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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
 1 
Search results for , issue "Vol. 7 No. 2 (2023): Journal of Research in English Language Teaching" : 6 Documents clear
STUDENTS’ PERCEPTION OF ENGLISH DAY AND SPEAKING SKILL AT ASH-SHIDDIIQI ISLAMIC BOARDING SCHOOL Nurul Izzatil Ulya
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 2 (2023): 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.v7i2.61

Abstract

The research aimed to investigate the impact of English Day on students' speaking skills in Islamic schools, using questionnaires to gather data on students' perceptions of English Day. The results showed that English Day positively affects speaking skills, with students strongly agreeing and agreeing that it is effective in familiarizing them with speaking English, providing wider opportunities to explore their language skills, and building their conceptual knowledge in English. The majority of students also agreed that learning activities in English Day are more effective in improving their English skills, and they can learn more optimally in the English Day program. The learning conditions on English Day were found to be more interesting compared to regular English classes, and students agreed that English learning on English Day is more contextualized through activities related to daily activities. The concept of reward and punishment in English Day was perceived as providing more motivation for students to improve their English skills. Based on the questionnaire results, the researcher concluded that 100 students contributed to English Day, and they gave a positive response or agreed that English clubs can support their speaking skills. The findings align with the benefits of joining extracurricular English clubs, as identified in previous research.
OPPORTUNITIES AND CHALLENGES IN IMPLEMENTING CO-CURRICULAR ACTIVITIES PERCEIVED BY TEACHERS AS FACILITATORS AT STATE VOCATIONAL SCHOOL 1 JAMBI CITY: A NARRATIVE INQUIRY Putimasurai; Nazurty; Anggraini, Desti; Aniswaty, Maida
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 2 (2023): 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.v7i2.62

Abstract

This study aims to give a general overview of the opportunities and difficulties the facilitators encountered at State Vocational School 1 Jambi City when implementing co-curricular activities. Using in-depth interviews and narrative inquiry as the research methodology, two English teachers who have been practicing P5 for two years were designated as the Facilitators. According to the findings, offering the P5 as a co-curricular has the ability to strengthen the school program, offer a more concentrated character development program, foster teacher collaboration, and raise student performance in terms of independence and creativity. One of the issues encountered during P5 implementation is locating references for P5 activity design and administration.
IMPROVING ENGLISH LEARNING BY USING INTERACTIVE VIDEO AT SMP SATAP PEMATANG JERING Devi Arisanti; Eza Tri Yandi
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 2 (2023): 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.v7i2.63

Abstract

Classroom Action Research on Improving student learning outcomes through the use of Interactive Video is one of the media that helps improve English language learning by introducing students to various expressions in students' daily lives through listening skills for grade VII junior high school students. This research can create an active and independent learning atmosphere. In addition, the Interactive Video introduces students to everyday expressions in English, such as greetings, goodbyes, introducing yourself, introducing others, thank you, and apologizing. The development of Interactive Video designed by using the Classroom Action research design model. then the researcher refers to the process of implementing Classroom Action Research which includes steps including: preparing an action plan, implementing action, observing, and reflecting. Based on the results of the Cycle I evaluation, student learning outcomes were obtained with a class average of 63.6. Then from the evaluation results of Cycle II obtained student learning outcomes with a class average, namely 73. From the results of the study, it can be concluded that the application of learning by using Interactive Video Media can improve student learning outcomes in English subjects in class VII SMPN Satap Pematang Jering. This can also be seen from the results of observations of learning implementation showing an increase in activities at the good and excellent levels from the first cycle to the second cycle.
MEME INTEGRATION IN ENGLISH WRITING INSTRUCTION Krisbiantoro, Benny; Soali, Muhammad
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 2 (2023): 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.v7i1.64

Abstract

The research method for utilizing memes in English writing instruction involves several steps, beginning with the identification and selection of relevant memes aligned with learning objectives. These memes aim to foster creativity and enhance students' comprehension of English content. Following this, writing activities integrated with memes are designed and implemented to stimulate critical thinking and expression in diverse contexts. The method's effectiveness is evaluated by analyzing students' writing quality pre and post-meme incorporation, along with gathering feedback to assess its success in enhancing English comprehension. The findings highlight the significance of meme integration in engaging students effectively, stimulating creativity, and enhancing comprehension. Moreover, the memes consistently prompted improved critical thinking and expression among students in various contexts, contributing to enhanced language proficiency and originality. However, educators should curate memes thoughtfully to ensure relevance and educational value, with ongoing professional development crucial for maximizing the method's potential. In conclusion, meme integration has proven to be a dynamic pedagogical tool, enhancing student engagement, critical thinking, and writing skills, yet necessitating careful curation and continual educator development for its effective implementation.
PROSPECTIVE ENGLISH LANGUAGE TEACHERS’ LEARNING STYLES Tartila
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 2 (2023): 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.v7i2.66

Abstract

Students have their preferences or styles of learning. To teach effectively, teachers need to consider these preferences because students’ learning style is one factor contributing to students’ success in learning. This paper aimed to identify and prepare information about students’ primary perceptual learning style preferences and minor learning preferences. I conducted research at the State Islamic University of Sulthan Thaha Saifuddin (UIN STS) Jambi. I elicited data using Reid’s (1987) Perceptual Learning Style Preferences (PLSP). The research findings show that the student’s primary perceptual learning style preferences were auditory (mean = 40.2). The minor perceptual learning style preferences were kinesthetic (mean = 37.0), visual (mean = 36.7), tactile (mean = 36.3), group (mean = 35.8), and individual (mean = 33.9).
DESIGNING ENGLISH WORKSHEET FOR THE STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL IN JAMBI Nurhasanah, Amalia; Mahmudah, Faiqah; Winarti, Muncar
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 2 (2023): 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.v7i2.67

Abstract

This article aims at elaborating the process of designing a worksheet to teach English specifically speaking and writing skills for the students of an Islamic Junior High School in Jambi. This was a research and development inquiry in which the researchers applied Dick and Carey’s model (in Gall and Borg, 2003). List of questions for interview, questionnaires, observation checklist, and documentation were used as instruments to obtain the data. Based on the need analysis, it was found that the English materials expected by the eighth grade students were: (a) picture-based material which were colorful and attractive, (b) simple English texts with understandable questions, (c) well-understood instruction, and (d) using familiar words. The final design of the material consisted of three chapters with different themes.

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