Articles
38 Documents
<![CDATA[The Effectiveness Bits and Pieces Game to Student Writing Skill and Seventh Grade Student ]]>
<![CDATA[Wahyuni, Alfika]]>;
<![CDATA[Fatkurrochman, Henri]]>;
<![CDATA[Mardiyana Devanti, Yeni]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i1.505
<![CDATA[In this research, students had problems in writing a text, the difficulty of generating ideas to be written was the main obstacle. This research aims to determine whether the Bits and Pieces Game is effective for the writing skills of class VII students of SMP Muhammadiyah 1 Jember. This study used a quasi-experimental pre-test and post-test method with a non-equivalent control group design. The population in this study were all class VII students of SMP Muhammadiyah 1 Jember for the 2022/2023 academic year. Using saturated sampling technique (total sampling) which involved all students of class VII with a total of 36 students, then divided into two groups, there were class VII A with 22 students as the control group and VII B with 14 students as the experimental group. Both classes were given pre-test and post-test. The results of his research showed that the control class was from 45.63 to 52.45, and the experimental class was from 56.42 to 74.43. From the hypothesis test, it is obtained that the significance of the T-test Sig 0.000 <0.05, which means the null hypothesis (Ho) is rejected. This shows that the Bits and Pieces Game has a significant effect on students' writing skills.]]>
<![CDATA[The Correlation between Students’ Self-Confidence and Speaking Ability ]]>
<![CDATA[-, lutfi nur azizah]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i1.506
<![CDATA[The title of this research is “THE CORRELATION BETWEEN STUDENT'S SELF-CONFIDENCE AND SPEAKING ABILITY”. The objective of the research is to find out whether there is significant correlation or not between student’s self-confidence and speaking ability of sixth and eighth semester student of 2022-2023 academic year English Language Education Program Faculty of Teacher Training and Education Universitas Muhammadiyah Jember. The researcher use correlational research, quantitative nonexperimental research. The sample of this study is 33 students from sixth and eighth grade semester English Language Education Program Faculty of Teacher Training and Education Universitas Muhammadiyah Jember, which consists of 16 students from 6th semester and 17 students from 8th semester. The collecting data technique used a speaking test and a questionnaire. The results of this study show that there is a significant relationship between self-confidence and speaking ability.]]>
<![CDATA[Improving Young Learners’ Vocabulary Skills By Using Busy Book Media With Guessing Games Strategy ]]>
<![CDATA[natasya malindo putri ching]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i1.507
<![CDATA[The learning media is everything related to facilities and infrastructure (tools/objects) are used to support or to facilitate the delivery of subjects in the learning process to achieve the goals of learning itself. Teachers can use learning media to convey lesson information to students and can stimulate students’ attention, feelings, thoughts, and willingness to learn in order to encourage an effective learning process. Busy book is one of the learning media in teaching in English. “Busy book” is a book made of flannel which contains interesting pictures. This book is very safe for students so that it can be used freely, and has a soft flannel texture and the fabric doesn’t get wet easily so this book can last a for a long time. The purpose of this research is to find out the effectiveness of using busy book media using the guessing game strategy to improve the vocabulary mastery of grade 3 students at SDN 1 Wringinpitu in the 2022/2023 academic year. This research is Action Research carried out in teaching and learning activities in class, so this research includes Classroom Action Research. The result is the guessing game technique can improve students’ vocabulary skills. The results of this action research in the second cycle also prove the action hypothesis that the use of busybooks with guessing games can improve the English vocabulary skills of grade 3 students at SDN 1 Wringinpitu in the 2022/2023 academic year.]]>
<![CDATA[The Effect of Make a Match Technique on Students’ Vocabulary Mastery ]]>
<![CDATA[Ima, Dwi Sinta Mardiana]]>;
<![CDATA[Huda, Tanzil]]>;
<![CDATA[Mardiyana Devanti, Yeni]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i1.509
<![CDATA[The purpose of this study is to determine the effect of the Make a Match Technique on students' vocabulary mastery at SMPN 1 Panti Jember in the academic year 2022/2023. This study employed a quasi-experimental design with a pre-test post-test non-equivalent control group. The population was seventh grade consist of 186 students and the sample of this research was seventh grade consist of 58 students of class E and F. The data were collected by using pre-test and post-test in control class and experimental class were analyzed using SPSS 16.0. The mean score of experimental class before giving the treatment is 72,30 and the mean score after giving the treatment is 87,40. For testing the hypothesis is used mann-whitney test as a substitute independent test, and the result is Sig. (2-tailed) 0,000 < 0,05. So, the Ha is accepted and H0 is rejected. Additionally, the result of data analysis shows that there is a significant effect on students’ vocabulary mastery who taught using Make a Match Technique. Using the Make a Match technique can also stimulate students to remember vocabulary better, especially in nouns and verbs.]]>
<![CDATA[Enhancing Novice Learners' Vocabulary Mastery Through Word Search Puzzle ]]>
<![CDATA[Lista Dwi Noviyanti]]>;
<![CDATA[Indah Werdiningsih]]>;
<![CDATA[Nurkamilah]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 2 No. 02 (2023): December Edition ]]>
Publisher : <![CDATA[Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v2i02.528
<![CDATA[Vocabulary is a stock of words or a collection of words owned by speakers or writers. According to Rahmah (2016), one of a language's most crucial components is vocabulary. It means that vocabulary is one of the language aspects which should be learnt. This research use Classroom Action Research. Classroom Action Research is the type of research used (CAR). According to Aqib, Z., and Chotibuddin (2018), the primary goal of CAR is to enhance the caliber of instruction in the classroom by resolving issues and developing pertinent and efficient corrective measures to enhance student learning outcomes and the caliber of the instructional process. The result is students’ vocabulary increased from 46,9% in the first cycle to 84,4% in the second cycle. In addition, student activity during learning also increased from 62.5% to 93.8%. Based on the findings and discussion, it can be concluded that novice learners’ vocabulary mastery has increased in the second cycle. The second cycle involves employing interactive learning in groups and three repetitions of the vocabulary pronunciation in the Word Search Puzzle. Test scores and student conduct during vocabulary learning both indicate changes in the rise. Thus, it can be said that Word Search Puzzle can enhance vocabulary mastery on novice learners through interactive learning and repetition of the material's pronunciation.]]>
<![CDATA[Duolingo and Learner Autonomy: Investigating The Role of Personalization and Gamification in Promoting Self-directed Language Learning ]]>
<![CDATA[Sari Mahibatus Saniyah]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 2 No. 02 (2023): December Edition ]]>
Publisher : <![CDATA[Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v2i02.529
<![CDATA[The purpose of this research is to investigate and seeks to explore how these features promote learner autonomy, and how these features can be optimized to enhance the effectiveness of language learning platforms. The kind of the research is mix-methods and the type is using explanatory sequential design. The data quantitative is taken first after that data qualitative. How to collect data through 2 types : (1) questionnaire about the participants' use of personalization and gamification features in Duolingo, autonomy, and language learning outcomes (2) interview about the participants' perceptions of how personalization and gamification features have affected their autonomy and learning outcomes. The research subjects consisted of 32 respondents from grade 7 students at SMPN 2 Sukowono while for interviews, 3 students were selected to be interviewed based on the score of the questionnaire that received the highest score. Based on the results of the questionnaire, shows that students are at mediate level. So the impact of personalization in self-directed language learning namely the students agree that in the heart feature where if the user makes a mistake their life will run out to play Duolingo again so the user will rest and review the previous lesson before continuing to get another heart. Another impact of personalization was today's review feature on Duolingo. The students agreed that the feature was easier to find out mistakes and correct wrong answers when working on practice questions. Then the impact of gamification in self-directed language learning namely the students strongly agree that the leaderboard feature made them target score and ranking on Duolingo. The second impact was the students agree that were sure to do exercises in Duolingo without a dictionary and translation feature on Duolingo. Next, the students agreed that after using Duolingo, they can know the correct grammar as well. And the last impact was the students agree that they have difficulty in several levels of Duolingo.Students’ perceptions of the use of personalization and gamification on Duolingo in self-directed language learning some of the features that helped them while using Duolingo, such as the translation feature, included the use of gamification in self-directed language learning. They found the translation function helpful in helping them learn new vocabulary. Along with the translation feature, Duolingo players can also develop their speaking and listening skills. They can pronounce the appropriate words and understand what the narrator was saying throughout the talk. Users can view their ranking on the leaderboard within Duolingo. Further, users can set a daily score value. Several of the students in this interview had set goals for their Duolingo grades, while one had not.]]>
<![CDATA[Teachings on Writing Narrative Texts Through Teaching Clustering to Tenth Grade Students Nurul Huda Sukaraja High School ]]>
<![CDATA[Bella Riska Awaliyah]]>;
<![CDATA[agustina, eka]]>;
<![CDATA[Zainuddin Afas, Muhamad]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i1.805
<![CDATA[Applying clustering methodologies to instruct narrative texts to tenth grade students at SMK Nurul Huda Sukaraja. The proof for this assertion is substantiated by the results of the Independent Sample t-test performed on the post-test scores of both the experimental and control groups. The calculated t-values were 5.954 and 5.984, with a significance (two-tailed) value of 0.000. Thus, it is feasible for the t-value to surpass the critical t-value of 2.021 when the degrees of freedom (df) are 49, given that the sample size (n) is 51. Furthermore, the two-tailed significance (Sig) value is below the preset significance limit (α) of 0.05. The Null Hypothesis is rejected and the Alternative Hypothesis (Ha) is upheld. There is a significant difference between students who are educated using the Write Narrative Text Clustering Technique and students who are guided using Write Narrative Text utilising the Clustering Technique. The results further demonstrated that the use of the Clustering Technique in the students' class resulted in a decrease in their writing challenges. By using the Clustering methodology, students may pinpoint the underlying source of writing problems and successfully address them. This strategy is very efficacious in augmenting the understanding of the topic matter.]]>
<![CDATA[STUDENTS SPEAKING DIFFICULTIES IN ENGLISH PRESENTATIONS AT SMA PUJER ]]>
<![CDATA[melinia, Melinia dwi Intan fransiska]]>;
<![CDATA[Hatip, Mochammad]]>;
<![CDATA[Rasukir, Muhlisin]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 2 (2024): December Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i2.526
<![CDATA[Students prefer their native language over English in everyday communication. While initial conversations in English go smoothly, difficulties arise as the conversation progresses. Especially, during presentation students often find it is difficult. This study set out to discover students speaking difficulties in English presentation. A qualitative method was used to summarize the data that was obtained from the outcome. The primary data in this research will take from that will be given for students at SMA Pujer in academic year 2022/2023. The data obtained from questionnaire that distributed to all students. The data obtained from the questionnaire was analyzed by using descriptive statistic.Those difficulties were categorized into several groups, namely: Speaking anxiety, topic and vocabulary, time management, grammar mastery and keeping the audience.Most of the students who had problems noted that giving an oral presentation was particularly tough because of their fear and lack of confidence. Students can overcome their challenges by bringing a note with them during presentations, memorising the material, and avoiding eye contact.]]>
<![CDATA[The Effectiveness of Graphic Organizer Strategy to Improve Reading Comprehension in Eleventh Grade Students at SMA Pancasila Ambulu ]]>
<![CDATA[Rahayu, Titik]]>;
<![CDATA[Hatip, Mochammad]]>;
<![CDATA[Oktarini, Widya]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 2 (2024): December Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i2.537
<![CDATA[Reading comprehension is an important point that needs to be considered in reading activities, namely the ability of students to understand the meaning of the contents of a reading text a whole. Graphic organizer strategy, namely as a graphic diagram or chart that represents the relationship directed by the verb thinking skills associated with the importance of students' reading comprehension. This strategy is effective to help students achieve their reading competence because using graphic organizers that focus on critical and creative thinking elements can help students better grasp the meaning of a text. This study followed a simple research design called pre-experimental research, specifically a static group comparison design. The participants were students from SMA Pancasila Ambulu, with 24 students from 11th Science A and 27 students from 11th Science B. The results revealed that the post-test scores of both the experimental and control groups were significantly different, with a level of significance of ≤0.05. This led to rejecting the null hypothesis (Ho) and accepting the alternative hypothesis (Ha). The experimental group scored 90.41 on the post-test, while the control group scored 37.37. This shows a significant difference in reading comprehension levels between students who learned using interactive graphic organizers and those who were taught with student worksheets.]]>
<![CDATA[Innovative Media to Increase Student's Speaking Skills by Using Cake Application ]]>
<![CDATA[Muhammd Fatwa Khusni]]>;
<![CDATA[Agustina, Eka]]>;
<![CDATA[Muklas, Muhamad]]>
<![CDATA[ ENJEL: English Journal of Education and Literature Vol. 3 No. 2 (2024): December Edition ]]>
Publisher : <![CDATA[English Education Program, Education Faculty, Universitas Nurul Huda ]]>
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DOI: 10.30599/enjel.v3i2.783
<![CDATA[The aim of this investigation is to assess the discernible variance between students who receive instruction prior to utilizing the Cake application as an innovative educational tool and those who are instructed subsequent to employing the Cake application in an educational context. The study adopts a quantitative research approach through an experimental design, specifically employing a pre-experimental design involving a single group of students subjected to both pre-test and post-test evaluations. This design entails assessing a solitary group without the inclusion of a control or comparative group. The data analysis entails the utilization of paired sample t-test, comparing students' pre-test and post-test scores. The results of the paired sample t-test indicate that the calculated t-value exceeds the critical t-value (19.151 > 1.684) at a significance level of α 0.05 in a one-tailed test, with degrees of freedom (df) calculated as (n-2) (33-2), resulting in 31. Consequently, the Null Hypothesis (Ho) is rejected, and the Alternative Hypothesis (Ha) is accepted. This implies that the innovative use of the Cake application demonstrates a statistically significant enhancement in students' speaking skills, particularly in the context of daily conversations.]]>
