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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 85 Documents
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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.
EFL Students' Anxiety in Speaking English: Factors and Strategies Ajiza, Masrurotul; Rahayu , Arum Putri; Setiawati; Rohani, Tri; Deswarni, Dini
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.v8i1.8502

Abstract

Anxiety has a big role in affecting students' performance in learning English, especially in speaking class. This study aimed to answer three questions: (1) the anxiety level the EFL students got in a speaking class, (2) some factors influence it, and (3) some strategies that can be used to minimize the level of students’ anxiety. This research used a qualitative approach by adopting a questionnaire as an instrument. The participants of this study were 113 students; 68.1% female and 31.9% male students; from 4 different universities in Indonesia from different departments (an English and non-English departments). The results of this study showed that the student’s level of anxiety was still high which was affected by internal and external factors. Those factors tended to decide the level of their anxiety. In addition, this study also showed some suggestions that can be used as strategies to minimize the level of the student’s anxiety.
The Implementation of Cooperative Learning in Teaching Reading Comprehension to Introvert and Extrovert Students Annas Alkhowarizmi; Setiawan, Fiki; Herlina, Nina
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.v8i1.9154

Abstract

Traditional teacher-centered approaches are being replaced by collaborative learning methods like cooperative learning. This research explores the benefits of cooperative learning for both introverted and extroverted students. A pre-experimental, one-group pretest-posttest design was employed. The participants were first-semester students at a health science institute (n=18). Purposive sampling was used to select a group of students. The researcher administered a personality assessment to classify students as introverts or extroverts. The findings showed that cooperative learning improved reading comprehension for both extroverted and introverted students. Extroverts benefited from the interactive and collaborative aspects of cooperative learning. Introverts, on the other hand, thrived in an environment that allowed for thoughtful participation and reflection. The results also suggest that personality traits moderate the effects of cooperative learning on reading comprehension. This study highlights the effectiveness of cooperative learning in enhancing reading comprehension for students with diverse personalities. It emphasizes the need for educators to consider individual characteristics when designing instructional strategies. By incorporating cooperative learning and acknowledging the influence of personality traits, educators can create more personalized and effective teaching practices that cater to the diverse needs of students in language classrooms.
Classroom Interaction Using IRF Pattern Carried Out by Lecturer in English Classrooms: A Discourse Analysis Ariska, Ria; Rosyid, Ocid Abdul; Puspitasari, Dewi
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.v8i1.9243

Abstract

The most common pattern in classroom interaction is teacher initiates the talk in the class, learners respond to teacher talk, and teacher responds by giving corrective feedback to the learners. From this pattern it explains teacher’s dominance in the classroom interaction. Therefore, the significance of this study on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunities for learners to engage in classroom interaction. The data were taken from observation of a conversation in the classroom. The result of this study is the teaching using IRF pattern can facilitate learner-initiated communication and give opportunities for learners to engage in classroom interaction.
The Effect Of Substitution Drill Technique On Students’ English Speaking Skill : Experimental Study at the fifth grade class of SDN 06 Makasar in East Jakarta Mulyadi, Mulyadi; Saefudin, Dery; Bakhtiar, Ahmad
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.v8i1.9358

Abstract

This research aims to investigate and validate the impact of the Substitution Drill technique on students' English speaking learning outcomes in fifth grade of SD 05 Makassar, East Jakarta. Substitution drill is a teaching method that falls under the Drill Method umbrella and is widely used in language instruction to train sounds and sentence patterns in a language. The activity entails repetitive practice to achieve permanent skills. In substitution drill, students are instructed to replace specific elements within a sentence or conversation. This study delves into the impact of substitution drill on students' English speaking proficiency. A total of 60 students were chosen as research samples using the total sampling method. Data for the study was gathered through interview tests. Subsequently, the data was subjected to quantitative analysis to ascertain the effect of the Substitution Drill technique on students' English speaking ability as part of the hypothesis test. Data analysis was performed using a t-test at a significance level (α) of 0.05. The findings of statistical tests reveal that the tobserved value is greater than the ttable, indicating a significant influence of the Substitution Drill technique on students' learning outcomes in English speaking skills.
The Influence Of Blended Learning Method On Learning Outcomes In English Subject At Sekolah Indonesia Kuala Lumpur (Sikl)Malaysia Nurhana, Irma; Firharmawan, Hastri; Nurhidayat, Eka
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.v8i1.9467

Abstract

Blended Learning has become one of the most commonly used ways of classroom learning, one of which is used in English language learning due to its dual component, which integrates Face-to-Face classes with virtual learning to offer students a variety of methodologically organized materials and resources. In this era of digitalization, teachers and students have changed the way the educational process is viewed as new technologies have been implemented and teachers have to propose new ways of working to display materials that complement English learning in the classroom. The purpose of this research is to obtain clear information about the effect of blended learning model to improve students' learning outcomes and its role in the learning process, especially in English subjects. From the results of the study, it can be seen that the average value of learning outcomes in the experimental class has increased significantly, where the average value of posttest learning 71.8 is greater than the value of pretest learning 52.67, so that the blended learning model affects student learning outcomes more than the conventional model. In this study, it is clear that the blended learning model is able to provide changes in student learning outcomes, so that the blended learning model becomes one of the learning models that can be used to improve student learning outcomes.
Utilizing Essay Punch In Teaching Essay Writing : EFL University Students’ Perception Handayani, Fitri; Amelia, Mike
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.v8i1.9705

Abstract

This study cond The rapid development of technology has brought significant contributions to language teaching. Hence, several up to date writing devices have been used by lecturers to modify teaching and learning activities. This study aims to investigate EFL university students' perception of the use of Essay Punch in teaching essay writing. Essay punch is an online interactive writing tool that provides students guidance in the process of writing step by step in writing an essay. The data were collected through questionnaires administered to the second year English department students of Mahaputra Muhammad Yamin University, Indonesia. The questionnaire was built up into two sections: (1) ten close-ended items and (2) two open-ended items. The ten close-ended items were designed to obtain students’ perceptions on the use of Essay Punch as a writing tool from three different aspects. The aspects are the students’ perception about the device of Essay Punch, the students’ perception about the utility of Essay Punch, and the students’ perception about the affective aspect of Essay Punch in essay writing. Meanwhile, two open-ended questions were put to allow students to show their opinion on the Essay Punch. The findings revealed that EFL university students show a positive view of their experience in using Essay Punch in the writing classroom. Thus, it could be concluded that Essay Punch can become one of the potential tools in teaching essay writing.

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