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Reni Andriani
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UIN Sulthan Thaha Saifuddin Jambi English Education Study Program, Faculty Tarbiyah and Teacher Training Jl. Jambi - Muara Bulian Km.16, Muara Jambi-Jambi
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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 5 Documents
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Search results for , issue "Vol. 4 No. 1 (2020): Journal of Research in English Language Teaching" : 5 Documents clear
THE EFFECT OF USING WHATSAPP AS A LEARNING TOOL ON STUDENTS’ WRITING ABILITY AT MA LABORAN Anggraini, Desti; Taridi, Muhammad; Azizah, Nur
JR-ELT (Journal of Research in English Language Teaching) Vol. 4 No. 1 (2020): 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.v4i1.48

Abstract

The purpose of this survey was to determine how students at MAN 1 Tanjung Jabung Barat perceive reading texts. This survey-based research is quantitative in nature. This study's participants were eleventh-grade pupils at MAN 1 Tanjung Jabung Barat. In this study, simple random sampling was used to select 50 students, or 29% of the total population, from XI IS I and XI IS II classes where 63 pupils were taught by the same teacher. In terms of data acquisition methods, a questionnaire was used. The analysis of the utilised data is a quantitative analysis. The results indicated that 80% of MAN 1 Tanjung Jabung Barat students' perceptions of reading texts fell into the category of "very good." It implies that many students at MAN 1 Tanjung Jabung Barat have positive attitudes towards reading texts.
AN ANALYSIS OF BLENDED LEARNING IN ENGLISH EDUCATION DEPARTMENT OF UIN SULTHAN THAHA SAIFUDDIN JAMBI Nurhasanah, Amalia; Mesalina, Juliana; Ulfahasanah, Yossi
JR-ELT (Journal of Research in English Language Teaching) Vol. 4 No. 1 (2020): 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.v4i1.49

Abstract

This research aims to discover third-semester students' perceptions of integrated learning in speaking skills implemented during the previous two semesters at the English Education Study Programme at the State Islamic University of Malaysia. The Sulthan Thaha Saifuddin Jambi University. The researcher carried out a qualitative investigation. Through interviews, information is collected. The researcher employed a technique of purposive sampling by selecting 10 students from each third-semester class based on information gleaned from their classmates and previous grades. This research included 30 participants. 15 open-ended questions were developed based on Schiffman and Kanuk's (2004) theory, the CAC model, which incorporates cognitive, affective, and conative components. Positive and negative perceptions of integrated learning in speaking classes over the past two semesters are revealed by the study's findings. Positive perceptions of the cognitive component include the ability to reduce the spread of Covid-19 at the time, the use of technology that is currently being developed in the education world, and the capacity to locate information from a variety of sources. Positive perceptions in the affective component, such as learning, can be achieved at any time and in any location. Nonetheless, there are negative perceptions, such as in the cognitive component, due to the lecturer's material being indistinct and the students' pronunciation being difficult to understand due to the poor internet connection. While the negative perception of the affective component is that students cannot manage their time between an online and offline discussion of the next topic, this is not the case. In contrast, the conative component focuses on the absence of interaction between new students and the content of online classes. In fact, some of the difficulties they encountered during the previous two semesters included a poor internet connection, the absence of an internet bundle on campus, and the separation of online and offline instruction.
STUDENTS’ WILLINGNESS TO COMMUNICATE (WTC) IN ENGLISH LANGUAGE : A CASE STUDY Rozal, Edi; Andriani, Reni; Nadila, Sintya
JR-ELT (Journal of Research in English Language Teaching) Vol. 4 No. 1 (2020): 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.v4i1.50

Abstract

This research primary objective is to identify the factors influencing students' propensity to communicate in English at MTs N 8 Muaro Jambi. The second objective is to determine how willing pupils are to communicate in English at MTs N 8 Muaro Jambi. The qualitative descriptive method was utilised in the study's design. This research was conducted with ninth-grade students from MTs N 8 Muaro Jambi. This research data was collected through interviews, and based on the findings and discussions, a number of factors influenced students' propensity to communicate in English. There are two different categories of factors: internal and external. Regarding internal factors, the students' willingness is affected by their self-willingness. Regarding external factors, the teacher, the classroom environment, and the effect of the topic influence students' resolve. The most influential of these factors are self-will and classroom environment. The majority of students stated that they are eager to use English when communicating. The students' propensity to communicate in English at MTs N 8 Muaro Jambi is divided into two levels, namely high level and medium level, based on the findings of the second research question. Students believe that using English is essential for various purposes. In this study, the researcher suggests that students can increase their willingness to communicate in English.
THE EFFECT OF COOPERATIVE INTEGRATED READING COMPOSITION (CIRC) TECHNIQUE TOWARD STUDENT READING COMPREHENSION ON RECOUNT TEXT AT GRADE VIII MTS NURUL IMAN ULU GEDONG Abadi, Ayuliamita; Raudhatul Jannah, Siti; Andriani, Meri
JR-ELT (Journal of Research in English Language Teaching) Vol. 4 No. 1 (2020): 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.v4i1.51

Abstract

The four basic English skills are speaking, listening, reading, and writing. Receptive skills are reading and listening, productive skills are speaking and writing. Reading establishes textual meaning in language. Reading is a vital ability for English learners. It's important since reading helps pupils learn a lot. The first issue with this study was students' low vocabulary. Second, students lack reading motivation. Third, kids think their reading has no relation to the word. Fourth, the teacher applies old reading strategies without student participation. This study examined how the Cooperative Integrated Reading Composition Technique affected reading comprehension on recount texts in grade VIII at MTS Nurul Iman Ulu Gedong. There were 54 students in this study. In the experiment, 28 class VIII pi were utilized to sample. In this study, the mean pre-test score was 63,21 and the post-test score was 79,10 (79,10>63,21). At 27 degrees of freedom and 5% significance. Table values are 2.052 and t-test values are 0.54 (0,54≥2,052). It showed Hi accepted and Ho declined. Thus, the study advised English teachers to employ Cooperative integrated reading composition (CIRC) to teach reading comprehension, particularly recount text.
AN ANALYSIS ON TEACHING ENGLISH USING ENGLISH MOVIE AT THE EIGHT GRADE AT SMPN 3 TUNGKAL JAYA Nurhasahah, Amalia; Hasanah, Dewi; Abadi, Ayuliamita; Santika, Giar
JR-ELT (Journal of Research in English Language Teaching) Vol. 4 No. 1 (2020): 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.v4i1.52

Abstract

The purpose of this research is to determine how instructors in class VIII.1 B SMPN 3 Tungkal Jaya teach English using English films. In this research, qualitative methodology was employed. Observation and interviews were employed to collect data for this research, whose subject is an eighth-grade English teacher at SMPN 3 Tungkal Jaya. This research revealed that teachers use three activities to teach English through films: pre-viewing, during viewing, and after viewing. By utilising these three activities, teachers can make it easier for students to learn English through films, as well as enhance students' listening, speaking, writing, and vocabulary abilities. After learning how to use films, teachers designate students homework so they can assess their comprehension.

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