and presented through narrative frames and narrative boxes. The results indicate that lecturers teach English in hybrid learning by applying different online platforms. Then the campus was focused on using virtual classrooms and WhatsApp as the main platforms in online classes because they had been linked to the campus. In addition, the learning process, internet connectivity, awareness of students' self-study, and learning scheduling are obstacles in applying hybrid learning in the new normal.]]>
<![CDATA[The Use of KWL Strategy on Students' Reading Comprehension ]]>
<![CDATA[Rifqi Naufal Ardiyan]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Vol 4 No 2 (2022): Volume 4 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i2.5951
<![CDATA[Reading is a dynamic process of catching the words' meaning and getting the text's information. In reading comprehension, students must engage with their reading to comprehend the text. However, reading interest is still a big problem in Indonesia. This research aims to prove the effectiveness of using KWL strategy on students' reading comprehension. The KWL strategy stands for what I Know, what I Want to learn, and what I did Learn. This research applied a pre-experimental method with one group pre-test and post-test design as the research methodology. The tenth-grade students in SMAN 1 Cisaat are taken as the population of this research. Thirty-five students were selected as the samples using a random sampling technique with the lottery method. The tests were given to measure their reading comprehension ability, and the data were analyzed using the t-test formula. From the calculation, the researcher finds the result of the t-test value is 11.28 with the degree of freedom (df) is 34, and the t-table value at the significant level of 0.05 is 2.042. the result shows that the value of the ttest is higher than t-table 11.28 2.042. it means that the alternative hypothesis (ha) is received. Therefore, the researcher concludes that using the KWL strategy affects students' ability in reading comprehension.]]>
<![CDATA[The Students’ Perception Toward the Implementation of Role Play Technique in Online-Based Speaking Learning ]]>
<![CDATA[Noor Amartya Rusgiani]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Vol 4 No 2 (2022): Volume 4 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i2.5823
<![CDATA[The paper entitled “The Students’ Perception Toward the Implementation of Role Play Technique in Online-Based Speaking Learning” was purposed to describe students' perception of online-based speaking learning using role play techniques. This research was conducted at SMKN 1 Cibinong class XI TOI 1. This research used descriptive qualitative research guided by the research question "What are students' perception on the implementation of Role Play in an online speaking class?". The instruments used in this research were observation, questionnaires, and interviews. The results of this research indicate that most students have the same perception regarding the use of role play technique in online-based speaking learning. This is evidenced by the indicators used in this study, students’ understanding and students’ motivation. The use of this role play technique can improve students' understanding and motivation in learning speaking. Where students can learn to talk directly with the other person, it means students can practice their speaking fluency so that their speaking ability can improve. In addition, they are also motivated to learn, because in speaking learning using role play technique is more practice to speak, so they are very motivated to learn speaking using role play technique]]>
<![CDATA[HIGH ORDER THINKING SKILL (HOTS) IN INTERROGATIVE SENTENCE CONCEPT: THE TEACHERS’ CHALLENGES ]]>
<![CDATA[Amar Nurjaenul Akbar]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Vol 4 No 2 (2022): Volume 4 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i2.5843
<![CDATA[This research was conducted to determine The Teachers’ Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. The purpose of this research is to investigate, collect and analyze data about The Teachers’ Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. In this research the researcher used a qualitative method with the teacher as the subject, in obtaining data researchers used Document, questionnaires, and interviews as a way to obtain data. This research was conducted at SMPN 1 Pamijahan, in this research, researchers used observations in the form of attachments to daily test questions, student task and remedial/enrichment made by the teacher as the first step in obtaining data, the second step questionnaire was carried out by giving a questionnaire to the teacher and for the final step is interviewing the teacher.The results of the data collected by the researcher found One of teachers get several challenges in constructing Higher Order Thinking Skills (HOTS) questions in English subject, such as; teacher's lack of understanding of Bloom taxonomy where the bloom is the basis of making HOTS questions, teacher faced problem in making stem and alternative answers in making multiple-choice questions, and problems in dealing with students regarding the HOTS questions given. This problem is a challenge faced by teachers in constructing Higher Order Thinking Skills (HOTS) questions in English subject.]]>
<![CDATA[The Use of Learning Cell on Students' Reading Comprehension ]]>
<![CDATA[Yurita Rukmiyati]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Vol 4 No 2 (2022): Volume 4 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i2.5712
<![CDATA[Reading comprehension is a process of constructing meaning from the text during reading. Students not only can read the text but also comprehend the writer’s message in the text. However, the difficulty of comprehending text during reading is a problem for students. Learning Cell technique is the solution to solve the problem. The aim of this research is to investigate the use of Learning Cell technique on students’ reading comprehension. In conducting this research, the researcher applied pre-experimental method and one group pretest and posttest design. This research is conducted in the eleventh-grade students of SMA Yadika 7 Bogor. There were 29 students as the sample of this research by using random sampling. The result shows that based on t-table, the degree of freedom of 28 at significant level of 0.05 is 2.048. However, the value of t-test is 6.09. From the comparison between the value of t-test and the t-table, it can be concluded that the value of t-test is higher than t-table (6.092.048). Thus, the alternative hypotheses of this research (Ha) is accepted. Therefore, Learning Cell technique affects students’ reading comprehension.]]>
<![CDATA[THE USE OF GROUP INVESTIGATION (GI) TECHNIQUE ON STUDENTS' READING COMPREHENSION ]]>
<![CDATA[Ai Nurlailiah]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Vol 4 No 2 (2022): Volume 4 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i2.5923
<![CDATA[Reading is one of the primary skills that students must learn. In reading comprehension, they should not only read the whole text, but also comprehend what the important point of the text is. However, they will face some difficulties comprehending text during reading. Therefore, Group Investigation (GI) technique is the solution to solve their difficulties. The aim of the research is to investigate the effect of Group Investigation (GI) technique on students’ reading comprehension. In conducting the research, the researcher used a pre-experimental design in a one-group pretest-posttest design using a quantitative approach. The population of the research was the students of XI grade of SMK Qotrunnada Al-Ilmi. There were 15 students in the sample, which was taken by simple random sampling. The students were given a reading comprehension test as the instrument. The result showed that based on the t-tabel, the t-test value result is 8.7, and the degree of freedom (df) of 14 at the level of significance 0.05 is 2.14. Then, the t-test value result is higher than the t-table value (8.7 2.14). It means that the alternative hypothesis of this research (Ha) is accepted. It can be concluded that Group Investigation (GI) is one technique to help students in comprehending the text. In other words, Group Investigation (GI) techniques affect students’ reading comprehension.]]>
