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JELT (Jambi-English Language Teaching)

jelt
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Published by Universitas Jambi

ISSN : - EISSN : 25033840 DOI : https://doi.org/10.22437/jelt

Core Subject : Education,

Languange, Linguistic, Communication & Media

Jambi-English Language Teaching (JELT) is an international refereed journal in English language teaching. It publishes articles that explore the application of English language in teaching and everyday experience of English in education. Its scope is national and international in that it welcomes articles from academicians, researchers, graduate students, and policy makers. All articles should be in English. The journal publishes articles in English language teaching, issues in teaching and methodologies and application of material designs of English such as in the following disciplines : 1. English language teaching 2. Applied Lingusitics 3. Teaching Methodologies 4. Curriculum Development and Syllabus Design 5. Material Design 6. Teacher Education and Professional Development 7. Linguistic Theories and English Language Teaching 8. Teaching English Specific Purposes

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 6 Documents

Search results for , issue "Vol. 1 No. 1 (2016)" : 6 Documents clear

FISHBOWL TECHNIQUE AND LEARNING INTEREST EFFECTS ON SPEAKING ACHIEVEMENT OF SMK SEMBAWA Jaya Aswadi; Habibi Akhmad
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

Indonesian students are assumed to have low ability in speaking performance in terms of meaning, form, and communication aspects. This study investigated whether or not Fishbowl Technique and students’ learning interest are effective to improve students’ speaking achievement. The population of this study was 150 eleventh grade students of SMK SPP Sembawa Banyuasin. Sixty of them were taken to be the sample of the study. They were divided into experimental and control group through cluster random sampling. To collect the data of speaking achievement, the oral test was used. The criteria were interaction, pronunciation, fluency, and grammar. The findings showed that there was a significant difference in achievement before and after the treatment in the experimental group of students’ learning interest, it was shown that the sig. The significance Value was 0.000 < 0.05, it means that the students’ speaking achievement significantly increased. The test of Between-Subjects Effects analyses, the significant value of the technique (fishbowl) and the students’ learning interest were 0.936, the probability sig. of technique was 0.000, and the interaction between high, medium and low interest was 0.936 which was higher than the significant level of p-value 0.05, it means that there was no significant interaction between students’ learning interest and fishbowl technique. It could be meant that the learning interest did not contribute to improve the students’ speaking achievement when the fishbowl technique was applied. Keywords: Fishbowl, Interest, Speaking

APPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENT Wahyuni Sri; Diem Dahlan Chuzaimah; Ekawati Dian
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

The aim of this study was to find out whether or not; Cooperative Integrated Reading and Composition (CIRC) could improve the students’ reading comprehension and writing achievement. The population covered the whole eighth grade students of SMP 1 Pagaralam. 40 students were selected purposively as the sample and divided into two groups, experimental and control group each comprising of 20 students. During the research, the students in the experimental group were taught reading and writing by using CIRC. To check whether the application of CIRC could improve the students’ achievement, the students were given reading comprehension and writing test. The obtained data were analyzed by using paired sample t-test and independent t-test. Statistically, based on the result of paired sample t-test and independent t-test analyses, it strongly showed that there was significant improvement and difference in reading comprehension and writing achievement after the students were taught by using CIRC. Key words: Reading Comprehension, Writing Achievement, CIRC

IMPROVING STUDENTS SPELLING ABILITY BY USING MAKING WORDS IN SDN 6 PALEMBANG Wahyudi Agus; Pamuji Arief
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

Spelling is the forming of words from written and oral forms according to accepted usage. English spelling is difficult and often unpredictable. To be a better speller, a student must be able to remember sounds of letters in isolation as well as how to blend them into whole words. The students need a great deal or practice using the words functionally, as in writing. Therefore, the students have to associate letter sounds with the correct letters. Making Words is an innovative word study and word play activity, students are guided through the process of using a limited number of letters to make a series of words. This study was conducted in SD Negeri 6 Palembang, One of the quasi-experimental designs, the pretest-posttest non-equivalent control group design was applied in this study. The results of the study showed that there was significant difference in Spelling ability between the students who were taught by using Making Words and those who were not. On the basis of the independent samples test, t-obtained of the posttest of experimental and control groups was 2.511. Finally, the results of the interview showed that most of the students were interested in learning Spelling through Making Words. Therefore, Making Words is an effective way to be used in teaching spelling. Keywords: Spelling, Making Words, Young Learners

DEVELOPING ABILITY IN ANSWERING READING QUESTION BY USING QUESTION-ANSWER RELATIONSHIPS TECHNIQUE Marliasari Sherly
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

The ability to comprehend the reading text is very crucial to assess the students’ understanding towards what they have read. The main goal is to derive some understanding of what the writer is trying to convey and make use of that. Unless the reader cannot gather any information and use it to efficiently function. A technique called Question-Answer Relationship (QARs) was used to assist students to gain the ability to comprehend the text. This technique was technically used to identify the type of response necessary to answer question. This technique requires the students to distinguish when it is appropriate to use background knowledge or textual information to answer the question. The objectives of this study were to find out the significant differences between students’ ability in answering questions of reading text, and to figure out whether the QARs technique were able to develop students ability in answering questions of reading text. The population of the study was all of the eighth graders of SMP Negeri 1 Lembak consisting of 139 students from 5 classes. 60 students were selected by using cluster random sampling method and the samples were divided into two groups, experimental and control group. The test consisted of 40 multiple choice questions. The result of data analysis showed that t-obtained 2.006, where the critical 1.67, at the significance level of 5% and df 52. This showed that there were any significant differences in students’ ability in answering the question between the students who were taught by QARs and those who were not. And through this study, teaching reading by using question-answer relationships technique can significantly develop the students’ ability especially to the eighth graders at SMP Negeri 1 Lembak. Keywords: comprehension, question-answer, reading text

THE EFFECT OF INSTRUCTIONAL MEDIA POWER POINT -BASED AND EMOTIONAL INTELLIGENCE ON DESCRIPTIVE WRITING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS CLASS VII SMPN 8 MUARO JAMBI Puspayanti Puspayanti; Saharudin Saharudin; Budiyono Herman
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

This research aims to determine the effect of the use of instructional media power point-based and emotional intelligence on descriptive writing skill of Junior High School students number eight Muaro Jambi class seven. This is quantitative with quasi-experimental study which was conducted in two classes, class VII D as the experimental class (has treatment) and class VII F as a control class (has no treatment). Overall results of the research showed that there is no effect of the use of instructional media power point-based and emotional intelligence on descriptive writing skill of Junior High School students class seven at 95% level of significant. This is because of three hypotheses proposed; only one hypothesis stated that H1 received. The rest, hypothesis two and three H0 received. The results of hypotheses testing to hypotheses one, two, and three, are: (1) There is an effect of instructional media power point-based on descriptive writing skill of Junior High School students, (2) There is no effect of emotional intelligence on descriptive writing skill of Junior High School students, (3) There is no interaction between instructional media power point-based and emotional intelligence. It is true that the result of hypothesis testing on hypothesis one that there is an effect of instructional media power point-based, but the effect is not significant.Keywords: instructional media, power point -based, emotional intelegence, descriptive writing ability

PRAGMATIC COMPETENCE AS THE ART OF LANGUAGE USE IN INTERACTION Siska Vrenti
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 1 No. 1 (2016)
Publisher : Universitas Jambi

The ultimate goal of the research was to delineate EFL students‟ bilingual school interaction to find out Pragmatic aspects in term of cooperation among the participants, and politeness strategy. Since pragmatic competence holds important role in language learning instead of linguistic competence. The research subjects were English native teacher and 24 students of third grade of Tunas Mekar Indonesia Elementary School. To find out pragmatics‟ aspects of the interaction, the researcher analyzed teacher‟s and students‟ utterances by transcribing, coding and classifying them based on the theory. The findings show that pragmatic competence is very needed to be applied in the interaction, the teacher should be first model for their students in the classroom communicative activity. The teacher‟s utterances or speech acts should be understandable by the students, thus ultimate goal of communication can be shared. Pragmatics deals with some aspects which can be implemented as references to conduct manner through language use contextually and appropriately. It directs the participants to cooperate achieving communication goals through various guidance which reflect good values and politeness strategy of language use. In another word, it is the art of language use in the interaction. Key words: Pragmatic Competence, Speech Act, Cooperative Principle,Politeness

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Habizar

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Kampus Unja Mendalo. Jl. Jambi – Muara Bulian No.KM. 15, Mendalo Darat, Kec. Jambi Luar Kota, Kabupaten Muaro Jambi, Jambi. Telpon : 0741-583122. Email : humas@unja.ac.id

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Jambi

INDONESIA

Abstract

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Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Habizar

Contact Email habizar@unja.ac.id

Phone +6282269943388

Journal Mail Official habizar@unja.ac.id

Editorial Address Kampus Unja Mendalo. Jl. Jambi – Muara Bulian No.KM. 15, Mendalo Darat, Kec. Jambi Luar Kota, Kabupaten Muaro Jambi, Jambi. Telpon : 0741-583122. Email : humas@unja.ac.id

Location Kota jambi, Jambi INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Habizar

Contact Email
habizar@unja.ac.id

Phone
+6282269943388

Journal Mail Official
habizar@unja.ac.id

Editorial Address
Kampus Unja Mendalo. Jl. Jambi – Muara Bulian No.KM. 15, Mendalo Darat, Kec. Jambi Luar Kota, Kabupaten Muaro Jambi, Jambi. Telpon : 0741-583122. Email : humas@unja.ac.id

Location
Kota jambi,

Jambi

INDONESIA