Articles
84 Documents
<![CDATA[Application of Cybernetetic Learning Theory Using Visual Illustration Media to Develop Students' English Speaking Skills ]]>
<![CDATA[Sriwati, Sriwati]]>;
<![CDATA[Ruhanda, Ruhanda]]>;
<![CDATA[Yulianto, Erwin]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v1i2.2470
<![CDATA[The ability to speak English is a must to survive in global competition. As education people always try and want to explore to improve the quality of graduates who are better with a variety of methods, but the results are still not satisfactory as expected. Various attempts to improve English learning outcomes have been carried out through suitable and fun learning models using in-service and on-service training systems, but after completing the training many teachers returned to the old teaching method (teacher centered). Communicative approach methods / approaches have not been implemented so that the results achieved have not been improved. Of the four English language skills, the lowest score is speaking skills. The main cause is the low student interest in learning and the use of media that is less interesting, coupled with teaching and learning activities in the classroom that are boring. Seeing this kind of teacher creativity is needed, for example by conducting teaching and learning activities based on visual illustration media according to the tastes of the child but so that it can meet the demands of the curriculum and keep abreast of technological developments. The research method used is to use the concept of Action Research Class which consists of 2 cycles, where each cycle consists of several stages, namely planning, action implementation, observation and evaluation and reflection. Classroom action research on improving speaking English by applying cybernetic learning theory and visual illustration media carried out over two cycles is able to be an alternative learning reference for teachers and students who are fun.]]>
<![CDATA[The Use of KWL Strategy on Students' Reading Comprehension ]]>
<![CDATA[Ardiyan, Rifqi Naufal]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[SUMMATIVE ASSESSMENT PERFORMED BY ENGLISH TEACHER IN PANDEMIC ERA ]]>
<![CDATA[Anjani, Jihan Nur'ain]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 1 (2022): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v4i1.5078
<![CDATA[Covid-19 pandemic changes peoples daily habits including educational activities. Schools have to conduct summative assessments online. Although in Indonesia online assessment is not that new, the teacher has to do a necessary assessment. This research aims to know how summative assessment is performed by high school English teachers in the pandemic era. This research is conducted at MAS Daarul Fataa. The participants in this research are 40 students, an English teacher, and a vice principal of curriculum of MAS Daarul Fataa. To gain the research data, documentation, questionnaires, and interviews are used as research instruments. According to the data analysis, it is found that students, teachers and schools have successfully carried out online exams. Google Form and Whats App are used as media to support online exam activities. The type of question used is multiple choice. The normal time to answer the question is 90 minutes, but for students whose signal was not good, they will get 120 minutes. Not only reading skills, students are also given questions in the form of vocabulary, phrases and grammar. All questions cover the material that has been given by the teacher and signal quality can affect how quickly students answer questions. Teacher says that the use of online media for exams is considered efficient. Students do not find any obstacles regarding technology, because they can use technology easily. Then students say that they take the exam according to their own abilities.]]>
<![CDATA[STUDENTS' PERCEPTIONS OF THE IMPLEMENTATION OF LITERATION PROGRAM ]]>
<![CDATA[Irawan, Tata Regita Sherfaty]]>;
<![CDATA[Vonti, Lungguh Halira]]>;
<![CDATA[Herawati, Atti]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 1 (2024): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v6i1.8543
<![CDATA[The purpose of reading is to get information or an understanding of what the reader wants to convey through the text. However, interest in reading is still a big problem in Indonesia. This study aims to look at students' positive perceptions of the implementing literation program. This study employed a qualitative method and used questionnaires and interviews as research instruments. There were 33 students as research respondents taken from the pioneer class at private senior high school. The results of this study indicate that the PESAT literation program plays an important role in increasing students' interest in reading, improving their reading skills, assisting them in acquiring new insights through reading books as well as developing their reading, writing, and speaking skills.]]>
<![CDATA[THE USE OF CHART ON STUDENTS ABILITY TO WRITE EXPLANATION TEXT ]]>
<![CDATA[Suhartini, Ade]]>;
<![CDATA[Herawati, Atti]]>;
<![CDATA[Irdiyansyah, Iyan]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v1i2.2482
<![CDATA[It is not doubt that writing has important role in real life. People can communicate, give information, and share their ideas through written way. Writing is classified as difficult skill because there are some components that should be considered, some kinds of text that should be understood, some steps that should be done, etc. Many students face difficulty to write explanation text, especially for generating the ideas. For that reason, chart is chosen as the media. The aim of this research is to find out the use of chart on students ability to write explanation text. It is conducted to the eleventh grade students of SMA Negeri 2 Jonggol. In this research, Pre Experimental method and Pre-test Post-test Group design are used. There are 36 students from class XI MIPA 1 taken as the sample by using random sampling. The data were taken from pre-test and post-test which were analyzed by using t-test formula after having the normal data. Based on the data calculation, the mean of gain is 20.04, and the total of deviation of gain is 9.46. Moreover, t-test value is 9.45. Meanwhile, t-table value is 2.03 at significant level 0.05 with the degree of freedom (df) is 35. In this case, the t-test value is higher than that of the t-table value (9.45 more than 2.03). It means that null hypothesis (Ho) is rejected. Therefore, the use of chart affects students ability to write explanation text.]]>
<![CDATA[THE APPLICATION OF ICE BREAKING ACTIVITIES IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Farwati, Dea Zahra]]>;
<![CDATA[Rahmah, Mursidah]]>;
<![CDATA[Sutisna, Entis]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v1i1.1489
<![CDATA[ABSTRACTThe paper entitled Ice Breaking Activities in Teaching English to Junior High School Students†was purposed to describe the process of ice breaking activities and the suitability of the ice breaking activities with the principles applied in teaching English. This research was conducted at SMPN 18 Kota Bogor by using descriptive qualitative research. The participant of this reasearch was one of English teachers of that school. The finding of this research described the process of ice breaking activities in teaching English and the suitability of the ice breaking activities with the principles. The ice breaking activities used were Tongue-twister, English Game, and English Songâ€. The ice breaking activity was started by dividing the students into several groups, telling the name of the activity, giving some explanations about what they had to do, and finally starting the ice breaking by choosing one member from several groups to repeat the sentence. The result showed that the ice breaking activities were usually started by telling the name of the activities, giving some explanations about what they are going to do, doing simulation and finally starting the ice breaking activities about five to twenty minutes. Furthermore, the process of ice breaking activities are mostly appropriate with the principles. The role of the teacher as the facilitator, the instruction given which is easy to understand, the suitability of the students level with the ice breaking activities, the time limit used, the atmosphere of the class, and the students interest toward lesson.Keywords: Ice Breaking activities, English Teaching]]>
<![CDATA[The Students Perception Toward the Implementation of Role Play Technique in Online-Based Speaking Learning ]]>
<![CDATA[Rusgiani, Noor Amartya]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[TEACHERS WAY OF COMMUNICATIONS WITH STUDENTS IN CONTENT AND LANGUAGE INTEGRATED LEARING (CLIL) CLASSES ]]>
<![CDATA[Zulfa, Wafa Dwi]]>;
<![CDATA[Rahmah, Mursidah]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v3i1.3417
<![CDATA[The fact of learning a language that is not our own, opens the mind. One of the most important language in the world is English. English has become the most used language of communication. Teacher as the facilitator need to support the learning environment in the classroom effectively. It has created the dire need to explore new teaching methodology that can increase learners command of foreign language. Content and Language Integrated Learning (CLIL) is a method that is used to develop the proficiency both target language and content, it can help students to be mastering their foreign language and content from other subjects beside English. This research is aimed to investigate teachers way for communication with students in CLIL classes. This research was conducted at SMP-SMA Cahaya Rancamaya Islamic Boarding School. There were 2 participants involved in this research, which were Physics and Biology teachers who used CLIL as the teaching and learning method. The writer used qualitative method and descriptive analysis in conducting this research. To gain the research data, she used three research instruments: documentation, interview and interview. Documentation instrument was used to analyze teachers CLIL lesson plans. Two interviews also conducted to confirm and avoid misunderstanding. Both interviews were conducted online because of the Covid-19 situation. This study reveals that teachers way for communication with students in CLIL classes happened in the three stages of classroom activities which are in pre-activity, while activity and post-activity. The communication aspect in the CLIL classroom used English as the medium in the interaction. Teachers ways of communication with students influenced by the classroom activities and questioning techniques which are Conceptual Checking Question (CCQ) and instructional Checking Question (ICQ) to make students participate to communicate which will affect the English communication in the CLIL classroom.]]>
<![CDATA[Grammatical Errors of Google Translate in Translating Narrative Text in Indonesia to English ]]>
<![CDATA[Br. Kembaren, Farida Repelita Waty]]>;
<![CDATA[Daulay, Sholihatul Hamidah]]>;
<![CDATA[Srikandi, Azura]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 2 (2023): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v5i2.7616
<![CDATA[Many people have recently turned to machine translation to help them translate their documents. However, it is not widely used in the academic field, owing to worries about its trustworthiness in appropriately rendering the source text in the target language. This tool only translates on a word-by-word basis without considering the actual meaning of the text and grammar rules in English. It often applies to the Indonesian structure. So, when students are using Google Translate to translate a text, a new issue arises because it just transfers language without knowing the correct grammar. This research methodology is qualitative research with a content analysis method as the research design. From 5 narrative texts that have been translated by Google Translate from Indonesia to English found that there are two omission errors, four addition errors, six misinformation, and two misordering error and the most common error is misinformation. This study seeks to educate students about grammatical issues that can arise when using Google Translate, allowing them to avoid making the same mistakes and improve their knowledge.]]>
<![CDATA[THE USE OF FORM-FOCUSED INSTRUCTION (FFI) ON STUDENTS ABILITY TO WRITE A BIOGRAPHICAL RECOUNT TEXT ]]>
<![CDATA[Andriyani, Aan]]>;
<![CDATA[Vonti, Lungguh Halira]]>;
<![CDATA[Sutisna, Entis]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55215/jetli.v1i2.2471
<![CDATA[Writing is one of the language skills that should be mastered by students. However, the skill is not easy to be grasped since students are not only demanded to generate ideas, but they also should understand how the written language constructed by using appropriate words, tenses, and the construction of the text itself. Thus, the teacher should facilitate students to develop their writing ability. Form-Focused Instruction (FFI) was chosen as an approach that can be applied on teaching writing. This research was conducted to investigate the effect of Form-Focused Instruction (FFI) on students ability to write a biographical recount text. The population of this research was tenth grade students of SMA Negeri 8 Kabupaten Tangerang. 36 students of class X MIA 2 were the sample used in this research by using random sampling technique. Pre-experimental method with one group pre-test post-test design was applied in conducting this research. The instrument of this research was writing test which was given to measure students writing ability. The data were gained from the pre-test and post-test. The data were analyzed by using t-test formula. From the calculation, it was found that the t-test value is 14.84 when was higher than the t-table value (2.03). Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. Thus, it can be concluded that the use of Form-Focused Instruction (FFI) affected students ability to write a biographical recount text.]]>
