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Sources of Turkish EFL Learners’ Foreign Language Reading Anxiety Cemre Isler; Ozgur Yildirim
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant's mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam).

Teaching Proficiency through Reading and Storytelling (TPRS) as a Technique to Foster Students’ Speaking Skill Muzammil, Lasim; Andy
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Teaching Proficiency through Reading and Storytelling (TPRS) is quite essential to improve EFL learners’ speaking ability. It can be done successfully by means of the basic concept of TPRS known as comprehensible input in second language acquisition (SLA). This paper presents a study on learners’ speaking ability through TPRS making use of three important steps; Showing, Telling, and Reading. This is a quantitative study using quasi-experimental as the two intact groups are used; experimental and control group. The data are obtained from pre-test, post-test and questionnaires viewed from both students’ and teachers’ perspective. The data from pre-test and post-test are analyzed by using independent sample t-test. The experimental and control are ascertained to be homogenous in term of English performance from the pre-test analysis. The post-test are carried out from both groups after the treatment and the the result of the test are compared in order to prove if the null hypothesis is rejected indicating that there is significant difference performance between the two groups. The result of the study is expected to be beneficial for English teachers, EFL learners, and further researchers.

Teaching Writing Skill through Collaborative Writing Technique: From Theory to Practice Supiani
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Based on the school based curriculum states that the teaching of writing skill is aimed at enabling students to master the functional and monologue texts in the form of genres. However, previous studies revealed that Indonesian students still have problems in learning it because writing itself involves aspects of grammatical form, choice of words, generating and organizing the ideas into coherent and logically ordered. Those have become a hard challenge for many students in Indonesia. To overcome this, collaborative writing technique is one of writing techniques to help students learn and develop their writing. This article discusses it from both theoretical perspective and pedagogical procedures for teaching writing of collaborative writing technique.

Intelligence Quotient (IQ) as a Predictor of Reading Comprehension and Writing Achievement of EFL Learners Ningrum, Ary Setya B.; Wibowo , Rohmat Agung
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students' reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement.

Critical Analysis on the Contribution Made by Qualitative Research to English Language Teaching Elmiana, Dewi Satria
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

The primary objective of this paper is to assert the contribution of qualitative research in ELT. This paper has presented qualitative theories and features advantages and limitations, the criteria of good qualitative research, and analysis of two articles based on Tracy‟s model. The analysis result showed that both articles have some limitations such as the uncovering of potential resources and perspectives on how effective extensive reading programs should be implemented in tertiary education in Indonesia. However, most of the criteria that Tracy established were found in these articles, such as relevance of the area of study, timeliness and significance; sufficient, abundant, appropriate and complex use of theoretical constructs, as well as data collection and analysis processes.

An Analysis on Writing Anxiety of Indonesian EFL College Learners Wahyuni, Sri; Umam, M. Khotibul
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v4i1.333

This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia. This study described the levels, dominant type, and main factors of writing anxiety of the English students. Fifty English students at the fourth semester participated in this study. Two closed-ended questionnaires, Second Language Writing Anxiety Inventory (SLWAI) proposed by Cheng, and Causes of Writing Anxiety Inventory (CWAI) proposed by Rezaei and Jafari were employed to collect the data. The findings revealed that 54% of the students experienced high level of writing anxiety, 44% experienced moderate level of writing anxiety, and 2% experienced low level of writing anxiety. The dominant type of writing anxiety was cognitive writing anxiety, which is based on the highest mean among two other types of writing anxiety. Then there are four main factors that cause writing anxiety. They are linguistic difficulties, fear of teachers’ negative comments, insufficient writing practice, and time pressure.

Teaching Proficiency through Reading and Storytelling (TPRS) as a Technique to Foster Students’ Speaking Skill Muzammil, Lasim; Andy
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v4i1.329

Teaching Proficiency through Reading and Storytelling (TPRS) is quite essential to improve EFL learners’ speaking ability. It can be done successfully by means of the basic concept of TPRS known as comprehensible input in second language acquisition (SLA). This paper presents a study on learners’ speaking ability through TPRS making use of three important steps; Showing, Telling, and Reading. This is a quantitative study using quasi-experimental as the two intact groups are used; experimental and control group. The data are obtained from pre-test, post-test and questionnaires viewed from both students’ and teachers’ perspective. The data from pre-test and post-test are analyzed by using independent sample t-test. The experimental and control are ascertained to be homogenous in term of English performance from the pre-test analysis. The post-test are carried out from both groups after the treatment and the the result of the test are compared in order to prove if the null hypothesis is rejected indicating that there is significant difference performance between the two groups. The result of the study is expected to be beneficial for English teachers, EFL learners, and further researchers.

Teaching Writing Skill through Collaborative Writing Technique: From Theory to Practice Supiani
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v4i1.330

Based on the school based curriculum states that the teaching of writing skill is aimed at enabling students to master the functional and monologue texts in the form of genres. However, previous studies revealed that Indonesian students still have problems in learning it because writing itself involves aspects of grammatical form, choice of words, generating and organizing the ideas into coherent and logically ordered. Those have become a hard challenge for many students in Indonesia. To overcome this, collaborative writing technique is one of writing techniques to help students learn and develop their writing. This article discusses it from both theoretical perspective and pedagogical procedures for teaching writing of collaborative writing technique.

Intelligence Quotient (IQ) as a Predictor of Reading Comprehension and Writing Achievement of EFL Learners Ningrum, Ary Setya B.; Wibowo , Rohmat Agung
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v4i1.331

This study aimed at investigating Intelligent Quotient (IQ) as a predictor of reading comprehension and writing achievement as well as to correlate the students' reading comprehension with their writing achievement. The participant of the study were 32 senior high school Indonesian students. There are three instruments used in this study, those are IQ test, reading comprehension test, and writing test. Upon obtaining the whole data needed, Pearson Product Moment formula was employed to determine the correlation of IQ with reading comprehension and writing achievement as well as reading comprehension with writing achievement. The result of this study revealed that IQ made significant contribution in predicting reading comprehension (23.42%) and writing achievement (16.08%). In addition, the correlation coefficient of reading comprehension and writing achievement shows that they are moderately correlated (r=.587), meaning that reading comprehension contributes as many as 34.45% to writing achievement.

Critical Analysis on the Contribution Made by Qualitative Research to English Language Teaching Elmiana, Dewi Satria
JEELS (Journal of English Education and Linguistics Studies) Vol. 4 No. 1 (2017): JEELS May 2017
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v4i1.332

The primary objective of this paper is to assert the contribution of qualitative research in ELT. This paper has presented qualitative theories and features advantages and limitations, the criteria of good qualitative research, and analysis of two articles based on Tracy‟s model. The analysis result showed that both articles have some limitations such as the uncovering of potential resources and perspectives on how effective extensive reading programs should be implemented in tertiary education in Indonesia. However, most of the criteria that Tracy established were found in these articles, such as relevance of the area of study, timeliness and significance; sufficient, abundant, appropriate and complex use of theoretical constructs, as well as data collection and analysis processes.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Chothibul Umam

Contact Email
chothib99@gmail.com

Phone
+628563454026

Journal Mail Official
jeels.stainkdr@gmail.com

Editorial Address
Tadris Bahasa Inggris, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Kota Kediri, Provinsi Jawa Timur, Indonesia Jl. Sunan Ampel 07 Ngronggo Kediri

Location
Kota kediri,

Jawa timur

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Chothibul Umam

Contact Email chothib99@gmail.com

Phone +628563454026

Journal Mail Official jeels.stainkdr@gmail.com

Editorial Address Tadris Bahasa Inggris, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Kota Kediri, Provinsi Jawa Timur, Indonesia Jl. Sunan Ampel 07 Ngronggo Kediri

Location Kota kediri, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Chothibul Umam

Contact Email
chothib99@gmail.com

Phone
+628563454026

Journal Mail Official
jeels.stainkdr@gmail.com

Editorial Address
Tadris Bahasa Inggris, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Kota Kediri, Provinsi Jawa Timur, Indonesia Jl. Sunan Ampel 07 Ngronggo Kediri

Location
Kota kediri,

Jawa timur

INDONESIA