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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 99 Documents

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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.

THE EFFECT OF USING THE POWER OF TWO MODEL TOWARD STUDENT’S WRITING ABILITY AT VIII GRADE IN SMPN 1 BANGKO AKADEMIC YEAR 2018/2019 Eki Kurniawan
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 3 No. 1 (2018): Vol 3 No 1 (2018)
Publisher : Universitas Jambi

This study aim to identify and describe the effect of the Power of Two model towards students’ writing ability at VIII grade SMPN 1 MERANGIN academic year 2018/2019. This research was quasi-experimental design with the posttest-only design. The design that was consisted of some groups, the first group was given the treatment (X) and the other group did not. The Power of Two model as the independent variable and the writing ability as a dependent variable. Population was all the VIII grade students of SMPN 1 Bangko as much as 3 classes that consisted of 80 students. The sampling technique used Cluster Sampling. The selected sample is VIII A class as the experimental class and the control class VIII B. The data was collected by using test on the material to write a narrative text. The results of the analysis of the test data obtained by the average of the experimental class 60,75, variant 209,04 and standard deviation 14,80, data obtained while the control class 59,33, variant 179,02, and standard deviation 13,38. Hypothesis test results obtained, ≥ 1, 99 this research is a significant difference between the Power of Two model towards students’ writing ability at VIII grade in SMPN 1 Bangko academic year 2018/2019. Therefore, it is expected that administer special educators teaching English to be able to use the Power of Two models for writing narrative text. Key words: Writing Ability and the Power of Two Model

USING YOUNG ADULT LITERATURES READING MATERIAL IN INCREASING VOCABULARY ACHIEVEMENT FOR MIDDLE SCHOOL STUDENTS Yanti Anggraini
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 3 No. 1 (2018): Vol 3 No 1 (2018)
Publisher : Universitas Jambi

Vocabulary is an important thing for language learning strategies (LLS) especially in learning English as a foreign language (EFL). Many foreign language learners are in desperate for learning the vocabulary. Learners are usually aware of the importance of words in a language and they also usually realize the fact that learning strategies can help them in their vocabulary learning. The aims of this study were to find whether or not (1) there was any significant difference in vocabulary achievement between before and after the students were taught by using young adult literature, (2) there was any significant difference in vocabulary achievement between the students who were in the experimental group and those of the control group, and (3) there were any significant differences in aspects of vocabulary between before and after the students were taught by using young adult literature. The result of paired samples t-test analysis showed that there was significant difference in vocabulary achievement between pre-test and post-test of the students who were taught by using young adult literature. The result of independent samples t-test analysis showed that there was significant difference in vocabulary achievement between the students who were in the experimental group and those of the control group. It means that Young Adult Literature as the reading material successfully increased the students’ vocabulary achievement in the experimental group.

THE INFLUENCES OF USING AUDIO VISUAL MEDIA TOWARDS GRAMMAR MASTERY OF ENGLISH EDUCATION STUDENTS AT JAMBI UNIVERSITY Tubagus Zam Zam Al Arif
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 3 No. 1 (2018): Vol 3 No 1 (2018)
Publisher : Universitas Jambi

The objective of this study is to know whether audio visual media can be used to improve students’ grammar mastery of English education students. An experimental design was applied in this study. Participants of this study were 52 students of English Education at Jambi University. The students in the experimental and the control group were given the same materials. In the experimental group, students were taught by audio visual media. In the control group, students were not taught by audio visual media, they were taught in conventional way. A pre-test and post-test were administered to measure students’ grammar mastery before and after grammar classes in both of groups. Statistical analyses using an independent sample t-test were conducted to compare mean scores of the experimental group and the control group. The results revealed that audio visual media provides a differential effect in students’ grammar mastery gain for the lower and higher ability students in the experimental group. The result of this study showed; There is a significant effect between audio visual media and students’ grammar mastery. Test result obtained that p-value 0,002 (<0,05).

GOOGLE TRANSLATE ERRORS ANALYSIS IN TRANSLATING NEWS FROM ENGLISH TO INDONESIAN yanto yanto
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 3 No. 1 (2018): Vol 3 No 1 (2018)
Publisher : Universitas Jambi

The purpose of this research is to describe the errors found on Google Translate output in translating English news into Indonesian. This research focuses on ommision error, misordering, untranslated word, and confusion of sense resulted by Google Translate in translating the five English news into Indonesian. Those English news consists of different category such as bussiness, sport, technology, and national news. This research belongs to a qualitative research employing descriptive method. It aims to describe the errors made by Google translate, while the data of this research are the errors found on Google Translate in translating English news into Indonesian.In analyzing the errors, reseacher uses the taxonomy which was modified by Costa at all (2015). There are some errors found: The omission errors (5), misordering (18), untranslated word (19), and confusion sense (64) from the output. The analysis shows that confusion of sense is the dominant error produced by Google Translate in translating English news into Indonesian.

THE ANALYSIS OF LEXICAL COHESION IN NATIONAL COLUMN AS FOUND IN THE JAKARTA POST NEWSPAPER Nur Habibah; Urip Sulistiyo
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 3 No. 1 (2018): Vol 3 No 1 (2018)
Publisher : Universitas Jambi

This thesis discussed about the analysis of lexical cohesion in National column in the Jakarta Post newspaper. It aimed at finding out the type of lexical cohesion in National column in the Jakarta Post newspaper, knowing how is the use of lexical cohesion in national column in the Jakarta Post newspaper and knowing what is the dominant item of lexical cohesion in national column in the Jakarta Post newspaper. This research used semantics theory by Noam Chomsky. The data were taken from national column in the Jakarta Post newspaper 2015. In doing analyses, the researchers used content analysis technique by Klaus Krindrauft. From the analysis, the researchers found that there were five types of lexical cohesion such as; 107 of repetitions , 48 of synonymy, 13 of antonyms, 50 of hyponymy and 30 of hypernymy. Most of lexicon was found in simple past. The using of lexical cohesion on national column in the Jakarta Post newspaper is good but there are some of repetitions that can be changed by pronouns. Another finding was the dominant type of lexical cohesion in national column is Repetition.

CONVERSATION ANALYSIS: THESIS SUPERVISION AT JAMBI UNIVERSITY: Thesis Supervision at Jambi University Aura Fara Aulia
JAMBI-ENGLISH LANGUAGE TEACHING Vol. 3 No. 2 (2018): Vol. 3 No. 2 (2018)
Publisher : Universitas Jambi

This study presents an analysis of student-supervisor consultation as the example of institutional talk. The purposes of this study are to analyze how supervisor assessed student’s capability to conduct her topic, how student designed her talk to get the needed information from the supervisor and how both of them managed to deal with potential problem in their talk. The present study uses Conversation Analysis (CA) method, where the data of thesis supervision discussion was recorded and transcribed, the unique phenomena and their patterns were identified, and they were interpreted to see the relation to the broader matrix of interaction. The data of this study is a recording of thesis supervision between Jambi University’s student and her supervisor. From the analysis, it is found that both the student and the supervisor actively participated in the discussion according to their own roles in the institutional talk. The supervisor assessed the student’s capability in conducting her proposed thesis in many interactive ways that involved asking questions and giving feedbacks. The student’s talk was well constructed where her questions and the way she delivered it also show her own good capability in comprehending the issues under discussion. Last, both student and supervisor were found to be well-aware of the problems arose in their conversation and were able to cover it together in their own role in the institutional talk. This suggested mutual effort in bringing the supervision meeting forward to reach their intended goal. Keywords: Conversation Analysis, Institutional Talk, Thesis Supervision, Jambi University

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

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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

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Abstract

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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

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