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Adimawati Helingo
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Faculty of Tarbiyah and Teacher Training (English Education Department) Kampus 2, Sultan Amai Street, Pone, Limboto Barat, Gorontalo, Indonesia
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Journal of English Teaching and Linguistic Issues (JETLI)
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : -     EISSN : 29639565     DOI : https://doi.org/10.57153/jetli.v1i2.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JETLI: Journal of English teaching and linguistic issues publishes multi-disciplinary research on English language teaching, applied linguistics, and other English linguistics issues. JETLI: Journal of English teaching and linguistic issues disseminates research results and analysis regarding EFL and linguistic related issues in all countries that cover the fields of: English Language Pedagogy English for Specific Purposes ELT Materials Development and Evaluation English Language Testing and Assessment Applied English Linguistics General English Linguistics Language Policy and Planning Second Language Acquisition Translation and Interpreting studies Technology in English Teaching and Learning
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 64 Documents
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Improving Students' Speaking Ability Though Problem Solving Strategy at the ninth grade of SMP Negeri 2 Momunu A. Gama, Jusniati; Jusuf, Harni; Akhmad, Zulkifli
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 3 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i3.1333

Abstract

This study aims to improve students' speaking skills using Problem Solving Strategy. This study is a classroom action research with the subject is the ninth students of SMP Negeri 2 Momunu Buol Regency, central Sulawesi Province. The study uses observations sheets of teacher and student activity and test to get the data. In this study, for the data analysis, researchers used a speaking assessment rubric consisting of 5 aspects such as comprehension, fluency, grammar, vocabulary and pronunciation. Researchers found that in the first cycle the increase in students' speaking skills that reached the learning completeness criteria of 70 was 11 (44%) students and those who had not reached the learning completeness criteria were 14 (56%) with an average score of 69.44 the highest score reached 80 and the lowest score was 64. Then in the second cycle there was a significant increase where the standard of completeness of learning outcomes, especially in speaking skills, reached 24 (96%) students and students who had not reached the learning completeness criteria were 1 (4%) student. While the average score of students obtained in the second cycle was 81.52 with the highest score reaching 92 and the lowest score 68. Based on this research, the researcher can draw the conclusion that the application of the problem solving strategy learning model is able to increase student activeness in discussion groups therefore students' speaking skills also increase.
Improving students’ reading comprehension by using listen, read, and discuss strategy at 5th semester English education department, IAIN Sultan Amai Gorontalo Lamala, Dewi Astuti; Pakaja, Marina; Ismail, Abdul Kadir
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 3 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i3.1389

Abstract

This research aim to improve students’ reading comprehension using Listen-Read-Discuss strategy. Two cycle of classroom action research were used in this research. Each cycle included two meetings. There were 15 students from 5th semester English Education Department, IAIN Sultan Amai Gorontalo that served as research participants. 20-question multiple choice tes and observation sheets of student and teacher activities were used as research instruments. Observation, tests, and documentation were enployed as data collection methods. The findings suggested that using Listen-Read-Discuss strategy coul enhance students’ reading comprehension. Before using Listen-Read-Discuss strategy, the average pre-tes score increased by 46.66 points, and after using Listen-Read-Discuss strategy, the average post-tes score increased by 71.33 points or 40% in cycle 1, and by 84.66 points or 87%, in cycle 2. It is suggested that English language teachers and learners can use Listen-Read-Discuss strategy in the classroom. For future research, it is recomended to obtain students’ vocabulary using Listen-Read-Discuss, namely through the text they read.
The Effectiveness of Mind Mapping Technique on Students' Ability in Writing Procedure Text at The Tenth Grade of MA AL-Falah Tolutu Rahman, Nur susanti; Hasan, Jhems Richard
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 1 (2024): Journal of English Teaching and Lingustic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v3i1.1433

Abstract

Writing is an essential skill for students to master in English. One of the texts that students need to learn is procedure text. Procedure text is a text that describes a sequence of actions needed to achieve a goal. However, students often face difficulties in learning to write procedure texts. One common problem is difficulty in explaining the steps. This study aims to determine the effectiveness of using mind mapping techniques to improve students' ability in writing procedure texts. This study uses a quantitative approach with pre-experimental design, one group pretest-posttest design. The sample consists of 19 tenth grade students in MA Al-Falah Tolutu selected through random sampling. Data were collected through tests and questionnaires, then analyzed using paired sample t-test.The results showed an increase in the average value of students' procedure text writing skills before being given treatment (pretest) of 59.94 to 77.76 after being given treatment (posttest). Hypothesis testing obtained sig value. (p-value) of 0,000 <0.05 which means that H0 is rejected and Ha is accepted. Thus, it can be concluded that the mind mapping technique effectively improves students' ability in writing procedure texts. The questionnaire results also showed very good student responses regarding the application of mind mapping techniques in writing procedure texts.
Cultural integration in English material (a study on students’ vocabulary mastery and its effect on communication ability) Lihawa, Kartin
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 3 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i3.1473

Abstract

The objective of this study is to maximize SMA students’ mastery of English vocabulary which is to support and give the best effect on their ability in using English communication. To reach this objective is to treat the three English Department students of UNG in their English teaching practice based on cultural context of Gorontalo, in terms of improving the SMA students’ speaking ability which supported by their rich vocabularies. The method used in this program is qualitative and the technique to gather the data is observation of the teaching practice. The data derived from the 12 SMA students’ speaking ability to who were observed as they were the leaders of each of 12 groups from the 4 groups in each 3 classes handled by the three English Department students of UNG. The results show that applying cultural context material in teaching English can give positive effect in terms of improving SMA students’ ability in their communication in English.
A Bibliometric Analysis of Online Assessment Platforms in English as a Foreign Language (EFL) Classrooms Habibie, Alvons; Brianto, Rico
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 1 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i1.1826

Abstract

This study presents a bibliometric analysis of research on online assessment platforms in English as a Foreign Language (EFL) classrooms, with a focus on Indonesian educational contexts from 2018 to 2022. The analysis highlights the growing recognition of digital tools in enhancing student assessment and learning outcomes. The findings reveal a significant increase in the number of publications on online assessment tools, reflecting the shift toward technology-driven education, especially during the COVID-19 pandemic. Quantitative research methods are predominantly used, emphasizing the objective evaluation of student performance through standardized tests, such as the Cornell Critical Thinking Test (CCTT). However, a noticeable gap exists in qualitative research, which could provide deeper insights into the contextual factors affecting the effectiveness of these tools. Additionally, the study identifies concerns regarding the transparency of data collection instruments, particularly their validity and reliability. The study concludes that while quantitative approaches dominate the field, there is a need for more balanced research methodologies and rigorous validation of assessment tools to ensure credible and comprehensive insights into the role of online assessments in EFL education.
Mapping the Evolution of Genre-Based Approaches in Teaching Writing: A Bibliometric Perspective Handayani, Azizah; Bau, Sri Liliska R.; Nabu, Andiani
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 2 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i2.1828

Abstract

This study investigates the Genre-Based Approach to Teaching Writing, as reported in English language education journals in Indonesia from 2018 to 2022, based on SINTA rankings 1 to 4. The research predominantly employs qualitative and quantitative methods, with less frequent use of Classroom Action Research (CAR) and Research and Development (R&D) approaches. The review highlights a peak in research activity in 2020, likely due to adaptations required by the COVID-19 pandemic. The findings reveal that the genre-based approach has evolved from a niche method to a mainstream educational strategy, demonstrating its effectiveness in improving students' writing skills through structured genre-specific instruction. Data collection methods varied across studies, with questionnaires being the most commonly used instrument, supplemented by observation tests and interviews. The research indicates significant improvements in writing abilities, supported by diverse methodological approaches including empirical evidence and iterative improvements. The study provides a comprehensive overview of key research trends, influential publications, and emerging themes, offering valuable insights for educators, researchers, and policymakers. By mapping the development of genre-based approaches, this research contributes to a deeper understanding of its impact on writing education and informs future research directions.
A Bibliometric Study of Pragmatic Studies in Language Research: Insights and Trend Dahlan, Sriwahyuni; Gaib, Melaliani; La Aba, La Aba
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 2 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i2.1829

Abstract

This bibliometric study investigates the development and trends within pragmatic studies in language research over the past five years. Pragmatics, which explores language use in context, including phenomena such as speech acts, implicature, deixis, and conversational strategies, has gained prominence as scholars recognize its importance for effective communication. Using a quantitative bibliometric approach, this study analyzes academic publications from databases like Web of Science, Scopus, and Google Scholar to identify key research themes, influential works, and evolving methodologies in the field. The analysis reveals a significant peak in research activity in 2020, with seven articles published, likely driven by increased interest in communication during the COVID-19 pandemic. The variability in publication numbers across other years suggests that research trends in pragmatics are influenced by broader academic and global contexts. The predominant use of qualitative methods, including observation, attentive reading, and listening, highlights the nuanced nature of pragmatic research, which often involves detailed analysis of language use in media such as films, novels, and dramas. Findings also indicate a focus on speech acts, with twelve out of fifteen articles addressing this topic, while research on EFL learning and pragmatic failure is less represented. Data collection primarily involves observational methods, supported by analysis and interviews, reflecting the complexity of studying pragmatic phenomena. The data analysis techniques mostly include percentage-based methods, with fewer studies employing advanced statistical analyses like ANCOVA. This study underscores the evolving nature of pragmatic research and highlights the need for further exploration in areas such as educational settings and advanced methodological approaches. The insights gained provide valuable guidance for future research and practical applications of pragmatic theories, contributing to a deeper understanding of language use and communication.
The Influence of Hybrid Learning Model on Students’ Learning Attitudes in English Subject Radjulani, Azmi; Nurwati, Andi
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 1 (2024): Journal of English Teaching and Lingustic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v3i1.1830

Abstract

This research aims to determine the influence of the hybrid learning model on students' learning attitudes in English language learning and examine the students’ learning attitudes in English language learning using the hybrid learning model. The study utilize a mixed-methods approach with a concurrent embedded design, employing questionnaires, interviews, and documentation as data collection techniques. The result of the study indicate that the hybrid learning model in English language learning influences students’ learning attitudes, with a coefficient of determination (R-squared) value of 0.299. This implies that the hybrid learning model accounts for 29.9% of the variance in students’ learning attitudes, while the remaining 70.1% is influenced by other unexplored variables. The implementation of the hybrid learning model at MTs.N 1 Kabupaten Gorontalo takes place during the transition period from full online learning to limited face-to-face learning, where students are scheduled to come to school. Students learning attitudes in the hybrid learning model exhibit both positive and negative aspects. Additionally, there is a special class in the school where many students display positive learning attitudes. However, it should be noted that students who are not part of the special class can still possess positive learning attitudes.
Trends and Developments in Online Collaborative Writing: A Bibliometric Review Ramadhani, Dian Puspita; Ayuba, Hasan
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 1 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i1.1831

Abstract

The digital era has revolutionized educational practices, with online collaborative writing emerging as a pivotal approach in fostering student engagement, critical thinking, and communication skills. This bibliometric study aims to analyze the trends and developments in research on online collaborative writing over the past decade, highlighting key contributions, research methodologies, and thematic focuses within the field. By employing bibliometric tools such as VOSviewer and Bibliometrics, the study examines publications from leading academic databases, offering insights into the evolution of this pedagogical method. The findings reveal significant growth in the number of studies, with a particular surge during the COVID-19 pandemic. The analysis also uncovers a predominance of quantitative research designs, particularly quasi-experimental studies, while identifying gaps in qualitative research. This review provides a comprehensive overview of the current state of online collaborative writing research, suggesting future directions for investigation and emphasizing the relevance of this practice beyond educational settings in an increasingly digital and collaborative world.
Scrutinizing the Strategies of EFL Teachers in Instructing Listening Skills in the Classroom Hilly, Sakinah F.; Hasan, Jhems
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 2 (2024): Journal of English Teaching and Lingustic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v3i22024.1832

Abstract

The listening process in the classroom involves a series of steps that students go through as they receive, interpret, and respond to spoken language. This study aims at scrutinizing the strategies of EFL teachers in instructing listening skill in the classroom. The research data was first described in a quantitative descriptive manner using the frequency format on the results of the questionnaire which was distributed to 46 students at SMP N 3 Limboto, Gorontalo. In addition, further research data is the result of interviews with two English teachers at the school regarding listening learning strategies so far. The findings of this study revealed that the EFL teachers in SMP 3 Limboto used a variety of listening learning strategies that are quite similar to one another. They have a solid understanding of the goals that should be accomplished by students at the junior high school level while using listening resources. They draw from a variety of sources, including books and the extensive online content available now, when putting together listening materials. The model for learning through hearing should be engaging and have a variety of components, and the utilisation of various learning media should be enabled by modern technology. The method of evaluation should incorporate activities at various points throughout the learning process and make use of a rubric as an assessment tool to determine the level of listening ability possessed by the students. The results of the student questionnaire regarding the teacher's strategy also confirmed the correctness of the strategy conveyed by the two teachers during the interview. These results certainly illustrate that the English teacher at SMP N 3 is quite good at teaching listening to students by paying attention to variations in strategies when learning takes place in the classroom.

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