English Language Study and Teaching Journal (ELASTE)
English Language Study and Teaching (ELASTE) is a peer-reviewed and open-access journal, which publishes scholarly work, and specializes in teaching and learning of English, language teaching methods, linguistics, cultural studies and literary works. It recapitulates fundamental and applied research activities with a wide ranging coverage and had a significant impact to the community, practical and academic world.
Articles
40 Documents
<![CDATA[EFL Students’ Perception of Using TikTok to Improve English Speaking Skills ]]>
<![CDATA[Juwita, Intan]]>;
<![CDATA[Faizah, Cut]]>
<![CDATA[ English LAnguage Study and TEaching Vol 5, No 1 (2024): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v5i1.7768
<![CDATA[English speaking is one of the language skills that must be mastered by university students. TikTok is one of the media for learning English, namely speaking and listening. In the study, the researchers emphasized the speaking aspect. The purpose of this research is to find out students’ perceptions about using TikTok to improve their English speaking skills. The study used a quantitative design. The samples in this research were USM andUNMUHA students in Banda Aceh, where this research aims to obtain information that is on the knowledge and experience possessed by these students. To collect the data, researchers distributed a questionnaire. The data obtained from questionnaire data collection showed that the participants' speaking skills had improved, namely the TikTok application helps improve their speaking wherever students are as long as connected to be internet and 90. ]]>
<![CDATA[Students Anxiety in Learning Speaking ]]>
<![CDATA[Mahmuda, Teuku Imam]]>
<![CDATA[ English LAnguage Study and TEaching Vol 4, No 2 (2023): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v4i2.7339
<![CDATA[This research was conducted to investigate the types of students' anxiety in speaking English and the factors that cause language anxiety in speaking English. This study uses a qualitative method. Participants in this research were 32 second grade students from SMP Negeri 1 Darul Imarah. Data obtained from questionnaires. The results showed that there are three types of anxiety felt by students when speaking English, namely state anxiety, trait anxiety, and situational anxiety. In addition, factors that cause students' anxiety when speaking English are fear of speaking inaccurately, fear of negative evaluation, and low speaking skills.]]>
<![CDATA[Analysis of Local Culture in English Learning Material in Junior High School ]]>
<![CDATA[Fadhillah, Yuyun]]>;
<![CDATA[Alifa, Yumna]]>
<![CDATA[ English LAnguage Study and TEaching Vol 5, No 1 (2024): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v5i1.7769
<![CDATA[This research aims to analyze the extent to which local cultural elements are integrated into English language learning materials for junior high school. The focus of this study is on the English language book "English for Nusantara" designed for grade VIII SMP/MTs students. Utilizing a qualitative approach with a thematic content analysis design, the research examined various local cultural elements reflected in the English language learning materials. Data was collected through in-depth reading and analysis of the texts within the book. The research findings indicate the successful integration of five local cultural elements into the English language materials, such as local language, local traditions, local areas, local food, and folktales. This integration positively contributes to contextualizing English language learning for junior high school students, creating a learning experience that is more relevant to their cultural realities. The implications of these findings provide valuable guidance for the development of English language learning materials that are more contextual and aligned with the cultural needs of students at the junior high school level.]]>
<![CDATA[The Effect of Digital Comic Books on Reading Comprehension ]]>
<![CDATA[Firnanda, Aris]]>;
<![CDATA[Usman, Muhammad]]>;
<![CDATA[Faudi, Faudi]]>
<![CDATA[ English LAnguage Study and TEaching Vol 4, No 2 (2023): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v4i2.7340
<![CDATA[This experimental research aims to find out the effectiveness of digital comic books in reading skills at SMP Bunga Matahari Banda Aceh in the academic year 2021/2022. The samples of this research were 16 students of ninth-grade students who were divided into two groups (one group as an experimental group and one group as the control group). The researcher administered a pre-test before the treatment to collect data about the students reading preliminary scores. Then, the teacher taught reading by using comics in two meetings at the experimental group and conducted a post-test to collect data about the student's reading ability after they learned reading by using narrative-based comics. Meanwhile, the students in the control group were taught reading by using the traditional method in two meetings and then they were given a post-test. Then, the pre-test and post-test test scores were analyzed by using N-Gain scores. The mean score pre-test of the control group was 75.50, and the experimental group was 70.63, the mean score post-test of the control group was 82.50 and the mean score post-test of the experimental group increased to 89.50. Based on the result of the research, it could be concluded that teaching reading narrative text by using digital comics could improve the student's reading comprehension of narrative text.]]>
<![CDATA[The Use of ELSA Application in Teaching Pronunciation ]]>
<![CDATA[Mila, Nyak]]>;
<![CDATA[Fitria, Nora]]>
<![CDATA[ English LAnguage Study and TEaching Vol 5, No 1 (2024): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v5i1.7770
<![CDATA[ELSA is an application that can detect pronunciation errors. This research aims to find out whether using the Elsa application can improve students' pronunciation. The samples used were 40 students in grades 2 and 3 of SMP N 1 Beutoeng Ateuh; 20 from class 2, and 20 from class 3. Data collection used pre-tests, post-tests and experiments. The data analysis used is the Homogeneity Test, Paired Sample T-Test and Independent T-Test. Homogeneity Test findings indicate that the sample groups are similar enough to be comparable. The results of the Paired Sample T-Test showed a significant improvement in students' pronunciation skills after using the ELSA application, which highlights the effectiveness of the application in assisting pronunciation learning. The Independent T-Test further supports these findings by showing a striking difference in pronunciation skills between the experimental group that used the ELSA application and the control group that did not use the ELSA application.]]>
<![CDATA[TikTok Application as English Learning Media ]]>
<![CDATA[Eliza, Irma]]>;
<![CDATA[Amanda, Rifka]]>
<![CDATA[ English LAnguage Study and TEaching Vol 4, No 2 (2023): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v4i2.7341
<![CDATA[TikTok is a social media platform that allows users to create short videos accompanied by a variety of feature options such as music, filter stickers, and several other creative features. TikTok's popularity allows many users, especially young people, to take advantage of this platform to obtain information and knowledge through TikTok content. This research aims to examine whether TikTok can be an alternative and interactive learning media in English learning. This research used a qualitative method with an inductive approach. Research findings show that TikTok can make English learning interesting. It was found that there are several types of learning resources from the TikTok application that are often created, namely vocabulary, grammar, pronunciation and common mistakes. From this research, TikTok has an appeal as an English language learning medium, because short videos, clear and non-monotonous delivery of material, coupled with attractive writing effects and emoji features can have a positive impact on the students learning process.]]>
<![CDATA[The Impact of Using Duolingo Print-Out Materials on English Student Vocabulary ]]>
<![CDATA[Ilhamullah, M.]]>;
<![CDATA[Zuhra, Cut Mulia]]>
<![CDATA[ English LAnguage Study and TEaching Vol 5, No 1 (2024): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v5i1.7771
<![CDATA[One of the most important components in learning English is vocabulary. Many previous studies show that students experience various problems or difficulties in learning English vocabulary because the teacher's teaching techniques are less interesting and make students bored. In this case, interesting teaching techniques are needed so that students do not get bored with teaching materials. Applications and games, for example, can be applied either online or offline to make the lesson interesting. This study aims to test whether the use of Duolingo printed materials for Grade I students at SMP IT Mahyal Ulum Al-Aziziyah can improve the student's English vocabulary. The research conducted in these two classes applies true experimental design types of pretest and posttest control group design. There were four encounters in the study including pretest and posttest. The sample of this study consisted of 54 students, which was evenly distributed in each of the classes. The instruments used to collect data were pretest and posttest. The test results were analyzed using the formula proposed by Sudjana (2006). It was found that the pretest average in the experimental class was 73 and the posttest average was 92. The pretest average in the control class was 46.3 and the posttest average was 5.3. Therefore, the increase from pretest to posttest in the experimental class was 19 points. The results of this study revealed that the use of Duolingo printed materials increased students' English vocabulary effectively and helped them remember new words.]]>
<![CDATA[Wattpad as a Catalyst for English Writing Development: An Explorative Study on Student Perceptions ]]>
<![CDATA[Helda, Nur Fadilah]]>;
<![CDATA[Thohirah, Afifah]]>
<![CDATA[ English LAnguage Study and TEaching Vol 4, No 2 (2023): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v4i2.7342
<![CDATA[Wattpad has emerged as a valuable tool in English language education, particularly for enhancing writing skills. Previous studies highlight Wattpad's efficacy in improving writing style, creativity, and students' motivation to write. This platform offers diverse genres and features, enabling writers to share their work and engage with a global audience. Despite its impact on writing skills; enhancing grammar, vocabulary, and structure there's a gap in understanding students' perceptions regarding Wattpad's role as a teaching tool, specifically in writing. Utilizing a qualitative approach with interviews, this research explores the perceptions of five English Education students at Serambi Mekkah University. Their insights highlight Wattpad as a space for regular writing practice, an assisting tool in refining language skills, storytelling and character development. The participants express that the Interactions with readers provide them with valuable feedback, and enrich their understanding of their craft. While Wattpad influences motivation and writing proficiency, it does not significantly impact students' reading interests. This research contributes to understanding Wattpads multifaceted role in language education, offering insights into its implications for writing development and broader exposure to diverse written works.]]>
<![CDATA[The Effect of Project-Based Learning Implementation on Senior High School Students’ 4C Capability ]]>
<![CDATA[Faizah, Cut]]>;
<![CDATA[Zuhra, Cut Mulia]]>
<![CDATA[ English LAnguage Study and TEaching Vol 5, No 1 (2024): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v5i1.7772
<![CDATA[This experimental This qualitative study investigates the effect of Project-Based Learning (PjBL) implementation on students' capacities in sharpening 21st century soft skill, commonly called the 4Cs. The 4Cs include communication, collaboration, creativity and critical thinking. The study was conducted at SMA Labschool Unsyiah and the sample of the study were class X IPS in the academic year of 2021/2022. The total number of students in this class was 30 consisting of 13 males and 17 females. The data were collected through an observation when the English teacher was teaching descriptive text using PjBL. An observation sheet consisting 4Cs items which were broken down into 15 sub descriptions was used. The data were then analyzed using simple percentage formula to get the final grade. The results revealed that PjBL pedagogy brings positive effects on students' 4Cs capacities.]]>
<![CDATA[Communicative Effect Taxonomy Analysis in Students Oral Production ]]>
<![CDATA[Moriyanti, Moriyanti]]>;
<![CDATA[Ismail, Nyak Mutia]]>
<![CDATA[ English LAnguage Study and TEaching Vol 4, No 2 (2023): ELASTE ]]>
Publisher : <![CDATA[Universitas Serambi Mekkah ]]>
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DOI: 10.32672/elaste.v4i2.7338
<![CDATA[This study aims at finding out Communicative Effect Taxonomy in students oral productionspecifically on local and global errors. This study is qualitative in nature involving 16 first grader at SMPN 2 Muara Tiga, Pidie. The instrument used was analytical table which was constructed based on the theory of Communicative Effect Taxonomy. The data collection was carried out by following the steps of: sample collection, errors identification, error description, error clarification, and error assessment. The data analysis was conducted afterward in line with the following phases: identification of errors, classification of errors, evaluation, and conclusion. It is found that local erros were produced more compared to global errors (52 local errors and 45 global errors) in the students speaking performance. Regarding the implication, the result from this study can enhance the development of more accurate and dependable evaluation tools for measuring students' oral communication skills by establishing a classification system for communicative impacts. Consequently, this can exert a substantial influence on educational policies and practices.]]>
