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<![CDATA[The Implementation of Genre Based Approach and Using Read-Examine-Decide-Write Strategy (REDW) on Students’ Reading Comprehension of Report Text ]]>
<![CDATA[Yuherna, Siti]]>;
<![CDATA[Rosyid, Abdul]]>
<![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.v6i1.7550
<![CDATA[Reading is a process that aims to find or dig information from a text. The problem faced by students is their weak ability to get information or extract information from a text. This is caused by the low vocabulary understood by students, causing students to have difficulty understanding reading texts, especially in finding main ideas and specific information. Therefore, an effort is needed to explore the potential possessed by each student. This effort can be done in various ways, such as applying the Genre Based Approach and using the REDW (Read-Examine-Decide-Write) strategy during the learning process in class in an effort to improve students' skills in understanding reading texts. This research was conducted on students of SMAN 6 Bogor class X IPS 2, totaling 33 students. In this study, the researcher used the Kemmis Mc.Taggart PTK method, which in its research flow included planning, implementation, observation, and reflection. The researcher gave pre-tests, treatments and post-tests to the research samples. Based on the results of research on the application of the Genre Based Approach and the REDW strategy in the English subject, Report Text material in class X IPS 2 can improve learning outcomes, especially in reading report text skills. In the pra-siklus activities of 21 students there was 1 (0.5%) student who achieved KKM with an average grade of 49, siklus I increased to 7 (33%) students with an average grade of 66 and in siklus II increased to 13 (65%) students who scored above the KKM with an average grade of 78.]]>
<![CDATA[EFFECTIVENESS OF CAKE APPLICATION ON STUDENT'S VOCABULARY MASTERY ]]>
<![CDATA[Nikmah, Zulva Minla Dunka]]>
<![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.v5i2.8081
<![CDATA[This study aims to determine the effectiveness of using the Cake application for students' English vocabulary learning. This research is a quantitative research which is a pre-experimental study with a one-group pre-test post-test design. The population of this studywere students of the Bhinneka PGRI University English Education study program in the 2022/2023 academic year. The sample of this study were 8th semester students, totaling 19 students. The sample used by the researcher is a purposive sampling type. The instruments used were pretest and posttest. In the pretest, students are asked to do a test about English vocabulary before using the cake application. In the posttest, students were also asked to work on test questions after using the cake application. The results showed that the use of the cake application affected students' English vocabulary mastery. This can be seen from the results of data analysis that has been carried out from the pretest average value of 72.37, as a comparison to the posttest value of 83.42. In addition, it is also proven again by using hypothesis testing paired sample t-test. The result obtained is 0.003. In the paired t-sample test rules, if the significance is less than 0.05, then H0 is rejected and Ha is accepted. Based on the results of the study, it can be concluded that the use of the cake application affects students' English vocabulary learning]]>
<![CDATA[THE USE WHOLE LANGUAGE APPROACH ON YOUNG LEARNERS VOCABULARY ENRICHMENT ]]>
<![CDATA[Shafira, Karina]]>;
<![CDATA[Priyantin, Tina]]>;
<![CDATA[Herawati, Atti]]>
<![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.v1i1.1491
<![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 Learning Cell on Students' Reading Comprehension ]]>
<![CDATA[Rukmiyati, Yurita]]>
<![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.v4i2.5712
<![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 writers 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 GENRE BASED APPROACH ON STUDENTS WRITING RECOUNT ACHIEVEMENT ]]>
<![CDATA[Fatmawati, Mufida]]>
<![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.v4i1.5077
<![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[The Integration of Digital Literacy in EFL Classroom ]]>
<![CDATA[Cahya, Astuti Dwi]]>
<![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.v5i2.8415
<![CDATA[The purpose of this research is to find out the integration of digital literacy in the EFL classroom. The qualitative approach was employed in this study, which took place at SMPN 4 Magetan. Two participants were involved in the study, and data collection utilized two instruments: observation and interview. The collected data was analyzed through observation and interview techniques and steps. The research findings indicate that teachers at SMPN 4 Magetan exhibit competent classroom management skills in implementing digital literacy. They demonstrate the ability to effectively prepare learning materials and deliver clear explanations, particularly in teaching English as a foreign language (EFL). It is essential for EFL teachers to consider the elements of digital literacy. The result shows that the integration of digital literacy in EFL classes at SMPN 4 Magetan has not been fully implemented, with the teacher's role being crucial in supporting the findings observed in this study.]]>
<![CDATA[THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE ON STUDENTS READING COMPREHENSION ]]>
<![CDATA[Mariana, Eva]]>;
<![CDATA[Sutisna, Entis]]>;
<![CDATA[Wahyuni, Asih]]>
<![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.v1i2.2474
<![CDATA[Reading comprehension is the process of getting the main purpose of the text during reading. Students not only can read the whole passage but also comprehend and understand what the important point of the text is. However, the difficulty of comprehending text during reading is a problem for students. Cooperative Integrated Reading and Composition (CIRC) technique is the solution to solve the problem. The aim of this research is to investigate the use of Cooperative Integrated Reading and Composition (CIRC) technique on students reading comprehension. In conducting this research, the writer applied pre-experimental method and one group pretest and posttest design. This research is conducted to the first semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were 20 students as the sample of this research by using random sampling. The result shows that based on t-table, the degree of freedom of 19 at significant level of 0.05 is 2.09. However, the value of t-test is 3.89. 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 (3.89 more than 2.09). Thus, the alternative hypotheses of this research (Ha) is accepted. Therefore, CIRC technique affects students reading comprehension..]]>
<![CDATA[THE USE OF MIND MAPPING TECHNIQUE ON STUDENTS ABILITY TO WRITE A RECOUNT TEXT ]]>
<![CDATA[Hartiwi, Ani]]>;
<![CDATA[Sutisna, Entis]]>;
<![CDATA[Kurniati, Nur Utami Sariat]]>
<![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.v1i1.1487
<![CDATA[Writing is one of the language skills that should be mastered by the students. According to pre research observation, they still got some difficulties when they were asked to write English text. Developing ideas is one of their difficulties in writing. Hence, an appropriate technique is required to help students overcome this problem. This study is conducted to find out the effect of using mind mapping technique on students‟ ability to write a recount text. Pre Experimental method and One Group pretest-posttest design are used in this study. First grade students of SMA Negeri 1 Cigombong are chosen as the sample. They are 32 students, all in one class. Purposive sampling technique is used to choose the sample. The data are collected through pre-test and post-test in the form of writing test. Then, t-test is used to analyze the data. The result of analysis shows that the value of t -test is 23.29 and the value of t-table at 0.05 level of significance is 2.04. This indicates that the value of t - calculated is higher than t-table, hence null hypothesis is rejected and alternative hypothesis is accepted. Thus, it is concluded that there is an effect of using mind mapping technique on students‟ ability to write a recount text. Keywords: Writing ability, Recount text, Mind mapping technique.]]>
<![CDATA[TYPICAL ENDOPHORIC MARKERS USED BY STUDENTS OF ELESP OVER CHAPTER FOUR ]]>
<![CDATA[Belinda, Mita]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 2 (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.v6i2.10476
<![CDATA[The paper entitled “Typical Endophoric Markers used by Students of ELESP over Chapter Four” is aimed to find out the typical of endophoric markers which are used in quatitative research papers by ELESP students. In conducting this research, the writer applied descriptive method to describe the result of the research. The writer conducted via online (WhatApps and Google Form). The participants were 10 who have finished their chapter four. The writer used random sampling in this research to conduct and selected the participants. The research data were obtained from three instruments: documentation, questionnaire and interview. The documents were taken from quantitative research papers. The questionnaire distributed and the interview were done to the students who used highly endophoric markers for completing the data. The writer found there were several typical endophoric markers that were used over chapter four of ELESP students research papers, namely in Table 4.2, according to Table 4.1 below, at Figure 4.3, the polygon graph above, on Table 4.1 and based on the calculation above. The writer also found out that endophoric markers facilitated the students to present the data through table, diagram, polygon graph, histogram and figure by referring them in the explanation. Endophoric markers facilitated to connect between the data and explanation as a whole part. So that, the readers could comprehend them clearly. The students got typical which were used from other research papers and journal articles.]]>
<![CDATA[Exploring 21st-Century Skill Portrayals in an Indonesian EFL Textbook ]]>
<![CDATA[*, Yuli Nuraeni]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 2 (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.v6i2.10474
<![CDATA[This study investigates how 21st-century skills are represented in an Indonesian government-funded EFL textbook designed for first-grade junior high school students. Through content analysis, the study examines the integration of these skills within the textbook components, employing Rinekso’s (2021) framework of analysis. Results indicate comprehensive coverage of all four Cs skills (critical thinking and problem solving, communication, collaboration, creativity, and innovation), with communication skills being most prominent and creativity skills less emphasized. The representation of these skills varies across different tasks, encompassing goals, inputs, procedures, and teacher and learner roles. The findings underscore the need to expand tasks fostering creativity skills. Moreover, the study anticipates that English teachers provide practical examples of 21st-century skills in everyday contexts, fostering enthusiasm for skill development in the era of globalization.]]>
