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<![CDATA[STUDENTS ERRORS IN POSITIONING CONJUNCTION IN WRITING ESSAY ]]>
<![CDATA[Yusti, Dwi Intan]]>
<![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 ]]>
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DOI: 10.55215/jetli.v4i1.5079
<![CDATA[Abstract Conjunction plays an important element in communication which acts as a connector between clauses with other clauses. Some students still make errors in positioning conjunction in writing. This research aimed to identify students errors in positioning conjunction in writing essay. This research is conducted to the fifth semester students of English Language Education Study Program, Faculty of Teacher Training Educational Sciences, Pakuan University. There were 20 students who become the participants. The writer uses descriptive method to analyze students error in positioning conjunction. The data are collected by using students work, questionnaire, and interview note. There are four types of error: omission, addition, misformation, and misordering. From the result of the research, it is found that the highest error is misformation. There are (50,6%) misformation errors. Addition appears as the second error (34,5%). The third error comes from omission (11,5%) and the lowest error is misordering (3,4%).]]>
<![CDATA[Using Podcast to Teach Listening Comprehension ]]>
<![CDATA[Pratiwi, Agil]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>;
<![CDATA[Gusnadi, Gusnadi]]>
<![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 ]]>
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DOI: 10.55215/jetli.v6i1.5635
<![CDATA[Listening is important to be learned by students in learning English language. However, students find it hard to comprehend and understand the language, because students are not accustom to the language. To help students to accustom to the language and improve listening skill needs proper medium in learning activity. Using podcast as medium in learning listening is expected to help the students accustom to the language. The research was conducted at SMK Putra Pakuan that involved 33 students of X TKJ as the sample from the total population 135 students of tenth grade. Pre-experimental method and one group pre-test post-test design were used. T-test formula is used to analyze the data. Based on data calculation, the result of t-test value is 4.26. Meanwhile, t-table value is 2.03 at significant level 0.05 with the degree of freedom (df) is 32. It shows that the t-test value is higher than t-table value (4.262.03). It means the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that podcast has an effect on students listening comprehension.]]>
<![CDATA[TECHNOLOGY-SUPPORTED PEER FEEDBACK: A LITERATURE REVIEW ]]>
<![CDATA[Priyantin, Tina]]>
<![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 ]]>
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DOI: 10.55215/jetli.v3i1.3413
<![CDATA[The technology advance in language learning has become a trend in research including the implementation of peer feedback. This study aims to explore the development of technology-supported peer feedback by reviewing 10 studies published between 2016 and 2020. The results found that all studies implemented peer feedback in higher education. Regarding the tools and system, most studies conducted asynchronous learning mode in giving and receiving feedback and the use of social media reached the highest percentage. Across most studies, individual peer feedback was adopted, but anonymity was not clearly mentioned. One-round feedback was mostly implemented and there were less follow-up revised tasks. Furthermore, most studies assigned students to give corrective and structured feedback. Of all studies, using technology in peer-feedback activities could give more opportunities for students to get engaged and motivated, but not significantly improve the students performance, language and proficiency skills. For future research, it is suggested that researchers develop how to integrate effective technology tools into peer feedback in terms of building self-regulated learning as well as reaching learning values.]]>
<![CDATA[STUDENTS ERRORS IN CONSTRUCTING REPORTED SPEECH ]]>
<![CDATA[Gerhanawati, Maria Gabrielis]]>;
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>
<![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 ]]>
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DOI: 10.55215/jetli.v1i1.1490
<![CDATA[ABSTRACTThe paper entitled Students Errors in Constructing Reported Speech†is aimed to find out students errors in constructing reported speech. In constructing the research, the writer applies descriptive method to analyze students errors in constructing reported speech. The research was conducted to the third semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes 15 from three classes who learn reported speech. The data were gained from three instruments: documentation, questionnaire and interview. The documentations were taken from students works, questionnaires were distributed to 15 students who became the participants of this research and interview was also done to the lecturer who teaches reported speech. The research finding shows that the students make errors in constructing reported speech. The writer finds out four types of error: they are omission, addition, misinformation and misordering. The result shows that most common error found in constructing reported speech in misinformation. The writer suggests that the students should do more exercises in constructing reported speech appropriately by paying attention more to the rules of sentence transformation, especially in tense changes.Keywords: Direct Speech, Reported Speech, Error, Error Analysis.]]>
<![CDATA[HIGH ORDER THINKING SKILL (HOTS) IN INTERROGATIVE SENTENCE CONCEPT: THE TEACHERS CHALLENGES ]]>
<![CDATA[Akbar, Amar Nurjaenul]]>
<![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 ]]>
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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[Difficulties in Developing Idea Encountered by Students in Writing Argumentative Essay ]]>
<![CDATA[Saprina, Cindy Mutiara]]>;
<![CDATA[Rosyid, Abdul]]>;
<![CDATA[Suryanti, Yanti]]>
<![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 ]]>
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DOI: 10.55215/jetli.v3i1.3419
<![CDATA[Writing is one of the most important skills that have to be mastered in the art of language learning. In the university level, EFL students have essay writing subject that requires them to write many types of essay, among those being the argumentative essay. In writing an essay, they need to be able to develop their own original ideas, despite the fact that some of them still consider this a difficult task. This research is aimed to highlight set of difficulties encountered by students that are assigned to develop ideas whilst writing argumentative essay. This research was conducted at Pakuan University and involved 23 students as participant of this study. Qualitative method and descriptive analysis are applied in conducting this research. To gain the research data, three research instruments were used, they are: documentation, questionnaire and interview. Documentation instrument was used to analyze students work of argumentative essay. The questionnaire was administered to all participants and the interview was conducted once for each student. This study reveals that the students still have some difficulties in constructing thesis statement, organizing paragraph, making writing coherent and combining ideas in correct sentences. Finally, the result of this research may urge the students to improve their writing skills and provide the teachers to explore more on teaching writing practices.]]>
<![CDATA[Rosetta Stone Application on Students’ Pronunciation ]]>
<![CDATA[Hermana, Rifqi Naufal]]>
<![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 ]]>
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DOI: 10.55215/jetli.v5i2.8779
<![CDATA[Expressing an idea or explaining something was needed to pay attention to English pronunciation. There are many digital platforms for learning English, especially for practicing pronunciation. Rosetta Stone is a unique language-learning application that makes it easy for students to learn because it is flexible. The aim of this research is to find out whether there is a difference in the influence of the use of Rosetta Stone Application and PowerPoint media on students' pronunciation. This research was conducted at SMA Negeri 1 Parungkuda. The researcher used a Quasi Experimental design for this research. The researcher involved students of class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. The research instrument was an oral test to measure the influence of students' pronunciation on vowels, especially diphthongs with a total of 20 oral questions were used as research instruments. Data was collected through pre-test and post-test and were analyzed using the t-test with SPSS 22. The results of the independent t-test calculation showed a t-test value of 2,100, while the t-table is 1,9954 at a significance level of 0.05 and the degrees of freedom (df) is 68. The t-count is higher than the t-table (2,100 1,9954). It means that there was a difference in the influence of the use of Rosetta Stone Application and PowerPoint media. The different that distinguishes the experimental and control groups is the result of the final scores of the two classes, in which the experimental group has higher scores than the control group. In conclusion, the results between the experimental group and the control group have a significant difference.]]>
<![CDATA[THE USE OF PROBABLE PASSAGE STRATEGY ON STUDENTS' ABILITY TO WRITE A NARRATIVE TEXT ]]>
<![CDATA[Yustika, Ariani]]>;
<![CDATA[Vonti, Lungguh Halira]]>;
<![CDATA[Suryanti, Yanti]]>
<![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 ]]>
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DOI: 10.55215/jetli.v1i2.2473
<![CDATA[Writing is one of the language skills that needs to be learned by students in English subject. It is an important part of communication. Students are expected to be able to write the narrative text into some paragraphs with the chronological sequences. However, students still have difficulties to find the idea and to write the narrative text because of their lack of understanding grammar and vocabularies. Probable passage strategy is an appropriate strategy to solve the problems. The aim of the research is to investigate the effect of using probable passage strategy on students ability in writing a narrative text. The research was conducted to the eighth grade of SMP PGRI 16 Bogor. In conducting this research, the writer applied pre-experimental method and chose one group pre-test and post-test design. There were 26 students from class VIII-C taken as the sample by using random sampling as technique sampling of this research. The data were taken from two tests; pre-test and post-test. The data were analyzed by using t-test formula. Based on data calculation, she found the result of t-test value is 11.98. Meanwhile, t-table value is 2.06 at significant level 0.05 with the degree of freedom (df) is 25. It shows that the t-test value is higher than t-table value (11.98 more than 2.06). It means the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that the use of probable passage strategy affects students ability to write a narrative text.]]>
<![CDATA[THE USE OF QUESTION-ANSWER RELATIONSHIP (QAR) STRATEGY TO ENHANCE THE ELEVENTH GRADE STUDENTS READING COMPREHENSION ]]>
<![CDATA[Mutiara, Della]]>
<![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 ]]>
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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[Vonti, Lungguh Halira]]>;
<![CDATA[Andovita, Leora Grahadila]]>
<![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 ]]>
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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.]]>
