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Journal on Studies in English Language Teaching (JOSELT)
Published by Universitas Mahasaraswati
ISSN : 27219097     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
JOSELT is published twice a year in March and December. JOSELT contains research and literature studies in the field of English language teaching. JOSELT covers studies in the scope of TEFL, TESOL, ESP, Linguistics and other relevant studies on English language teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 78 Documents
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CORNELL NOTE-TAKING: EFFECTIVE WAY TO ACTIVATE STUDENTS’ AUTONOMOUS LEARNING Luh Eka Susanti
Journal on Studies in English Language Teaching (JOSELT) Vol. 1 No. 2 (2020): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Memory is fragile, as it is easy to be forgotten. People who take notes typically retain more information which has a positive effect on learning (Titsworth in Borr et al., 2012). Note-taking acts as a tool to provide students for identifying and understanding the most important aspects of what they are learning (Borr et al., 2012). Cornell note-taking was selected as a short condensation of a source material that is generated by writing them down while simultaneously listening, studying, or observing. It has some sections which it can be filled with the questions or keywords, elaboration, and summary. This study was conducted for hospitality students in International Business and Tourism Institute, in particular Diploma III Hotel Operation when they were learning about Business English for Hotel and Tourism. The result could be seen that note-taking students got higher score and could easily recall information both in written and spoken test.
FAMILY-BASED SCHOOL AS A MODEL FOR PEACE EDUCATION A.A.Ngr. Eddy Supriyadinata Gorda; Kadek Devi Kalfika Anggria Wardani; Ida Bagus Arya Lawa Manuaba
Journal on Studies in English Language Teaching (JOSELT) Vol. 1 No. 2 (2020): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

As a multicultural country with variegated sociso-cultural condition and vast geographical area, it could be stated that Indonesia has high potential to both horizontal and vertical conflicts. Therefore, Indonesia needs a strategy to preserve diversity and to prevent it to turn to conflicts. Peace education program is one kind of intervention which can assist Indonesia to manage its diversity. This article discusses about concept of family-based school as an alternative to peace education model. Data collecting was done by observation and interviews at Junior High SchoolNasional Denpasar which has been applying family-based school to develop peace education. Discussion in this article is divided into two main parts. Firstly, there is a theoretical perspective of how a family-based school should be to internalize peace values to the students. In the second part, kinds of activities directing to associative actions of disseminating peace values are described. By focussing on the two topics, this article is expected to give an alternative model for organizing peace education in Indonesia. Along with the increasing tendency of multicultural conflicts to occur in Indonesia, the urgency of peace education is getting higher.
THE USE OF DRILLING METHOD IN INCREASING STUDENT’S GRAMMAR MASTERY AT VIII GRADE OF SMP WIDIATMIKA Mira Suantari Ni Luh Putu; Sri Widiastuti Ida Ayu Made
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 1 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

This research aimed to increase students’ grammar mastery by using drilling method in online learning at VIII.1 Grade of SMP Widiatmika in academic year 2020/2021. The subject of this research was students at VIII.1 grade of SMP Widiatmika that consisted of twenty-five students. This research was classroom action research which was conducted in two cycles based on Kemmis and McTaggart model. The data of this research were obtained by using the result of pre-test and post-test, and also item of questionnaire. The result of this research showed that there were increase in students’ grammar mastery after implementing the drilling method. Thus, the students also found that drilling method in this research was useful and effective to increase students’ grammar mastery.
WHEN A NOVEL AND A FILM MEET IN VIRTUAL CLASSROOM Giyatmi
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 1 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

The research aims at describing the teaching of screenification (ekranisasi) online. The writer uses Google Classroom integrated with Google Slides to create a Bitmoji, virtual classroom with a slide of presentation. There are pictures with links that can be clicked so that the students can find the materials in the slide. The using of Bitmoji classroom is applied to the 5th semester students of English Department. The writer uses questionnaire by Google Form to collect the data. To teach screenification (ekranisasi), the writer uses two chapters of Laura Ingalls Wilder’s On the Bank of The Plum Creek, namely Town Party and Country Party. For the film, the writer uses the video of Little House on the Prairie mini-series entitled Town Party Country Party. The two chapters and the video are inserted in the Bitmoji virtual classroom via links. The writer gives an assignment to find the process of screenification (ekranisasi). The students feel happy with the use of Bitmoji virtual classroom. They mention that the use of the novel and the video helps then to find the intrinsic elements of both versions so that they can find the process of screenification easily.
PROMOTING ENGLISH LEARNING FOR ADULT STARTERS: A GAP BETWEEN EMOTION AND TEACHING STRATEGY Wardana I Ketut; Sri Astuti Putu
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 1 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

The investigation that focuses on English language learning by adult starters at the workplace is very much challenging. Thus, this study attempted to elaborate whether emotion (self-confidence, motivation, or anxiety) correlates with teaching strategy (CBI, CLT, and TBLT) and English language performance. This study applied a combination of qualitative with phenomenology design and quantitative with analytic descriptive design to analyze the effect of emotion on teaching strategy. The population was 355 employees whose ages range from 25 to 30. this study involved 100 samples using a random sampling technique. The questionnaire consisted of 15 questions concerning self-confidence, 15 questionnaires about motivation, and 15 questionnaires about anxiety. A performance test measured the student’s language competence. The data were analyzed by descriptive statistics with SPSS 25, t-test, and Pearson Product Moment. The finding revealed that the emotion correlates positively either with the teaching strategy or with the learning achievement. The stronger the adult learners feel self-confidence and emotion, and less anxiety the more effective the CBI, CLT, TBLT can encourage their language performance. The factors that make emotion correlate more positively with language performance are (1) the demands of better achievements, (2) self-responsibility, and (3) teaching strategy.
DEVELOPING DIFFERENTIATED INSTRUCTION-BASED MATERIALS FOR TEACHING WRITING Herya Darma Utami Ketut; Monik Rismadewi Ni Wayan
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 1 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

The study aims at (i) developing writing material based on differentiated instruction in the eight year students of SMP Negeri 1 Singaraja, (ii) identifying whether the developed material is effective or not for the students’ writing competency. The data were collected by using rubrics and interview guides to find the compatibility of the existing materials and the developed materials with the syllabus and the criteria of suitable materials. Dick and Carey’s design model was employed as the present research procedures. The data which were obtained from the rubrics and checklists were quantitatively analysed by using the percentage of frequency. It was found that (i) the writing material was developed based on the criteria of a suitable material, a suitable writing material, and the combination of school-based syllabus and syllabus of BSNP for the eight-year students of Junior High School. The materials were finally developed based on three-level students, lower, average, and upper students. (ii) From the data of comparison between the result of pre-test and post-test, it was proved that the developed material could improve the students’ writing competency to achieve the standard competency stated in the syllabus.
SYLLABUS DESIGN FOR COMMUNICATIVE COMPETENCE IN LANGUAGE TEACHING Astawa I Nengah; Wersi Murtini Ni Made; Wardana I Ketut
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 2 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Communicative competence approach in Indonesia has been applied in junior and senior high school. It emerged due to the fact that the audio-lingual approach has been regarded to be a failure. This can be seen from the graduates’ inability to use the language for communication in real situations. It is said that this approach is very successfully applied in Europe; but in Indonesia, it is still a big question, since the situation and condition are very much different from that of European countries. The obstacles existing in Indonesia are; big classes, linguistic environment, teachers’ inability to use English, time allotment, etc. One thing for sure is that however successful an approach in some developed countries is, it is quite possible this approach might be a failure when applied in Indonesia due to some different conditions and situations as stated above. Consequently, it is advisable for the English teachers to be selective in choosing which approach is suitable for teaching what so that we do not always get confused with the mode of language teaching which very often changes in foreign countries.
CASE BASED LEARNING IN LANGUAGE TEACHING Ayu Paramita Dharmayanti Putu
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 2 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Case-based learning (CBL) is an approach to promote students higher levels of cognition by applying their knowledge to real-world scenarios or environment in order to form new meanings of disciplinary problem and provide solution under the guidence of the instructor. Although case-based learning is initially designed for non-linguistic disciplines, lately it can be implemented in language teaching, in particular English for Specific Purposes (ESP). This article is purposed to discuss about the implementation of case based learning in language teaching. Case based learning carries multiple benefits for students in language teaching, such as providing opportunities to read, speak, listen, and write; introducing and practicing vocabulary and grammatical structures in the context of the case; and increasing learners’ participation, motivation and attitudes toward language study. With all benefits from case-based learning in language teaching, it also can be applied for all levels of students. However, there are some aspects that must be considered in applying case-based language teaching in English as foreign language in all level of students, they are the characteristic and type of case, procedure in implementing case based learning, and assessment in case based learning.
ENGLISH GRAMMAR MASTERY OF THE FIRST SEMESTER STUDENTS Wersi Murtini Ni Made
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 2 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

The aspects of English tenses enable to show the time and its relation to the activities or events in spoken or written language (Stern, 2002:42). This study focused on assessing the ability of the first semester students in tenses mastery. The samples were 28 students from the first semester of Class B of English Language Education Study Program, FKIP Unmas Denpasar. The subjects of this study were determined by using cluster sampling method. The data were collected by administering multiple choice test instrument which were analysed using a norm-referenced measure of five standard values. It showed that (1) there is only 1 subject (3.57%) showed excellent ability in mastering grammar, (2) there are 9 subjects (32.14%) showed good ability, (3) there are 11 subjects (39.27%) showed sufficient ability, (4) there are 4 subjects (14.28%) showed insufficient ability, and (5) there are 3 subjects (10.74%) showed poor ability in mastering grammar. There are 7 students (25.02%) out of 28 students who failed in learning and acquiring English grammar. It means that 25.02% of them still have low ability. In this case the students should be given more chances and exercises to be active in the teaching and learning processes.
THE USE OF FLASHCARD IN ENGLISH VOCABULARY LEARNING Arsana Anak Agung Putu; Putri Maharani Anak Agung
Journal on Studies in English Language Teaching (JOSELT) Vol. 2 No. 2 (2021): JOSELT
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Mahasaraswati Denpasar

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Abstract

Vocabulary plays an important role in oral and written communication of foreign language (Laufer and nation,1999). Vocabulary is one of the language aspects that is very pivotal in English learning. If we have less vocabulary, we will not clearly enough to gain the information in communication. The language learning approach using flashcards provides an effective training and learning method for teachers, and flashcards can also be used effectively as teaching resources to help students learn and understand vocabulary. One of the main advantages of flashcards is, they can be carried anywhere and can be studied at any time (Brown, 2000). Flashcards are a fun strategy and can increase students' reading interest. This study is a library research which aimed to describe the use of flashcard in English vocabulary learning. The method used in this research is the study of literature. The results showed that the use of the flashcard strategy in English vocabulary learning at the elementary school and high school levels were preferred and interested in using flashcards equipped with various images and has a variety of colors. Moreover, flashcards also make students more active and they did not get bored easily when learning English vocabulary.

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