Journal of English Teaching and Linguistics Studies
The aim of this Journal is to promote a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. The journal welcomes contributions in such areas of current analysis in: ● first, second, and foreign language teaching and learning; ● language in education; ● language planning, language testing; ● curriculum design and development; ● multilingualism and multilingual education; ● discourse analysis; ● translation; ● clinical linguistics; ● literature and teaching; and. ● forensic linguistics.
Articles
54 Documents
<![CDATA[STUDENTS ERRORS IN POSITIONING CONJUNCTION IN WRITING ESSAY ]]>
<![CDATA[Yusti, Dwi Intan]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 1 (2022): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i1.5079
<![CDATA[Abstract Conjunction plays an important element in communication which acts as a connector between clauses with other clauses. Some students still make errors in positioning conjunction in writing. This research aimed to identify students errors in positioning conjunction in writing essay. This research is conducted to the fifth semester students of English Language Education Study Program, Faculty of Teacher Training Educational Sciences, Pakuan University. There were 20 students who become the participants. The writer uses descriptive method to analyze students error in positioning conjunction. The data are collected by using students work, questionnaire, and interview note. There are four types of error: omission, addition, misformation, and misordering. From the result of the research, it is found that the highest error is misformation. There are (50,6%) misformation errors. Addition appears as the second error (34,5%). The third error comes from omission (11,5%) and the lowest error is misordering (3,4%).]]>
<![CDATA[TECHNOLOGY-SUPPORTED PEER FEEDBACK: A LITERATURE REVIEW ]]>
<![CDATA[Priyantin, Tina]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3413
<![CDATA[The technology advance in language learning has become a trend in research including the implementation of peer feedback. This study aims to explore the development of technology-supported peer feedback by reviewing 10 studies published between 2016 and 2020. The results found that all studies implemented peer feedback in higher education. Regarding the tools and system, most studies conducted asynchronous learning mode in giving and receiving feedback and the use of social media reached the highest percentage. Across most studies, individual peer feedback was adopted, but anonymity was not clearly mentioned. One-round feedback was mostly implemented and there were less follow-up revised tasks. Furthermore, most studies assigned students to give corrective and structured feedback. Of all studies, using technology in peer-feedback activities could give more opportunities for students to get engaged and motivated, but not significantly improve the students performance, language and proficiency skills. For future research, it is suggested that researchers develop how to integrate effective technology tools into peer feedback in terms of building self-regulated learning as well as reaching learning values.]]>
<![CDATA[STUDENTS’ RESPONSES AND BEHAVIOURS TOWARD THE USE OF EDUCATIONAL DIGITAL STORYTELLING ]]>
<![CDATA[Baehaki, Fatur]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 1 (2023): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v5i1.7158
<![CDATA[Digital storytelling is widely applied on schools. However, in educational terms, digital storytelling has brought students to give various responses and behaviours from the use of educational digital storytelling on specific English subject. These responses and behaviours affect the eminence of educational digital storytelling whether as good learning tool for English subject or not. The research intended to investigate what students’ responses and behaviours toward the use of educational digital storytelling (EDS) are. The research was conducted on SMAN 1 Dramaga and 21 respondents were chosen in this research. The researcher used qualitative approach and descriptive analysis. To get the research data, the researcher used triangulation techniques that consist of observation, questionnaire and interview. The study reveals that there are occurring responses consisting visual and auditory responses after they watched EDS as well as the response styles. The students’ behaviours showed by the indication of classical conditioning and operant conditioning.]]>
<![CDATA[STUDENTS ERRORS IN CONSTRUCTING REPORTED SPEECH ]]>
<![CDATA[Gerhanawati, Maria Gabrielis]]>;
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1490
<![CDATA[ABSTRACTThe paper entitled Students Errors in Constructing Reported Speech†is aimed to find out students errors in constructing reported speech. In constructing the research, the writer applies descriptive method to analyze students errors in constructing reported speech. The research was conducted to the third semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes 15 from three classes who learn reported speech. The data were gained from three instruments: documentation, questionnaire and interview. The documentations were taken from students works, questionnaires were distributed to 15 students who became the participants of this research and interview was also done to the lecturer who teaches reported speech. The research finding shows that the students make errors in constructing reported speech. The writer finds out four types of error: they are omission, addition, misinformation and misordering. The result shows that most common error found in constructing reported speech in misinformation. The writer suggests that the students should do more exercises in constructing reported speech appropriately by paying attention more to the rules of sentence transformation, especially in tense changes.Keywords: Direct Speech, Reported Speech, Error, Error Analysis.]]>
<![CDATA[HIGH ORDER THINKING SKILL (HOTS) IN INTERROGATIVE SENTENCE CONCEPT: THE TEACHERS CHALLENGES ]]>
<![CDATA[Akbar, Amar Nurjaenul]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i2.5843
<![CDATA[This research was conducted to determine The Teachers Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. The purpose of this research is to investigate, collect and analyze data about The Teachers Challenges to Construct Higher Order Thinking Skills (HOTS) Question in English Subjects. In this research the researcher used a qualitative method with the teacher as the subject, in obtaining data researchers used Document, questionnaires, and interviews as a way to obtain data. This research was conducted at SMPN 1 Pamijahan, in this research, researchers used observations in the form of attachments to daily test questions, student task and remedial/enrichment made by the teacher as the first step in obtaining data, the second step questionnaire was carried out by giving a questionnaire to the teacher and for the final step is interviewing the teacher.The results of the data collected by the researcher found One of teachers get several challenges in constructing Higher Order Thinking Skills (HOTS) questions in English subject, such as; teacher's lack of understanding of Bloom taxonomy where the bloom is the basis of making HOTS questions, teacher faced problem in making stem and alternative answers in making multiple-choice questions, and problems in dealing with students regarding the HOTS questions given. This problem is a challenge faced by teachers in constructing Higher Order Thinking Skills (HOTS) questions in English subject.]]>
<![CDATA[Difficulties in Developing Idea Encountered by Students in Writing Argumentative Essay ]]>
<![CDATA[Saprina, Cindy Mutiara]]>;
<![CDATA[Rosyid, Abdul]]>;
<![CDATA[Suryanti, Yanti]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3419
<![CDATA[Writing is one of the most important skills that have to be mastered in the art of language learning. In the university level, EFL students have essay writing subject that requires them to write many types of essay, among those being the argumentative essay. In writing an essay, they need to be able to develop their own original ideas, despite the fact that some of them still consider this a difficult task. This research is aimed to highlight set of difficulties encountered by students that are assigned to develop ideas whilst writing argumentative essay. This research was conducted at Pakuan University and involved 23 students as participant of this study. Qualitative method and descriptive analysis are applied in conducting this research. To gain the research data, three research instruments were used, they are: documentation, questionnaire and interview. Documentation instrument was used to analyze students work of argumentative essay. The questionnaire was administered to all participants and the interview was conducted once for each student. This study reveals that the students still have some difficulties in constructing thesis statement, organizing paragraph, making writing coherent and combining ideas in correct sentences. Finally, the result of this research may urge the students to improve their writing skills and provide the teachers to explore more on teaching writing practices.]]>
<![CDATA[THE USE OF PROBABLE PASSAGE STRATEGY ON STUDENTS' ABILITY TO WRITE A NARRATIVE TEXT ]]>
<![CDATA[Yustika, Ariani]]>;
<![CDATA[Vonti, Lungguh Halira]]>;
<![CDATA[Suryanti, Yanti]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i2.2473
<![CDATA[Writing is one of the language skills that needs to be learned by students in English subject. It is an important part of communication. Students are expected to be able to write the narrative text into some paragraphs with the chronological sequences. However, students still have difficulties to find the idea and to write the narrative text because of their lack of understanding grammar and vocabularies. Probable passage strategy is an appropriate strategy to solve the problems. The aim of the research is to investigate the effect of using probable passage strategy on students ability in writing a narrative text. The research was conducted to the eighth grade of SMP PGRI 16 Bogor. In conducting this research, the writer applied pre-experimental method and chose one group pre-test and post-test design. There were 26 students from class VIII-C taken as the sample by using random sampling as technique sampling of this research. The data were taken from two tests; pre-test and post-test. The data were analyzed by using t-test formula. Based on data calculation, she found the result of t-test value is 11.98. Meanwhile, t-table value is 2.06 at significant level 0.05 with the degree of freedom (df) is 25. It shows that the t-test value is higher than t-table value (11.98 more than 2.06). It means the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that the use of probable passage strategy affects students ability to write a narrative text.]]>
<![CDATA[AN ANALYSIS OF THE THAILAND TEACHERS WAYS IN USING LASAGNA MILKSHAKES SONG TO TEACH VOCABULARY FOR YOUNG LEARNERS ]]>
<![CDATA[Eadnai, Chonlakarn]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 1 (2023): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v5i1.6086
<![CDATA[ The purpose of the study was to know the way the Thailand teachers uses Lasagna milkshakes song to teach vocabulary for young learners. This study employed descriptive qualitative design by using observation sheet and video recording as the instruments. The sample of the study was the sixth English teacher of Samakkee Islam Wittaya School. The finding of the study was that the English teacher used four ways to teach vocabulary: introducing, modelling, practicing, and applying. Therefore, the researcher concluded that the teacher used introducing, modelling, practicing, and applying the ways when she taught English by using Lasagna Milkshakes Song to students. ]]>
<![CDATA[THE USE OF QUESTION-ANSWER RELATIONSHIP (QAR) STRATEGY TO ENHANCE THE ELEVENTH GRADE STUDENTS READING COMPREHENSION ]]>
<![CDATA[Mutiara, Della]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 1 (2022): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v4i1.5128
<![CDATA[Students get difficulty in comprehending the words in the reading. The purpose of the research is to find out the effect of using the question-answer relationship (QAR) strategy on the eleventh-grade students reading comprehension especially narrative texts. It was conducted on the eleventh-grade students of SMAN 4 Cibinong. Thirty-five students were taken as the sample. The method used in this research was pre-experimental, with one group pre-test post-test research design. The data were collected through reading comprehension pre-test and post-test scores in the form of multiple-choice items. The data were analyzed using the t-test formula. The result showed that the value of t-value was 16.86, while the value of the t-table was 2.03 with the degree of freedom of 34 at the significance level (a) 0.05. Thus, the alternative hypothesis (Ha) of this research was accepted.]]>
<![CDATA[Flipped Learning in TEYL Class: The Implementation and Students Perception ]]>
<![CDATA[Vonti, Lungguh Halira]]>;
<![CDATA[Andovita, Leora Grahadila]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3414
<![CDATA[The study is aimed to describe the implementation of flipped learning and also to know the students perception toward the implementation of flipped learning in TEYL class. The study was conducted to the seventh semester students of English Education Study Program in Faculty of Teachers Training and Educational Sciences, Pakuan University. The method of the study is descriptive experimental research. The result of the study showed that the lecturer's overall experience in the course was quite encouraging and motivating for other lecturers or researchers as that the student engagement to the material was improved, and there were many active discussions of the material took place in the classroom activities, and the students also expanded their learning skills as they needed to read and review the material independently. Based on the students' point of view, related to their perception of the implementation of flipped learning, most of them gave positive perception since they stated that the learning model was motivating and also gave them opportunities to interact with their friends and lecturer.]]>
