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JR-ELT (Journal of Research in English Language Teaching)
Published by Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
ISSN : -     EISSN : 25491806     DOI : https://doi.org/10.30631/jr-elt
Core Subject : Education,
Languange, Linguistic, Communication & Media
JR-ELT (Journal of Research in English Language Teaching), (e-ISSN: 25491806) is a peer-reviewed journal on English Language Teaching. This journal is published by the English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. Editors welcome researchers and practitioners of English Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. This journal encompasses original research articles, review articles, and short communications, including: Teaching English as a Foreign Language Language Teaching Method Applied Linguistics Evaluation and Language Teaching and Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching" : 6 Documents clear
Using Multiple Questioning Strategies Viewed from Teachers’ and Students’ Perspectives Supriusman, Supriusman; Yunus, Melor Md; Mohd Yasin, Mohd Hanafi
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v1i2.8

Abstract

The current study was carried out to identify teachers’ perspectives regarding their knowledge and comprehension towards questioning strategies and its implementation as well as the extent to which it effects towards students’ acceptance in improving their learning motivation, critical thinking skills and English proficiency. Meanwhile, from the students’ perspectives, the focus of the study was on the extent to which their acceptance towards their learning motivation, critical thinking skills and English proficiency. This survey utilised a set of questionnaires as the main instrument. A number of 160 English teachers and as 1600 secondary school students from Pekanbaru, Riau Indonesia involved in this study. They were recruited by using stratified random sampling. An overall pilot test result using Chronbach’s Aplha analysis revealed that there was a high reliability for all the constructs i.e. 0.772 to 0.962. Data analysis of the present study uses SPSS 22.0 involving descriptive analysis (mean and standard deviation) and inferential statistics involving MANOVA and regression. Overall results demonstrated that the teachers’ knowledge and comprehension regarding questioning strategies and its implementation were at the moderate levels. Meanwhile, differential analysis revealed that there was no significant difference between genders and teaching experience for some constructs. Regression analysis showed that questions’ preparation was a dominant contribution towards its implementation (55.5%). From the students’ perspectives, overall results revealed that students’ acceptance towards various questioning strategies were at the moderatelevels where some of them were at the higher level. Differential statistical analyses results showed that there were some differences between genders with regards to the questioning strategies implemented. Regression analysis demonstrated that types or formats of questions contributed 55.4% towards English proficiency among students. Implications of this study have highlighted using multiple questioning strategies can be used as an approach to overcome English language problems among students.
Learning English through Laptop Approach to Improve the High School Students’ Achievement Rosmiyati, Evi; Jaya, Aswadi
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v1i2.9

Abstract

This research presents a critical appraisal of current research on the role technology integration plays in high school students’ literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact upon students’ literacy achievement in both a positive and negative manner. The literature review begins by exploring early research and finds that there is a lack of longitudinal studies regarding laptop integration. This is a result of the trend at the time, which was to focus on the impact on student and teacher attitudes rather than the impact on literacy. Through the critical appraisal of current research it is revealed that the attitudes and beliefs of individual teachers to laptop integration is the leading cause of student literacy achievement. The literature review progresses to explore the challenges facing educators and the concerns for educators.
A Content Analysis of Reading Materials in Textbook Pathway to English For Tenth Graders Publsihed by Erlangga at Man Baturaja Yulia, Henny; Agustiani, Merie
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

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Abstract

This study is mainly to find out whether the English textbook used for the tenth grade students of Senior high School entitled Pathway to English for Senior HighSchool Grade X published by Erlangga is compatible or not with the indicators ofreading evaluation checklist suggested by Munir. This study was designed as a content analysis in the form of descriptive qualitative research. Reading materials that had been analyzed in this study were 16 text based on 2013 curriculum in tenth grades. Also, the genre that have been chosen to analyzed this study based on 2013 curriculum, its’ were descriptive text, recount text and narrative text. In textbook Pathway to English, there were 5 descriptive texts, 5 recount texts, and 6 narrative texts. The result showed that Pathway to English for Senior High SchoolGrade X have fulfilled the criteria of a good reading material suggested by Munirwith achieving the average fulfillment score of 71.66% with fulfillment score of 93.75% for aspect of content, 81.25% for aspect of skill, 20% for aspect of vocabulary and 91.66% for aspects of exercises and activities. It was then recommended that teachers need to modify the tasks and activities in textbook Pathway to English which did not fulfilled the criteria of poor reading material inthe area of vocabulary aspects.
The Use Collaborative Strategy Reading to Improve Reading Comprehension Wahyuni, Sri
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

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Abstract

The problem of the study “Was there any significant difference in reading comprehension between the students who were taught by using CSR and those who were not to the eleventh graders of SMAN 1 Lintang Kanan”. The objective of the study was to find out whether there was significant difference in reading comprehension between the students who were taught by CSR and those who were not. The technique applied in this study was quasi experimental method. The population of this study was all of the eleventh graders of SMAN 1 Lintang Kanan. The total number of population was 208 students. The sample of this research was taken by using purposive sampling. The number of sample was 70 students, consist of two classes were XI Science 3 and XI Science 4. Each class consisted of 35 students. The technique used for analyzing the data both of classes used paired t-test and independent sample t-test. Based on independet sample t-test, result showed that the mean score of post-test in experimental group was 78.26, standard deviation was 6.06. Result of post-test in control group was 62.76, standard deviation was 9.82 and the t-obtained was 7.828 at the significance level 0.000 and df 66, the critical value of t-table was 1.996. So, t-obtained was higher than t-table (7.828 > 1.996). The result showed that the mean score for two classes were different significantly. It means that the Alternative Hypotheses (Ha) was accepted and Null Hypotheses (Ho) was rejected.
Teachers’ Perception towards the Abolishment of Academic Early Childhood Education in Indonesia Tartila, Tartila; Taridi, Muhamad
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

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Abstract

Indonesian government has prohibited academic early childhood education. However, teachers at many kindergartens in Indonesia still give literacy and numeracy to students. The researcher, therefore, was interested in conducting research exploring teachers’ perception towards the abolishment of academic early childhood education in Indonesia. The method of the research was qualitative research by using phenomenological method. The informants of this research were teachers at TK Para Bintang Jambi. In collecting the data the researcher used interview. Through interview, the researcher found that all teachers at this kindergarten appreciate governments policy related to teaching literacy and numeracy prohibition. Unfortunately, they cannot implement the policy due to some reasons. They are because people claim that students in kindergarten are in golden period to grasp knowledge, parents expect their children able to read, write, and count as early as possible, Elementary Schools still carry out enrolment test, and many teachers misunderstand the curriculum demands of early childhood.
Peer Editing in Teaching Writing for EFL Learner Febianti, Kurnia
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

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Abstract

The objective of study was to find out whether there was any significant different between students’ writing skill who were taught by using peer editing techique to the tenth grade students of SMA Negeri 1 Pagar Alam and those who were not. The population of this reserach was all tenth grader of SMA N Pagar Alam. The total number of sample was 72 students which were divided into experimental class and control class the sample was taken by using purposive sampling.Quasi Expremental design was applied in this research. In collecting the data written test was used. The calculation of the independent sample t-test show that tobt was 4.377 The level of significant of 0,05 in two tailed testing df 70. The critical value of t-table was 2,030. Based on the result, the alternative hypothesis would be accepted and the null hypothesis would be rejected. It meant that tobt higher than ttab. It meant that the application of Peer Editing could increase students’ speaking achievement of eighth grader of SMA Negeri 1 Pagar Alam.

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