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Istiqlaliah Nurul Hidayati
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Journal of English Teaching and Linguistics Studies
Published by Universitas Pakuan
ISSN : -     EISSN : 27161943     DOI : https://doi.org/10.55215/jetli
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 54 Documents
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Online Crossword Puzzle on Young Learners Vocabulary Knowledge Dahlia, Upi
Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 1 (2023): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (207.116 KB) | DOI: 10.55215/jetli.v5i1.6844

Abstract

Vocabulary is one of the essential language components in learning the English language. Therefore, the learners must learn vocabulary to be able to master four skills, which are listening, speaking, reading, and writing. Teaching vocabulary to young leaners is considered difficult. As a result, the teacher can use one of the media that can be applied in teaching vocabulary to young learners using an online crossword puzzle game. The aim of this research is to find out the effect whether teaching vocabulary using online crossword puzzle games have a significant effect on vocabulary knowledge for young learners. The research is conducted to the fourth grade students of SDIT-At takwin Sukabumi. Random sampling technique is used to get sample from the population and there are two classes that become the sample in this research. There are 25 students from class IV B and 25 students from class IV C. In conducting the research, quasi-experimental method and one group pre-test and post-test design are used. The data was taken from pre-test and post-test by giving vocabulary test. The data are calculated by using t-test formula. Based on the data calculation, the result of tcalculated is 5.0813 while the level significant of ttable 1.677 and the level significant of 0.05 with the degree of freedom (df) of 48. Therefore, it can be concluded the t-test value is higher that the t-table value (5.0813 1.677). It means that alternative hypothesis (Ha) is accepted, which is the result shows that the students in learning vocabulary with the experimental group has significant effect after giving the treatments using online crossword puzzle game. The students can memorize the word easier because they understand the meaning of the word by engaging in language learning experiences through visual aids. 
THE APPLICATION OF ICE BREAKING ACTIVITIES IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL STUDENTS Farwati, Dea Zahra; Rahmah, Mursidah; Sutisna, Entis
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (663.93 KB) | DOI: 10.55215/jetli.v1i1.1489

Abstract

ABSTRACTThe paper entitled Ice Breaking Activities in Teaching English to Junior High School Students” was purposed to describe the process of ice breaking activities and the suitability of the ice breaking activities with the principles applied in teaching English. This research was conducted at SMPN 18 Kota Bogor by using descriptive qualitative research. The participant of this reasearch was one of English teachers of that school. The finding of this research described the process of ice breaking activities in teaching English and the suitability of the ice breaking activities with the principles. The ice breaking activities used were Tongue-twister, English Game, and English Song”. The ice breaking activity was started by dividing the students into several groups, telling the name of the activity, giving some explanations about what they had to do, and finally starting the ice breaking by choosing one member from several groups to repeat the sentence. The result showed that the ice breaking activities were usually started by telling the name of the activities, giving some explanations about what they are going to do, doing simulation and finally starting the ice breaking activities about five to twenty minutes. Furthermore, the process of ice breaking activities are mostly appropriate with the principles. The role of the teacher as the facilitator, the instruction given which is easy to understand, the suitability of the students level with the ice breaking activities, the time limit used, the atmosphere of the class, and the students interest toward lesson.Keywords: Ice Breaking activities, English Teaching
The Students Perception Toward the Implementation of Role Play Technique in Online-Based Speaking Learning Rusgiani, Noor Amartya
Journal of English Teaching and Linguistics Studies (JET Li) Vol 4, No 2 (2022): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (199.307 KB) | DOI: 10.55215/jetli.v4i2.5823

Abstract

The paper entitled The Students Perception Toward the Implementation of Role Play Technique in Online-Based Speaking Learning” was purposed to describe students' perception of online-based speaking learning using role play techniques. This research was conducted at SMKN 1 Cibinong class XI TOI 1. This research used descriptive qualitative research guided by the research question "What are students' perception on the implementation of Role Play in an online speaking class?". The instruments used in this research were observation, questionnaires, and interviews. The results of this research indicate that most students have the same perception regarding the use of role play technique in online-based speaking learning. This is evidenced by the indicators used in this study, students understanding and students motivation. The use of this role play technique can improve students' understanding and motivation in learning speaking. Where students can learn to talk directly with the other person, it means students can practice their speaking fluency so that their speaking ability can improve. In addition, they are also motivated to learn, because in speaking learning using role play technique is more practice to speak, so they are very motivated to learn speaking using role play technique
TEACHERS WAY OF COMMUNICATIONS WITH STUDENTS IN CONTENT AND LANGUAGE INTEGRATED LEARING (CLIL) CLASSES Zulfa, Wafa Dwi; Rahmah, Mursidah; Sofyan, Deddy
Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.372 KB) | DOI: 10.55215/jetli.v3i1.3417

Abstract

The fact of learning a language that is not our own, opens the mind. One of the most important language in the world is English. English has become the most used language of communication. Teacher as the facilitator need to support the learning environment in the classroom effectively. It has created the dire need to explore new teaching methodology that can increase learners command of foreign language. Content and Language Integrated Learning (CLIL) is a method that is used to develop the proficiency both target language and content, it can help students to be mastering their foreign language and content from other subjects beside English. This research is aimed to investigate teachers way for communication with students in CLIL classes. This research was conducted at SMP-SMA Cahaya Rancamaya Islamic Boarding School. There were 2 participants involved in this research, which were Physics and Biology teachers who used CLIL as the teaching and learning method. The writer used qualitative method and descriptive analysis in conducting this research. To gain the research data, she used three research instruments: documentation, interview and interview. Documentation instrument was used to analyze teachers CLIL lesson plans. Two interviews also conducted to confirm and avoid misunderstanding. Both interviews were conducted online because of the Covid-19 situation. This study reveals that teachers way for communication with students in CLIL classes happened in the three stages of classroom activities which are in pre-activity, while activity and post-activity. The communication aspect in the CLIL classroom used English as the medium in the interaction. Teachers ways of communication with students influenced by the classroom activities and questioning techniques which are Conceptual Checking Question (CCQ) and instructional Checking Question (ICQ) to make students participate to communicate which will affect the English communication in the CLIL classroom.
THE USE OF FORM-FOCUSED INSTRUCTION (FFI) ON STUDENTS ABILITY TO WRITE A BIOGRAPHICAL RECOUNT TEXT Andriyani, Aan; Vonti, Lungguh Halira; Sutisna, Entis
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.798 KB) | DOI: 10.55215/jetli.v1i2.2471

Abstract

Writing is one of the language skills that should be mastered by students. However, the skill is not easy to be grasped since students are not only demanded to generate ideas, but they also should understand how the written language constructed by using appropriate words, tenses, and the construction of the text itself. Thus, the teacher should facilitate students to develop their writing ability. Form-Focused Instruction (FFI) was chosen as an approach that can be applied on teaching writing. This research was conducted to investigate the effect of Form-Focused Instruction (FFI) on students ability to write a biographical recount text. The population of this research was tenth grade students of SMA Negeri 8 Kabupaten Tangerang. 36 students of class X MIA 2 were the sample used in this research by using random sampling technique. Pre-experimental method with one group pre-test post-test design was applied in conducting this research. The instrument of this research was writing test which was given to measure students writing ability. The data were gained from the pre-test and post-test. The data were analyzed by using t-test formula. From the calculation, it was found that the t-test value is 14.84 when was higher than the t-table value (2.03). Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. Thus, it can be concluded that the use of Form-Focused Instruction (FFI) affected students ability to write a biographical recount text.
The Analysis Of English Teacher Barriers On Teaching English Through Kahoot: ELT Teacher Experiences Prayudha.S, Joko
Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 1 (2023): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.506 KB) | DOI: 10.55215/jetli.v5i1.7289

Abstract

The integration of technology in classroom activities can provide innovation in the learning process. The teacher should use the proper technology or learning platform that can attract students motivation in learning activities so that students can improve their understanding of the materials being taught. There are many technologies or learning platforms that teachers can implement in the learning process; one of those is the Kahoot learning platform. This research is conducted to find out the barriers faced by English teachers when implementing the Kahoot learning platform during English learning activities in the classroom. This research used a qualitative through descriptive approach. The informants in this research are three English teachers who implemented the learning process by using the Kahoot learning application. The data was collected through observation, a questionnaire, and an interview to know how barriers occurred in the learning process during the use of the Kahoot application. The data was analyzed through data reduction, data display, and conclusion. The results showed that there are some barriers that teachers face during the implementation of the learning process through the Kahoot learning application. They are: 1) student technology; 2) student interest; 3) preparation; 4) clear instruction; and 5) time management.
Students' Problem to Interpret Metaphor in Poems Rahman, Nadia Mustika
Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 2 (2023): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v5i2.7224

Abstract

Metaphor is one of the figurative languages that important for students to understand, not only in literature works, but also in reading comprehension. Based on the pre-research observation, the students have difficulties to interpret and also to acknowledge the metaphor in poems. Therefore, the writer intends to find the students’ problem to interpret metaphor especially in poems. This research uses descriptive qualitative method, which tries to explain plainly about the students’ problem to interpret the metaphor. It was conducted at English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. To collect the data, the research uses triangulation such as, documentations, interview, and questionnaire. The respondents of this research are 21 students of third semester at Pakuan University that formed into three groups of people. After collecting the data, the writer classifies the findings into two categories, misunderstanding and non-understanding. Based on the result, there are two groups with non-understanding problem; they clearly not understand the whole meaning of metaphor, and decided to not seek for further explanation. It can be seen by the way they missed the real metaphor that they supposed to interpret. However, two group with misunderstanding problem, they believed that they already interpret the metaphor correctly, furthermore, they do not seek for clarification to clarify their statements, whether it is right or wrong.
Grammatical Errors of Google Translate in Translating Narrative Text in Indonesia to English Br. Kembaren, Farida Repelita Waty; Daulay, Sholihatul Hamidah; Srikandi, Azura
Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 2 (2023): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v5i2.7616

Abstract

Many people have recently turned to machine translation to help them translate their documents. However, it is not widely used in the academic field, owing to worries about its trustworthiness in appropriately rendering the source text in the target language. This tool only translates on a word-by-word basis without considering the actual meaning of the text and grammar rules in English. It often applies to the Indonesian structure. So, when students are using Google Translate to translate a text, a new issue arises because it just transfers language without knowing the correct grammar. This research methodology is qualitative research with a content analysis method as the research design. From 5 narrative texts that have been translated by Google Translate from Indonesia to English found that there are two omission errors, four addition errors, six misinformation, and two misordering error and the most common error is misinformation. This study seeks to educate students about grammatical issues that can arise when using Google Translate, allowing them to avoid making the same mistakes and improve their knowledge.
Rosetta Stone Application on Students’ Pronunciation Hermana, Rifqi Naufal
Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 2 (2023): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v5i2.8779

Abstract

Expressing an idea or explaining something was needed to pay attention to English pronunciation. There are many digital platforms for learning English, especially for practicing pronunciation. Rosetta Stone is a unique language-learning application that makes it easy for students to learn because it is flexible. The aim of this research is to find out whether there is a difference in the influence of the use of Rosetta Stone Application and PowerPoint media on students' pronunciation. This research was conducted at SMA Negeri 1 Parungkuda. The researcher used a Quasi Experimental design for this research. The researcher involved students of class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. The research instrument was an oral test to measure the influence of students' pronunciation on vowels, especially diphthongs with a total of 20 oral questions were used as research instruments. Data was collected through pre-test and post-test and were analyzed using the t-test with SPSS 22. The results of the independent t-test calculation showed a t-test value of 2,100, while the t-table is 1,9954 at a significance level of 0.05 and the degrees of freedom (df) is 68. The t-count is higher than the t-table (2,100 1,9954). It means that there was a difference in the influence of the use of Rosetta Stone Application and PowerPoint media. The different that distinguishes the experimental and control groups is the result of the final scores of the two classes, in which the experimental group has higher scores than the control group. In conclusion, the results between the experimental group and the control group have a significant difference.
EFFECTIVENESS OF CAKE APPLICATION ON STUDENT'S VOCABULARY MASTERY Nikmah, Zulva Minla Dunka
Journal of English Teaching and Linguistics Studies (JET Li) Vol 5, No 2 (2023): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v5i2.8081

Abstract

This study aims to determine the effectiveness of using the Cake application for students' English vocabulary learning. This research is a quantitative research which is a pre-experimental study with a one-group pre-test post-test design. The population of this studywere students of the Bhinneka PGRI University English Education study program in the 2022/2023 academic year. The sample of this study were 8th semester students, totaling 19 students. The sample used by the researcher is a purposive sampling type. The instruments used were pretest and posttest. In the pretest, students are asked to do a test about English vocabulary before using the cake application. In the posttest, students were also asked to work on test questions after using the cake application. The results showed that the use of the cake application affected students' English vocabulary mastery. This can be seen from the results of data analysis that has been carried out from the pretest average value of 72.37, as a comparison to the posttest value of 83.42. In addition, it is also proven again by using hypothesis testing paired sample t-test. The result obtained is 0.003. In the paired t-sample test rules, if the significance is less than 0.05, then H0 is rejected and Ha is accepted. Based on the results of the study, it can be concluded that the use of the cake application affects students' English vocabulary learning

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