cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Chusna Apriyanti
Contact Email
pbi@stkippacitan.ac.id
Phone
+6281335750725
Journal Mail Official
pbi@stkippacitan.ac.id
Editorial Address
Jln. Cut Nya Dien 4a Ploso Pacitan
Location
Kab. pacitan,
Jawa timur
INDONESIA
The Journal Of English Teaching For Young And Adult Learners
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Persatuan Guru Republik Indonesia Pacitan
ISSN : 28091752     EISSN : 28091752     DOI : https://doi.org/10.21137/jeeyal
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
This journal is open to its content due to making research freely available to global readers and academicians. The editorial board of the Journal of English Teaching for Young and Adult learners receives unpublished and original works on teaching English for young learners and adult learners. Every manuscript submitted for publication in JEEYAL will be checked for plagiarism using Turnitin software. If the editors or peer reviewers detect plagiarism, the author/s will be informed and requested to rewrite the text or provide any necessary citations. If the Turnitin report results in more than 20% similarity index, the manuscript will not be eligible for review and publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 47 Documents
 1   2   3   4   5 
ANALYSING THE ALIGNMENT OF LOTS AND HOTS IN SUMMATIVE ASSESSMENTS WITHIN THE MERDEKE CURRICULUM Bajo, Mario
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 2 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.2.3

Abstract

This study examines the alignment of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in summative assessments within the context of the Merdeka curriculum at SMP Amore Prime School. The research utilizes a descriptive quantitative approach, analyzing English assessment items for grade 8 students in the 2024-2025 academic year. Data was collected from 51 summative test items, categorized according to Bloom’s revised taxonomy, with a focus on the distribution of LOTS and HOTS. The findings reveal a dominance of LOTS-based items (70.6%) over HOTS-based items (29.4%), indicating a gap in the ideal implementation of the Merdeka curriculum, which emphasizes critical thinking, creativity, and independent learning. Although the assessment items reflect an attempt to integrate both cognitive levels, the imbalance suggests that traditional rote-learning practices still prevail, particularly in assessing foundational knowledge. This study highlights the need for greater emphasis on HOTS in language assessments to fully align with the goals of the Merdeka curriculum and support the development of students' critical thinking and problem-solving skills.
ENHANCING DESCRIPTIVE WRITING COMPETENCE VIA PROJECT-BASED LEARNING AND GALLERY WALK ACTIVITY TITLE OF PAPER Vincha, Villia; Astutik, Indri; Oktarini, Widya
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.1.5

Abstract

Mastering the skill of writing is often regarded as the most challenging task for students. Therefore, it is important to conduct research to improve students’ writing skills. This study employed a classroom action research (CAR) design to enhance students’ writing proficiency by integrating the Project-Based Learning model and Gallery Walk activity. The subjects of this study were the 17 students of 7-A grade at SMPN 02 Ledokombo. Data were collected using writing tests, interviews, and observation sheets. The average formula was used to analyse the data from students’ writing tests. The collaboration between Project-Based Learning and Gallery Walk activity significantly impacted the students' learning process. All of the students were active and enthusiastic during learning, and they could exchange knowledge to solve problems. This led to the results of Cycle II meeting the criteria for success. Project-Based Learning and Gallery Walk activity enhanced students’ writing skills across two cycles, improving from a score of 71.5 in Cycle I to 84.7 in Cycle II, surpassing the Minimum Passing Mark of ≥78. Based on the results, the implementation of the Project-Based Learning model with Gallery Walk activity as a method to improve students' writing skills in descriptive text was successful
Culinary XI Students' Strategies in Developing English Language Skills at SMKN 3 Pacitan: Independent Curriculum Ratih Wuriastuti; Novia Dwi Cahyani; Ghalib Surya Pratama; Bir Nadian Wildan Ihsana; Mufida Nadira Yuni Pureka
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.1.2

Abstract

This study aims to identify and analyze the strategies used by grade XI Culinary Arts students at SMKN 3 Pacitan in developing their English language skills in the context of implementing the Independent Curriculum. Using descriptive quantitative methods, data were collected through observation, interviews, and documentation. The results showed that students utilized various strategies, such as independent learning through digital platforms, interaction with teachers and friends in English, and the application of English in Culinary Arts practicum activities. In addition, support from the curriculum that provides students with the freedom to learn flexibly and independently is an important factor in developing English language skills. This study contributes to the development of English learning strategies in vocational schools that are relevant to their fields of expertise and support students' needs in the global era.
The APPLICATION OF THE TGT (TEAMS GAMES TOURNAMENT) METHOD AS AN INNOVATIVE APPROACH IN TEACHING SIMPLE PRESENT TENSES: A Descriptive Study on the Application of TGT in Teaching Grammar El-Sulukiyyah, Ana Ahsana; Khariroh; Rizanita, Melisa
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.1.6

Abstract

This study explores the implementation and effectiveness of the Teams Games Tournament (TGT) method in students’ understanding of the Simple Present Tense. Conducted as a qualitative case study in a 10th-grade English class at MAN Kota Pasuruan, Indonesia, this study aims to address challenges often associated with grammar teaching, such as low student motivation and engagement. Data collection involved classroom observations and written tests with students to gain qualitative insights into learning and outcomes. The results showed that the TGT method significantly on students’ understanding of the Simple Present Tense by providing a structured yet enjoyable learning experience. Group discussions encouraged collaboration, while the competitive element of TGT encouraged active participation and sustained interest in the material. In addition, the method contributed to the development of students’ social skills, such as teamwork, communication, and respect for peers’ contributions, thus creating a supportive and interactive classroom environment.
ANALYZING STUDENTS' SPEAKING ANXIETY IN PROCEDURE TEXTS PRESENTATION IN TENTH GRADE AT SMK PUTRI AL-AZHAR. Ana Faizah, Ana Faizah; Firda Ilmiyah; Ana Ahsana El-Sulukiyyah
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.1.3

Abstract

This study analyzes the factors contributing to speaking anxiety among tenth-grade students at SMK Putri Al-Azhar during their procedure text presentations. Speaking anxiety is a common challenge in language learning, particularly when students are required to present in front of a class. This research examines psychological, linguistic, and social factors influencing students' anxiety levels. A qualitative descriptive approach was employed, using a questionnaire to gather data from thirty six female students. The results revealed that 30.6% of the participants experienced moderate anxiety, 47.2% mild anxiety, and 22.2% severe anxiety. Psychological factors such as fear of failure, linguistic factors like limited vocabulary, and social factors including fear of judgment from peers contributed to the anxiety levels. The findings emphasize the importance of preparation, teacher support, and relaxation techniques as strategies to reduce anxiety. This research offers valuable insights for educators to create a supportive learning environment that enhances student confidence in speaking tasks. Keywords: Speaking Anxiety, Procedure Texts, and Classroom Factors
THE ANALYSIS OF STUDENTS' DIFFICULTIES IN LEARNING ENGLISH USING CAMBRIDGE CURRICULUM : students' difficulties, English learning, Cambridge Curriculum Ananda Nurkholis; Lisan, Khusnul Harsul
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.1.1

Abstract

This research aimed to analyze students' difficulties in learning English using Cambridge Curriculum. Furthermore, the research tried to look for solutions from the obstacles. The research used a qualitative method with a case study approach. The stages of the research included initial research and data collection, transcription of conversations and interview results, conducting data analysis, and the reports. Data collection techniques in this study were observation, interviews, and documentation, with research subjects consisting of 10 students from eight-grade MTs students, one English teacher, and a representative from Assalafiyah Language Center (ALC) who oversaw the implementation of the Cambridge Curriculum at MTs Assalafiyah. To analyze the data, this research used Miles and Huberman’s theory. It consisted of data collection, data reduction, data display, and conclusion drawing/verification. The results showed that there were obstacles experienced by the students related to learn English using Cambridge Curriculum, such as limited mastery of vocabulary, which made it difficult for students to understand the explanations in the book. This was also the cause of students' lack of understanding when the teacher explained the material using full English and due to limited time in the learning process. The alternative solution for students was to start memorizing vocabulary and practice it in everyday life. Thus, teachers were expected to mix English and Indonesian language when explaining the material and add time for lesson hours so that students could learn optimally to maximize the implementation of the Cambridge curriculum in MTs Assalafiyah.
EFL STUDENTS’ READING SKILLS AT NUBB: A FOCUS ON SPEED AND COMPREHENSION Rith, Sovannaroth; Kong, Manech; Vando, Hana; Korm, Sreyroth; Kay, Boromey
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2025.4.1.4

Abstract

Speed and comprehension are crucial components of reading skills. It presents how quickly learners can read and understand the text. While some EFL students are good at reading, some usually find reading a difficult task to do which may interfere with their academic performance, competitive edge, future career, and other invaluable opportunities. This research aimed to investigate the reading skills of English Literature students who are non-native speakers at the National University of Battambang (NUBB), Cambodia, focusing on dual aspects of their reading speed and comprehension levels. There were 30 participants who were all taking the English Literature program during their second semester from March 2024 to July 2024. The students first filled out their background information through the invitation link. Then with the same link of Google Form, they took the reading tests to measure their reading speed and comprehension levels. The researchers found out there is no correlation between these two aspects which means while students gain an adequate level of reading speed, their comprehension abilities differ significantly. Forwardly, future research should consider increasing the sample size and incorporating a wider variety of reading materials to have a better understanding of the factors affecting reading skills and students’ speed and comprehension scores in reading.

Page 5 of 5 | Total Record : 47

 1   2   3   4   5 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2025): Journal of English Teaching for Young and Adult learners Vol. 4 No. 1 (2025): Journal of English Teaching for Young and Adult learners Vol. 3 No. 2 (2024): Journal of English Teaching for Young and Adult learners Vol. 3 No. 1 (2024): Journal of English Teaching for Young and Adult learners Vol. 2 No. 2 (2023): Journal of English Teaching for Young and Adult learners Vol. 2 No. 1 (2023): Journal of English Teaching for Young and Adult learners Vol. 1 No. 2 (2022): The Journal of English Teaching for Young and Adult Learners Vol. 1 No. 1 (2022): The Journal of English Teaching for Young and Adult Learners