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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 7 Documents

Search results for , issue "Vol. 2 No. 2 (2017)" : 7 Documents clear

The EFL Students' Reading Skills in The Digital Era: What The Reading Teachers Say Indri Anastasia; Radiatan Mardiah
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

In a time when technology is growing and changing rapidly, reading abilities remain central to students academic development. The purpose of this study is to describe the point of view of English Reading Teachers at Jambi University about EFL students reading skills in digital era based on their experience in teaching reading. The point of views covered three main topics: the reading learning outcomes, the reading learning activities, and the reading learning resources. Focus group discussion with ten reading teachers of Jambi University was used to get the data. The teachers said that the reading skills of the students are not sufficient to help them in touch with the digital era although they have digital gadget at hands. Some of the students are reluctant to read and they are lack of reading strategies, literally and critically. Effective instruction and consistent reading practice and use over long periods of time is required in order to develop the EFL students reading skills.

The Teaching Of English In Superior Science Classes The Congruence Of Students’ Needs And Program Goals Susanah Susanah
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

English is mandatoryfor students of Superior Science Program of teacher education (PGMIPA-U) in the Faculty of Teacher Training and Education of Jambi University because science courses are expected to be taught bilingually through English and Bahasa Indonesia. Therefore, English is a must-to-achieve for students enrolled in this program. This paper focuses on identifying what the students need to achieve in the courses of Englishas EFL and EAP as well as what the program really wants the students to gain through the courses. Moreover, the paper pinpoints whether the students’ needs are congruent with the program goals. Data were taken through a questionnaire, interview with thechief of the program, Group interview with 10 students from Physics Teacher education, and program documents. The findings of this study reveal that students’ needs and program goals are aligned for developing general and discipline-related communicative practices. The Teaching of EFL course is centered on general communicative skills supported with proper linguistic knowledge. Meanwhile EAP courses are structured hierarchal which begins with constructing reading comprehension on subject-related texts to build students’ competence of writing academic compositions related to their discipline and ends in students’ pedagogic competence of teaching science in English.

Language Acquisition and Language Teaching Methods in English as a Foreign Language (EFL) Context: A Literature Review Study Urip Sulistiyo
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

Abstract This article reports on a systematic review of language acquisition and language teaching methods in EFL context. The theory of Language Acquisition proposed by Krashen (1982) was reviewed and elaborated with other relevant literature such as language learning theory and language teaching methods in this study. Some insights regarding second/foreign language classroom practice, the role of teachers in EFL language classrooms, and language teaching methods were also reviewed to give snapshots about English teaching and learning practice in English as a foreign language context. Keywords: EFL, Language Acquisition, Language Learning, Language Teaching

A Model of Genre-Based Paragraph Writing Materials for The Second Semester Students of English Education Study Program at Jambi University Lilik Ulfiati
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

Writing is as essential language skill that require the college students to be able to have good language learning. The aim of this research is to develop supplementary Paragraph Writing materials in behalf with Genre-Based Approach (GBA) as the underpinning instructional theory. This research focus on arising problem out here is: How is a model of genre based paragraph writing materials for the second semester students of English Education Study Program at Jambi University developed? In this research, research and development (R&D) was the type of research. In addition, the researcher caries out a series of data in which the earlier data collecting by interviewing the six students and it is followed by analyzingparagraph writing syllabus and writing samples to collect more data and information. The participants of this research are the six students at thefourth semester students of English Education Study Program at Jambi University. The research indicated that the second semester students need to learn three topics of paragraph writing materials they are; 1) descriptive, 2) cause and effect, and 3) comparison and contrast paragraph. When the analysis stage and design stage have done by the researcher. The researcher continued the development stage by involving the learning materials and design validator who validate the validity of the product. Then the product is tested by the six students as the users of this product. In conclusion, the researcher continue to evaluate the product’s weaknesses.

Teachers' Written Feedback Technique on Students' Writing Tasks at Prof Dr Hamka Islamic Boarding School Padang Pariaman Regency of West Sumatera Niza Syaveny; Nora Novisa
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

Feedback is the information which is given by the teachers to the students’ tasks. The information includes students’ error or mistakes on the tasks. There are some kinds of written feedback on students’ writing tasks, namely; direct, indirect, and coded writing tasks. Those clear to point out students what should do on their tasks. This research was a qualitative research focuses on teachers’ writing feedback techniques on students’ writing tasks. This research was done at Prof. Dr.Hamka Islamic Boarding School of Padang Pariaman regency of West Sumatera. The participants of the research were English teachers on the location of the research. The instruments of the research were observation checklist and students’ writing tasks documentation. The data was analyzed through organizing and familiarizing, coding and reducing, and interpreting and representing (Ary, 2010). Based on the research finding, it was found that two English teachers used direct writing feedback with giving correct words, forms, and answer technique on students writing tasks and indirect writing feedback with indicating the error, self-edited, self-revised, and giving comment technique in correcting students’ writing tasks, while the other English teacher used direct, indirect and coded writing feedback on students’ writing tasks. In conclusion, direct, indirect, and coded feedbacks were used by the English teacher at Prof. Dr. Hamka Islamic Boarding School in giving the information and correcting students’ writing tasks.

Developing EFL Senior High School Students' Accuract and Fluency in Spoken English by Using Guided Speaking Worksheets Julian Chandra; Amal Hayati
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

Developing communicative competence is fundamental framework in the curriculum of teaching spoken English for EFL senior high school students in Indonesian. It is a concept of teaching spoken English which refers to the necessity for the learners to have both accuracy and fluency. Therefore, a form and a meaning -based strategy in teaching spoken English that promote EFL learners’ accuracy and fluency are needed. This research was aimed at finding out whether there was a significant effect of using speaking worksheet towards the students’ accuracy and fluency in teaching spoken English. Quasi-experimental research with pre-test and post-test design was employed. Population was 22 tenth grade of senior high school students of whom 11 each were then randomly assigned as samples in experimental group and in control group. Samples in experimental group received self- teacher made speaking worksheets while samples in control group were not given. Instrument of the research was oral test in which its validity and reliability were determined by content validity and inter-ratercoefficient correlation. Nonparametric analysis with Mann-Whitney U formula was employed to test hypothesis. For fluency in spoken English, it was found that U-calculated (-27) was smaller than U-table(34), while for accuracy it was found that U-observed (-15) was smaller than U-table (34). It means that H0 was rejected and H1 was accepted. It is concluded that there was significant effect of using self-made speaking worksheet towards the students’ accuracy and fluency in teaching spoken English. The findings lead to discussion to their impact on language pedagogy.

Teaching Writing Narrative Text through Video: An Action Research at SMK Budi Luhur Tebo Yulia Wiji Astika; Urip Sulistiyo
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 2 No. 2 (2017)
Publisher : Universitas Jambi

The aim of this study was to describe the use of video to help EFL learners in writing narrative text and the EFL learners’ perception in using video for teaching narrative text. The participants of this study were first grade students of Teknik Komputer Jaringan (TKJ) at SMK Budi Luhur Tebo. The total number of the participant was 27 students consisted of 14 boys and 13 girls. A Classroom Action Research consisted of three meetings with three cycle was applied in this present study. The material given to the students was narrative text. At the first meeting of each cycle, the teacher explained the lesson. At the second meeting, the teacher gave treatment by implementing some activities. First of all the students were divided into several groups, then the teacher run a drama video, asked students to watch the video and discussed the contents of the video until they understand generic structures of the story. Finally, each group presented the result of their group discussion in front of the class. At the third meeting, the teacher gave an assignment. To collect the data, the researcher used observation, FGD (Focus Group Discussion), field note, and lesson review. The finding showed that teaching writing through video improved students’ writing skill. The video was helpful to improve their understanding. Thus, it can be concluded that the use of video to help EFL learners in writing narrative text and the EFL learners’ perception in using video for teaching narrative text at SMK Budi Luhur Tebo were good and helpful.

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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

Location
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Jambi

INDONESIA

Abstract

Abstract

Abstract

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

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