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JELLT (Journal of English Language and Literature Teaching)
Published by Universitas Negeri Manado
ISSN : 25990373     EISSN : 25487728     DOI : https://doi.org/10.36582/jellt.v7i2
Core Subject : Religion, Humanities, Science, Education, Art, Social,
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences
JELLT (Journal of English Language and Literature Teaching) aims to serve as a forum for sharing practical approaches, theories, and practices to improve quality in issues pertaining to language, linguistics, literature, culture, and education sciences particularly relevant to English language learning, and in general, not limited, social and humanities. It hopes to develop as a pioneer journal in the scopes relevant to social sciences: Humanities - Arts and Culture, Language and Linguistics, Literature, and Culture in terms of the context of language learning
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
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Search results for , issue "Vol. 6 No. 1 (2021): June" : 7 Documents clear
USING AN ANIMATION FILM “ZOOTOPIA” AS AN ALTERNATIVEMEDIUM TO TEACH VOCABULARY Endah Kartika Suryani; Sri Wuli Fitriati; Arif Suryo Priyatmojo
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 1 (2021): June
Publisher : Universitas Negeri Manado

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Abstract

The aim of this study is to find out the effectiveness of using animation film “Zootopia” to teach vocabulary to improve students’ achievement in vocabulary mastery. This study is conducted in SD Labschool Universitas Negeri Semarang and the samples are taken from population of the third grade students in the academic year of 2016/2017. This study applied quasi-experimental research design. The population of this study was the third grade students of SD Labschool Universitas Negeri Semarang in the academic year of 2015/2016. Meanwhile, the sample consisted of 34 students from two classes. The study was started by giving pre-test, treatments, and post-test to both groups. The experimental group (3A) was taught by animation film entitled “Zootopia”, while the control group was taught by regular technique. The data were obtained by giving test to both groups. The pre-test result showed the average score from two groups, 71.13 for experimental group and 72.06 for control group. It meant both groups in the same level. After having treatments, the mean of the experimental group was 87.50 and the control group was 80.39. The results showed a lot improvement in group that got treatment using “Zootopia film (experimental group) than the group that got regular treatment. The independent sample result of post-test showed that the significant different level (2-tailed) was 0.03. Since Sig. (2-tailed) was lower than α = 0.05 (pvalue > 0.05), it could be concluded that there was significant difference from experimental and control groups. From the result above, it was concluded that the treatment given in the experimental group achieved an enhanced result. There was significant difference of students’ vocabulary mastery scores through Zootopia movie. The different means between pre-test and post-test was statistically significant. Thus, the use of Zootopia film toward the students’ mastery English vocabulary at the third grade students in SD Labschool Universitas Negeri Semarang in academic year 2016/2017 was significantly effective and it would give long-term assistance for the students.
CONSTRUCTING ENGLISH VOCABULARY TESTS IN INSTAGRAM FOR 10TH GRADE STUDENTS OF VOCATIONAL HIGH SCHOOL Labitta Khairunnisa; Hanip Pujiati
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 1 (2021): June
Publisher : Universitas Negeri Manado

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Abstract

In consequence of pandemic COVID-19, all the educational activities are moved to home or we know as distant learning. Teachers need to be able to adapted the technology especially social media to support educational activities. Instagram has many functions, which are: create accounts, post pictures or 60 second videos, add captions, apply filters, add locations, add hashtags, add comments, like other contents, browse and follow other accounts. Instagram has many features to be utilized to support educational activities, including for constructing English test especially in Vocabulary. Vocabulary is a core aspect in English language testing. This study aims to construct English Vocabulary test in Instagram for 10th grade students of Vocational High School and to find out the characteristics of appropriate English Vocabulary test for 10th grade students of Vocational High School constructed in Instagram. This study used Research and Development method. The researcher procedures are: researching and collecting information, planning (elaborating literature reviews), designing the draft of Vocabulary test or constructing the tests, having the test review by the experts, revising the test, conducting a try-out of the test, analysing the test in terms of level of difficulties, designing final test. The respondents of this study were 36 students of 10th grade from Multimedia 1 class in 40 Vocational High School Jakarta. The findings show that (1) The topics of English Vocabulary test in Instagram are introducing self/someone, congratulating and complementing, intentions, descriptive text, giving announcement, recount text, narrative text and past events, 2) The test types are true-false, multiple choices, short-answer and making a sentence, (3) The medium level of difficulty is used in this test. The English Vocabulary test for 10th grade students of Vocational High School constructed in Instagram gained 20 test items categorized in medium level of difficulty which is appropriate to be used, (4) The English Vocabulary test for 10th grade students of Vocational High School constructed in Instagram meet the characteristics of interactive, interesting, and visual-based.
ASSESSING READABILITY OF READING TEXTS IN ‘BRIGHT’, AN ENGLISH COURSE FOR JUNIOR HIGH SCHOOL STUDENTS Restynia Rori; Sanerita T. Olii; Aloysius Rettob
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 1 (2021): June
Publisher : Universitas Negeri Manado

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Abstract

Textbook is one of media instruction that used in almost every grade level student at the school. Textbook is crucial teaching learning material composed of text or images that is used in many schools and facilitating sequences of learning activities. This title of this study “Assessing Readability of Reading Texts in ‘Bright’, an English Course for Junior High School Students” is taken because predicting readability level of reading texts can help the teachers to match the texts with students in comprehending the material. The causes of this observe is to recognize the clarity degree of studying texts in English language textbooks utilized by trainer. These studies make use of quantitative technique to investigate the information. Twelve studying texts are decided on as studies population. All of decided on texts are analyzed using Flesch Reading Ease method. In this studies, the researchers locate clarity of studying texts with inside the ‘’Bright’’ aren’t appropriate for 9th grade students. Based at the end result of Flesch reading ease method, from 12 reading texts, 9 (75%) studying texts are too Easy for 9th grade students, 3 (25%) studying texts are Standard for 9th grade students. They are three studying texts (25%) appropriate for 9th grade students.
IMPROVING STUDENTS’ MASTERY OF VOCABULARY THROUGH THE USE OF GLOSSING TECHNIQUE Niveyla Mamaghe; Paula Rombepajung; Paula Hampp
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 1 (2021): June
Publisher : Universitas Negeri Manado

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The aim of the research is to improve the students’ vocabulary through the use of Glossing technique. The design of this research is quantitative research through pre-experimental design with pre-test and post-test design This study was conducted at SMP Anugrah Tondano. The subject of the research was the second grade students in academic year of 2019/2020. The writer used reading text of Narrative text .The result of the data analysis showed that there was an increase between the pre-test and post-test. It can be seen from 10 students showed that the mean score of pre-test was 53 and post-test was 74 score. Based on this finding from this study, it can be concluded that having more vocabulary significantly affects the comprehension of the students reading activity. Moreover by having many vocabulary the students can easily get the information and can enrich their knowledge by reading a lot of book. Finally, this research proved that the Glossing technique effective to improve student’s vocabulary in reading comprehension.
TEACHERS’ PERCEPTIONS TOWARD COOPERATIVE LEARNING IMPLEMENTATION IN EFL CLASSROOMS Eka Kartika Fitrianti
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 1 (2021): June
Publisher : Universitas Negeri Manado

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In teaching-learning English, the teaching-learning method is essential that should be available in the school. The teaching-learning method in this study is Cooperative Learning. CL is a student-center learning method. CL allows students to have a group discussion about conducting the task. The teachers' CL as the teaching advice in planning the students’ activities in the classroom. Meanwhile, the students used Cooperative Learning as the learning method in obtaining the subject lesson. Regarding the Cooperative Learning issue, the researcher conducted the study of the Cooperative Learning implementation based on the teachers’ perspectives. This research investigates the teachers’ perceptions of the Cooperative Learning implementation and explores the students’ changes found by teachers in EFL classrooms. This research implemented a qualitative case study in gaining the data, by using questionnaire and interview. The data were analyzed descriptively. The research participants were three English teachers who taught using Cooperative Learning method. The results showed that the teachers perceived Cooperative Learning positively. Cooperative Learning was suitable to the students’ needs in achieving learning goals. In choosing the appropriate Cooperative Learning, the school environment and students’ background needed to be considered. Cooperative Learning fostered students’ independence in fulfilling the assignment. While Cooperative Learning attractions, students looked enjoying the learning process. They seemed more active in conducting class activity. In addition, according to students’ personal benefits, Cooperative Learning method influenced students’ self-esteem, self-confidence, motivation, and interest in learning English.
COGNITIVE DOMAIN OF REVISED BLOOM TAXONOMY IN ENGLISH STUDENT BOOK Herdiansyah Tri Saputra; Hanip Pujiati
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 1 (2021): June
Publisher : Universitas Negeri Manado

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Abstract

The presence of Cognitive Domains in the instructions of learning activities in the textbook is important, especially for developing students’ thinking skills. This research aimed to investigate the cognitive process dimensions and knowledge dimension of Bloom’s Revised Taxonomy represented in all of the instructions of learning activities provided in the “English in Mind Starter Second Edition (Student’s Book) Special Edition” written by Herbet puchta and Jeff Stranks. This research is qualitative descriptive with content analysis design. To collect data, the table adapted from Anderson and Krathwohl’s taxonomy table are used. The study revealed that: (1) All levels in Cognitive Process Dimension of BRT are existed in instructions with the most used level of Cognitive Process Dimension was Remember, with 233 times of occurrence (50%), and (2) Three of Four Knowledge Dimension are existed in the instructions, the Factual Knowledge was the most dominantly distributed 247 times with 53% of percentage, while Metacognitive Knowledge is absent. The findings revealed that shows how the instructions of learning activities in this textbook put more emphasis on LOTS rather than HOTS. Based on the findings, the researcher suggested that textbook writers and teachers need to provide more balanced distribution of Cognitive Domain and focusing on higher level thinking rather than lower order level thinking.
REPAIR UTTERANCES USED BY BART AND HOMER IN THE SIMPSON Veronika Listi Ferdini Damopolii
JELLT (Journal of English Language and Literature Teaching) Vol. 6 No. 1 (2021): June
Publisher : Universitas Negeri Manado

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The research explores Repair Utterances Used suggested by McManis, et al (1988). The goals of the of the analysis are to know the repairs used by the speaker and to find out speaker meaning or intention meaning by using those repairs. The research uses a qualitative descriptive method to describe the data. The data analyzed by using pragmatic approach to ease the writer identify the speaker meaning. The speaker uses repairs: Uh, Umm, Ehm, Uh-uh, and Uh. The speakers use those repair to show sometimes there are speech errors or unclear utterances made by the speaker and after that the speaker immediately realizes it and will correct his mistake, but it is also possible if the listener asks for correction or clarification by asking the speaker. However, the use of repair in conversation has a purpose and the reasons why they do repairs to their interlocutor in conversation, such as because to emphasize speaker previous explanation, to clarify something because the speaker doesn't understand what is talking about, to say something wrong and repair it, to ask clarification of unclear statement, and to clarify less specific explanation.

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