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Rama Dwika Herdiawan
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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 5 Documents
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Search results for , issue "Vol. 7 No. 2 (2023)" : 5 Documents clear
The Identification Of Self-Assessment To Develop Students’ Writing Skill Deviana Elwis Simarmata; Tarigan, Karisma Erikson; Prayuda, Meikardo Samuel
Journal of English Language Learning Vol. 7 No. 2 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v7i2.6515

Abstract

Many students still didn’t understand how to write properly and correctly, there are also many obstacles’ students face when writing, one of which is how to arrange sentences in making stories, and many don't know that writing is also one of the 4 abilities that are often used by many people. The writer brought this self-assessment method to the SMP Santo Petrus Medan to be used as research material for students. The purpose of this method is for students to know what obstacles make students late in understanding how to write well. After the self-assessment method was taught in class which would be used as research material by the writer, the writer found that in the final test students almost all students understood what the self-assessment method was, and in the description of the data it can be seen that the number of students in the experimental class was 27 students and in the control class as many as 27 students. From the experimental class scores, the average pre-test was 62.70 and the post-test was 79.70. The median for the pre-test was 62.00 and for the post-test was 80.00. The lowest score for the pre-test was 50 and the highest was 76. For the post-test, 70 was obtained for the lowest score and 90 for the highest score. It can be concluded that the lowest and highest scores on the post-test are higher than the pre-test.
THE The Effect of Extensive Reading Strategy on Students’ Reading Comprehension at Smp Dharma Wanita In The Academic Year Of 2023/2024 Prayuda, Meikardo Samuel; Ginting, Fiber Yun A; Dila Afrilia
Journal of English Language Learning Vol. 7 No. 2 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v7i2.6581

Abstract

The objectives of this study is to find out whether extensive reading give significant effect to the students’ reading comprehension. The method in this research was Experimental research. This research had been conducted at SMP Dharma Wanita. The Population of this research was the eighth grade students of SMP Dharma Wanita which consisted of 48 students into two classes, namely VIII-A and VIII-B. VIII-A as the experimental class and VIII-B as the control class. Both of classes consisted of 48 students with homogenous score. The experimental class treated by using extensive reading strategy, while the control class was using the conventional ways. The pre-test was given to the two groups before giving the treatment. The result of pre-test showed the mean score of experimental class was 40,16 and the control class was 36,35. After giving the treatment, post-test was given. The result of post-test showed the mean score of experimental class was 72,64 and the control class was 39,65. The value of t-test was higher than the ratio on t-table (11,424>1,678). Therefore, Ho was rejected and Ha was accepted. In conclusion, Extensive Reading Strategy can be effectively to be used to teach reading comprehension of eighth grade students of SMP Dharma Wanita.
English Textbook Evaluation for 8th Grade of Junior High School Based on Thomlinson’s Theory Handayani, fitri; amelia, mike
Journal of English Language Learning Vol. 7 No. 2 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v7i2.7209

Abstract

This study conducts a comprehensive evaluation of English textbooks designed for 8th-grade students in junior high schools, utilizing Thomlinson's Theory of Differentiation as the theoretical framework. The objective is to assess the alignment of these textbooks with Thomlinson's principles of differentiated instruction, which emphasize tailoring educational materials to cater to the diverse learning needs of students. This study is part of an evaluation study, incorporating qualitative content analysis and quantitative assessment to gauge the textbooks' suitability for enhancing student engagement and learning outcomes. Findings from this evaluation will inform educators and curriculum developers about the extent to which these textbooks effectively address the requirements of 8th-grade English learners, with implications for improving teaching and learning strategies in the junior high school context.
Exploring Lesson Learned From Lecturers’ Experience On Implementing Lesson Study In Higher Education Syarifah, Eva Fitriani
Journal of English Language Learning Vol. 7 No. 2 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v7i2.7554

Abstract

In the ever-evolving landscape of education, the importance of innovative teaching methodologies cannot be overstated. One such approach that has gained substantial traction in recent years is Lesson Study. This study aims at investigating lecturers’ experience on implementing lesson study, specifically the lesson learned from lesson study. This study employed case study which involved five lecturers at higher education level as the participants. The data were gained through open ended questionnaire, interview, and documentation. The results indicated that the lessons learned that confirmed by the participants are: enhanced creativity and innovation, targeted student - centered teaching, cultivation of reflective practitioners, and building a supportive community. In conclusion, lesson study is not only gives new experience for lecturers but also new insight that can be useful for their teaching improvement.
Exploring ESP Students’ Perception toward the Potential of Artificial Intelligence to Promote Students’ Self-Efficacy in English Writing Skill Putri Erito, Silvia Nanda
Journal of English Language Learning Vol. 7 No. 2 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v7i2.7598

Abstract

This study aimed to explain ESP (English for Specific Purposes) students’ perception toward the potential of AI to promote their self-efficacy in their English writing skill by examining its impact on students’ learning experiences and perceptions. The present investigation employed a qualitative case study. The data collected by open-ended questionnaire in online form distributed to forty students in accounting major. The findings showed that the students positively perceived toward the potential of AI to promote students’ self-efficacy in their English writing skill, they believed that AI play important role and impact their self-efficacy, enhance their motivation, reduce their anxiety, give easy access to the students to get feedback quickly with better recommendation of writing and provide interactive learning in achieving consistency in student’ English writing skill.

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