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JELL (Journal of English Language Learning
Published by Universitas Majalengka
ISSN : -     EISSN : 25991019     DOI : https://doi.org/10.31949/jell
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of English Language Learning (JELL) is a peer-reviewed journal published in Indonesia by English Education Study Program, Faculty of Teacher Training and Education, Universitas Majalengka. This journal is published twice a year: November and June. The scopes of the journal include, but not limited to, the following topic areas: education policy, English curriculum, EFL methodology, teaching and learning strategies, evaluation and assessment, TEYL, classroom action research, translation, teaching media and ICT, applied linguistics, ELT materials development, linguistics, pragmatics, critical discourse analysis, and literature. The journal is published in online version.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol. 6 No. 1 (2022)" : 15 Documents clear
A MICROBLOGGING TO IMPROVE STUDENT CREATIVITY IN WRITING ACTIVITIES Mohamad Sahril; Enni Erawati Saragih; Happy Riezky Stephano
Journal of English Language Learning Vol. 6 No. 1 (2022)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v6i1.2708

Abstract

Microblogging are often used by the teacher in the learning process. Microblogging like Instagram is one of the web technologies or applications that are used for the learning process. Microblogging is not only writing a tweet on Twitter. On Instagram students also can be media for student learning writing. In addition, microblogging can be used as interesting media to learn English. Therefore this study was conducted to find out what is a significant effect of using microblogging and also find out what are student perception of the use of microblogging to elevate student creativity in a writing activity. using qualitative methods, research instruments are interview, questionnaires, and documents. The study was conducted at one of the vocational school in Bogor with eight students as participants. From the findings, it is concluded that students have some significant and have positive perceptions after using microblogging in writing activities. Most students agreed that microblogging is easy to use for writing. They also said microblogging is an interesting medium for learning English. In addition, can motivate them to write better and elevate their creativity. Keyword: Microblogging, Creative Writing, EFL
THE USE Of BLENDED LEARNING MODEL TO ENHANCE STUDENT'S LEARNING INTEREST IN ENGLISH Lanlan Muhria
Journal of English Language Learning Vol. 6 No. 1 (2022)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v6i1.2745

Abstract

The goal of this study is to ascertain whether employing a blended learning paradigm has increased students' interest in learning. In this study, a descriptive method is combined with a qualitative approach. The population of this study consisted of 36 students in class II-A of the STKIP Yasika Mathematics Education Study Program, which used purposive sampling as its sample technique. Data reduction, data presentation, and conclusion drawing or verification are used in the analysis of data gathering procedures, which include surveys, interviews, and observations. The results showed that, on average, 86 percent of students in class II-A of the Mathematics Education Study Program in STKIP Yasika exhibited a greater interest in studying English when blended learning is used. These results include the following indicators: 1) feelings of enjoyment with the very strong category (89%); 2) attention with the very strong category (83%); 3) very high interest in learning (91%); and 3) actively involved with the very strong category (81%)
THE USE OF QUESTION ANSWER-RELATIONSHIP (QAR) STRATEGY ON IMPROVING STUDENTS’ READING COMPREHENSION AT SMAN 1 JATITUJUH Rully Khoeru Solihin; Muaz Muaz
Journal of English Language Learning Vol. 6 No. 1 (2022)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v6i1.2747

Abstract

Abstract. The objectives of this research are to find out whether or not there is a significant of difference between the Reading Comprehension of the Twelfth Grade Students of SMAN 1 Jatitujuh taught before and after using the Question-Answer Relationship (QAR) strategy. The method in this study was quantitative. The subject of this research is students in XII MIPA 1. The research instrument used by the writer is a test (pre-test and post-test) The result of this research, it was found that of the reading comprehension of the twelfth-grade students of SMAN 1 Jatitujuh before being taught by using QAR strategy was sufficient, the mean is 69.71. Meanwhile of the reading comprehension of the twelfth grade students of SMAN 1 Jatitujuh after being taught by QAR strategy was categorized good, the mean is 85. Moreover, the calculation of the t-count, the score is 11.867 was higher than t-table, score is 2.032 (11.867 > 2.032) in level significance 5%. Based on the result above, it could be concluded that Question Answer Relationship (QAR) strategy could improve reading comprehension of the twelfth grade students of SMAN 1 Jatitujuh. In addition, the subjects also responded positively the implementation of QAR strategy.
ANIMATION MOVIES FOR ENHANCING VOCABULARY: A QUANTITATIVE STUDY AMONG VOCATIONAL SCHOOL STUDENTS Syaefani Arif Romadhon; Iin Indrayanti; M Taufik Qurohman
Journal of English Language Learning Vol. 6 No. 1 (2022)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v6i1.2833

Abstract

The purpose of this study was to analyse the effectiveness of using animated films to improve students' English learning, especially in vocabulary. Three vocabulary component points assessed are picture identification, word meaning and spelling. Before getting treatment in the form of watching English animated films, students did 30 pre-test questions. After watching the film students were also asked to work on post-test questions with the same number and types of questions. In this study, the design used was the One-Group Pre-test Post-test Design method. This research was conducted at SMK Karya Bhakti Brebes, there were 23 subjects. From the results of the T-Test Picture Identification, we can see that the results of the t count (tcount)> ttable or 3,766> 1,713. This shows that the initial hypothesis is accepted or it can be said that the use of the animated film method is effective to increase students' vocabulary, especially in picture identification. For the results of the T-test Word Meaning, namely t count (tcount)> ttable or 2,760 > 1,713 so it can be concluded that animated films are effective for increasing students' vocabulary. And for the results of the T-Test Spelling the value of t count (tcount) < ttable or 0.568 < 1.713, indicates that the learning method using animated films is less effective.
Investigating Students’ Problems In Writing Recount Text To The Eight Grade Students sulaiman sulaiman
Journal of English Language Learning Vol. 6 No. 1 (2022)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v6i1.4988

Abstract

Abstract. This study aimed to describes students’ writing recount problem. This research used descriptive method and was conducted at SMP Negeri 20 Pontianak. It revealed the most serious problem in writing recount text was in the area of grammar. It found when the students wrote recount text which applied past tense with regular or irregular verb. The second problem came from the vocabulary aspect. It happened when the students demonstrated to state the main idea and include choosing the word that supporting in writing recount text. The third problems found in the area of organization aspects. It happened when the students composed the text paragraph coherently. The last problems found in the part of mechanics. It came when the students wrote down the recount text paragraph in the zone of spelling and punctuation

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