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[THE USE WHOLE LANGUAGE APPROACH ON YOUNG LEARNERS VOCABULARY ENRICHMENT ]]>
<![CDATA[Shafira, Karina]]>;
<![CDATA[Priyantin, Tina]]>;
<![CDATA[Herawati, Atti]]>
<![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.v1i1.1491
<![CDATA[Vocabulary is an English basic need that is required in the learning process. Through vocabulary, people can express their ideas. In fact, the students still get some difficulties when they learn vocabulary, especially for young learners. Young learners are supposed to be the children who study at the first year of formal schooling. They are kindergarten students in 4 years old and elementary students who are 6-12 years old. This research is conducted at SDIT Bening to find out the effect of using whole language approach on young learners vocabulary enrichment. In this research, pre-experimental method with one group pre-test post-test is used. 22 students are taken as the sample. Some statistical calculations are done to analyze the data and t-test formula is applied to get the final result. Based on the data calculation, the t-test value is 3.22. The result of t-calculated and t-table with d.f = 21 at significant level 0.01 is 2.83 and significant level of 0.05 is 2.08. It shows that the value of t-calculated is higher than t-table (3.22more than 2.83 more than 2.08). It means that the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that there is an effect of using whole language approach on young learners vocabulary enrichment. Keywords: whole language approach, young learners, vocabulary enrichment.]]>
<![CDATA[The Use of Learning Cell on Students' Reading Comprehension ]]>
<![CDATA[Rukmiyati, Yurita]]>
<![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.v4i2.5712
<![CDATA[Reading comprehension is a process of constructing meaning from the text during reading. Students not only can read the text but also comprehend the writers message in the text. However, the difficulty of comprehending text during reading is a problem for students. Learning Cell technique is the solution to solve the problem. The aim of this research is to investigate the use of Learning Cell technique on students reading comprehension. In conducting this research, the researcher applied pre-experimental method and one group pretest and posttest design. This research is conducted in the eleventh-grade students of SMA Yadika 7 Bogor. There were 29 students as the sample of this research by using random sampling. The result shows that based on t-table, the degree of freedom of 28 at significant level of 0.05 is 2.048. However, the value of t-test is 6.09. From the comparison between the value of t-test and the t-table, it can be concluded that the value of t-test is higher than t-table (6.092.048). Thus, the alternative hypotheses of this research (Ha) is accepted. Therefore, Learning Cell technique affects students reading comprehension.]]>
<![CDATA[THE USE OF GENRE BASED APPROACH ON STUDENTS WRITING RECOUNT ACHIEVEMENT ]]>
<![CDATA[Fatmawati, Mufida]]>
<![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.v4i1.5077
<![CDATA[Writing is one of language skills that students learn in the class, and based on the pre-research observation, students still have difficulty in determining the correct grammar to write. An appropriate approach can be applied in the class to help students to overcome their difficulty in determining the grammar. This research was conducted to prove the effect of Genre Based Approach on students writing recount text. This research uses pre-experimental method and one group pretest-posttest design. The sample was chosen by random sampling technique. The sample in this research is the second-grade students of Cibungbulang Junior High School. To collect the data, the researcher uses pre-test and post-test of their writing recount product. After collecting the scores of pretest and posttest, then they were analyzed using t-test. The result of the analysis shows that the null hypothesis is rejected (H0) whereas alternative hypothesis is accepted (Ha). It means, the use of Genre Based Approach significantly affect and effective to train students in writing.]]>
<![CDATA[THE USE OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE ON STUDENTS READING COMPREHENSION ]]>
<![CDATA[Mariana, Eva]]>;
<![CDATA[Sutisna, Entis]]>;
<![CDATA[Wahyuni, Asih]]>
<![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.v1i2.2474
<![CDATA[Reading comprehension is the process of getting the main purpose of the text during reading. Students not only can read the whole passage but also comprehend and understand what the important point of the text is. However, the difficulty of comprehending text during reading is a problem for students. Cooperative Integrated Reading and Composition (CIRC) technique is the solution to solve the problem. The aim of this research is to investigate the use of Cooperative Integrated Reading and Composition (CIRC) technique on students reading comprehension. In conducting this research, the writer applied pre-experimental method and one group pretest and posttest design. This research is conducted to the first semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were 20 students as the sample of this research by using random sampling. The result shows that based on t-table, the degree of freedom of 19 at significant level of 0.05 is 2.09. However, the value of t-test is 3.89. From the comparison between the value of t-test and the t-table, it can be concluded that the value of t-test is higher than t-table (3.89 more than 2.09). Thus, the alternative hypotheses of this research (Ha) is accepted. Therefore, CIRC technique affects students reading comprehension..]]>
<![CDATA[The Implementation of Instructional Media in Teaching English to Young Learners ]]>
<![CDATA[Petina, Fetin]]>
<![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.v5i1.7144
<![CDATA[This research aims to describe the implementation of instructional media in teaching English to young learners. Types of media are used during the learning process. This research is focused on the implementation of instructional media in teaching English to young learners. In this study, the writer applied qualitative descriptive method. To collect the data, the writer employed observation, documentation, and interview with the teacher. The participants in this study were students of grades 6B, 6C, and an English teacher at MIT MA Mathla'ul Anwar. The result of this research shows that the teacher uses different instructional media at each meeting. The teacher uses three types of instructional media in teaching English. These media are included in the types of print media (textbook), audio, and audio-visual media. Teacher sometimes insert the games that support instructional media in learning activities. The most effective instructional media used are smartphones and infocus. The use of instructional media applied to young learners can make learning interactive, creative, and communicative.]]>
<![CDATA[THE USE OF MIND MAPPING TECHNIQUE ON STUDENTS ABILITY TO WRITE A RECOUNT TEXT ]]>
<![CDATA[Hartiwi, Ani]]>;
<![CDATA[Sutisna, Entis]]>;
<![CDATA[Kurniati, Nur Utami Sariat]]>
<![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.v1i1.1487
<![CDATA[Writing is one of the language skills that should be mastered by the students. According to pre research observation, they still got some difficulties when they were asked to write English text. Developing ideas is one of their difficulties in writing. Hence, an appropriate technique is required to help students overcome this problem. This study is conducted to find out the effect of using mind mapping technique on students‟ ability to write a recount text. Pre Experimental method and One Group pretest-posttest design are used in this study. First grade students of SMA Negeri 1 Cigombong are chosen as the sample. They are 32 students, all in one class. Purposive sampling technique is used to choose the sample. The data are collected through pre-test and post-test in the form of writing test. Then, t-test is used to analyze the data. The result of analysis shows that the value of t -test is 23.29 and the value of t-table at 0.05 level of significance is 2.04. This indicates that the value of t - calculated is higher than t-table, hence null hypothesis is rejected and alternative hypothesis is accepted. Thus, it is concluded that there is an effect of using mind mapping technique on students‟ ability to write a recount text. Keywords: Writing ability, Recount text, Mind mapping technique.]]>
<![CDATA[THE USE OF SCRAMBLED WORD GAME ON STUDENTS VOCABULARY ]]>
<![CDATA[Sakinah, Vanila]]>
<![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.v4i1.5149
<![CDATA[Learning vocabulary is often monotonous because the teacher only asks the students to do the worksheet without giving activities to make them enjoy learning. For that reason, the teacher needs an appropriate medium that can offer a fun learning process and attract the students interest. One of the teaching mediums is scrambled word games. The aim of this research is to investigate the use of scrambled word games on students vocabulary retention. The population of this research is the first-grade students of SMP Negeri 3 Cikembar. The total number of samples are 10 students of class VII-B. The sample is chosen by simple random sampling technique. In conducting this research, the writer applies a pre-experimental method and uses one group pretest-posttest design. The writer gives pre-test, two treatments, and post-test to the students. Vocabulary test is given to measure the students vocabulary in descriptive text as the topic. The data is analyzed by using the t-test formula. Based on the calculation of the data, the mean of the difference is 12.6 and the total of deviation of difference is 764.4. In conclusion, the final result shows that the use of scrambled word games has an effect on students vocabulary retention.]]>
<![CDATA[WRITING STYLE COMPARISON BETWEEN MALE AND FEMALE STUDENTS IN WRITING ARGUMENTATIVE ESSAY ]]>
<![CDATA[Salsabila, Amalia]]>;
<![CDATA[Herawati, Atti]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>
<![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.v3i1.3415
<![CDATA[Male and female students have different and similar writing styles. These differences and similarities make them have their own characteristics in writing. The differences that occur can be seen in terms of lexical and grammatical features. This research aimed to compare writing style between male and female students in writing argumentative essay. This research was conducted at English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were four male and four female students from 4A in this research as the participants. To gain the research data, the researcher used three research instruments: documentation, questionnaire, and interview. Documentation instrument was used to analyze students work. Questionnaire instrument was distributed two times for each student. Interview was conducted once for each student. According to the data analysis, it was found that there are two similarities and three differences between male and female students in writing argumentative essay. The similarities are the use of psychological processes and the use of sentence structure, punctuation, and capitalization. The differences are the way to express the opinion, the use of words, and the use of certain possessive pronouns more frequently]]>
<![CDATA[TEACHING SPEAKING SKILL TO DEAF STUDENTS ]]>
<![CDATA[Sukrisna, Zahra Nurmeiliawati]]>;
<![CDATA[Suryanti, Yanti]]>;
<![CDATA[Rahmah, Mursidah]]>
<![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.v1i1.1492
<![CDATA[ABSTRACT English subject is taught to every student, including the special need students especially deaf students. This research aims to find out how the teacher teaches speaking skill as one of the skills in English to deaf students. Descriptive method is applied in this research which is conducted at SLB-B Dharma Wanita Bogor to 11th grade and the English teacher as the participants. Based on the result of this research, it is found that teacher has to apply the rules, strategies, and techniques in teaching speaking skill to deaf students. One of the ways in teaching them is teacher always helps them with the visual media since it helps them a lot in understanding the material. For example, teacher adds information by writing it on the whiteboard so they will know and understand how to sound the word clearly. Based on the result, it can be concluded that in teaching speaking skill to deaf students there are several special treatments and ways to be applied. They are; lip reading, counting the syllables, adding transcription, and mixing the languages. Keywords: Teaching Speaking Skill, Special Students, Deaf Students]]>
<![CDATA[THE USE OF GROUP INVESTIGATION (GI) TECHNIQUE ON STUDENTS' READING COMPREHENSION ]]>
<![CDATA[Nurlailiah, Ai]]>
<![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.v4i2.5923
<![CDATA[Reading is one of the primary skills that students must learn. In reading comprehension, they should not only read the whole text, but also comprehend what the important point of the text is. However, they will face some difficulties comprehending text during reading. Therefore, Group Investigation (GI) technique is the solution to solve their difficulties. The aim of the research is to investigate the effect of Group Investigation (GI) technique on students reading comprehension. In conducting the research, the researcher used a pre-experimental design in a one-group pretest-posttest design using a quantitative approach. The population of the research was the students of XI grade of SMK Qotrunnada Al-Ilmi. There were 15 students in the sample, which was taken by simple random sampling. The students were given a reading comprehension test as the instrument. The result showed that based on the t-tabel, the t-test value result is 8.7, and the degree of freedom (df) of 14 at the level of significance 0.05 is 2.14. Then, the t-test value result is higher than the t-table value (8.7 2.14). It means that the alternative hypothesis of this research (Ha) is accepted. It can be concluded that Group Investigation (GI) is one technique to help students in comprehending the text. In other words, Group Investigation (GI) techniques affect students reading comprehension.]]>
