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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 13 Documents
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Search results for , issue "Vol. 8 No. 1 (2024)" : 13 Documents clear
Need Analysis in Developing Differentiated Assessment Instrument for 7th Grade Junior High School Students Based on Learning Style in Emancipated Curriculum Ni Komang Ari Yunita Dewi; Luh Gd Rahayu Budiarta; Ida Ayu Made Istri Utami
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.10060

Abstract

Assessment plays a crucial role in the process of acquiring a foreign language. Assessments are crucial to conduct in order to ascertain enhancements in student learning. The assessment results can serve as a guide for creating impactful learning activities for students. Teachers need to conduct diagnostic assessments as part of the emancipated curriculum in order to ascertain students' characteristics, learning styles, and learning needs. Differentiated instruction was implemented to accommodate the diverse characteristics and learning styles of students. This approach enables students to select learning methods that align with their individual learning style. Implementing differentiated instruction will result in the implementation of differentiated assessment by teachers. Teachers must adapt the assessment process based on the specific instructions for each individual learning style. Therefore, the objective of this research is to conduct a comprehensive analysis of the needs of students and teachers throughout the learning process, with the aim of facilitating the development of differentiated assessment instrument for educators.
Do Friends Help Us in The Learning Process?; STAD Method Implementation to Boost Students’ Understanding of English Text Muchammad Sofyan Firmansyah; Syaefani Arif Romadhon; Nawangsih Edynna Putri
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.10226

Abstract

This research aimed to determine the effect of the application of the Student Teams-Achievement Divisions (STAD) learning method on students' reading skills. The research design used was a one-group pretest-posttest design. The sample consisted of 40 vocational high school students. Data were collected through pretest, posttest, and group tests. Data analysis used paired t-test and one-way ANOVA. The results of the analysis showed that students' reading scores significantly increased after the application of the STAD method. The mean score of the pretest was 70.2, increasing to 82.4 in the posttest, and 85.1 in the group test. A paired t-test revealed significant differences between the pretest and posttest (p<0.01), while an ANOVA test also showed significant differences among the three measurements (p<0.01). The increase in scores from the pretest to the posttest by 12.2 points, as well as the higher group test score than the posttest, indicated the effectiveness of the STAD method in improving students' reading ability and good knowledge retention.
The The Variation on Speaking Anxiety in Presentation Based on Genders Ramadhany, Dimas; Rachman, Dzul
Journal of English Language Learning Vol. 8 No. 1 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i1.10278

Abstract

The majority of educational institutions require their students to be present in class. This study aims to investigate the factors that influence speaking anxiety among English language education students during presentations. The study takes a qualitative descriptive technique, experiences. Purposive sampling is used to choose participants from the University of Muhammadiyah in East Kalimantan. Data are gathered via surveys, observations, and interviews. The Foreign Language Classroom Anxiety Scale (FLCAS) is used to assess anxiety. The study's goal is to learn more about how kids feel and manage speaking anxiety, which will have consequences for classroom practices and teacher interventions.

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