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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. 8 No. 2 (2024): Journal of Research in English Language Teaching" : 5 Documents clear
The Effectiveness of Using Wakelet in Improving Senior High Students’ Descriptive Text Writing Pebsrikova, Bunga Basyaasya; Akhiriyah, Suvi
JR-ELT (Journal of Research in English Language Teaching) Vol. 8 No. 2 (2024): 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.v8i2.75

Abstract

This study aims to examine the effectiveness of using Wakelet as a media to improve senior high school students' descriptive text writing skills. The research was conducted at one of senior high school in East Java, focusing on tenth-grade students. A quasi-experimental design was employed, involving two groups: an experimental group who is using Wakelet and a control group. Data collection was performed through pre-tests and post-tests to assess the students' writing performance. The results were analyzed using statistical methods, including independent sample t-tests. The findings indicated a significant improvement in the descriptive text writing skills of students who used Wakelet compared to the control class who did not. The mean score of the experimental group was notably higher (sig. value 0.013 < 0.05) than that of the control group. This research demonstrates that Wakelet is an effective tool for teaching descriptive text writing (? = 0.076). It provides an interactive and engaging platform that enhances students’ writing skill. The study suggests that educators consider integrating Wakelet into their teaching practices to improve writing skills.
THE EFFECT OF PROBLEM BASED LEARNING MODEL IN ENGLISH LESSONS IN CLASS VII MTS BUSTANUL ULUM Hikmah, Nurul; Permatasari, Tika; Suhainah, Suhainah
JR-ELT (Journal of Research in English Language Teaching) Vol. 8 No. 2 (2024): 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.v8i2.76

Abstract

improving student learning outcomes in English subjects in grade VII MTs Bustanul Ulum. The research design used a quantitative pre-experimental approach involving 20 students as samples. Data were collected through pre-tests and post-tests. They were given before and after the implementation of PBL for six meetings. The results showed a significant increase in student learning outcomes, with an average pre-test score of 62 increasing to 82 in the post-test. Statistical analysis using the t-test showed a statistically significant difference, confirming the effectiveness of PBL in improving student learning outcomes. The implementation of PBL actively involved students in the learning process through solving real problems that were relevant to their lives. Group discussion activities, independent investigations, and solution presentations provided students with meaningful learning experiences and improved critical thinking and collaboration skills. In addition, PBL also succeeded in increasing student motivation towards learning English by creating an interesting and relevant learning atmosphere. This study concludes that PBL is an effective and innovative learning method to improve student learning outcomes and motivation. The implications of this research provide recommendations for teachers to adopt PBL in learning to create more meaningful and relevant learning experiences.
THE EFFECT OF WORD WALL IN ENGLISH LEARNING ASSESSMENT FOR EIGHT GRADES AT SMPN 8 TANJUNG JABUNG TIMUR Corry, Erica; Ervan, Muhammad; Syamsiah, Syamsiah
JR-ELT (Journal of Research in English Language Teaching) Vol. 8 No. 2 (2024): 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.v8i2.77

Abstract

This study investigates the effectiveness of Wordwall, a gamification-based learning media, in improving students' learning outcomes on simple past tense and recount text. Conducted with a single experimental group consisting of 25 eighth-grade students at SMPN 8 Tanjung Jabung Timur, the research employed a pre-experimental design. Data collection involved pre-test and post-test assessments to measure changes in students' comprehension. Over six sessions, students were introduced to Wordwall through interactive activities such as quizzes, word matching, and spinning wheels. Statistical analysis using the independent sample t-test revealed a significant improvement in students' scores, with the mean score increasing from 68.4 on the pre-test to 78.9 on the post-test (t = 5.87, p < 0.05). Before the intervention, only 8 students achieved scores above the minimum passing grade (75), while post-test results showed 21 students surpassing this threshold. The findings underscore Wordwall's potential to enhance student engagement and motivation through gamified elements, effectively addressing learning challenges in traditional methods. The study concludes that Wordwall is a valuable tool for fostering an interactive and enjoyable learning environment, particularly in English language instruction. Future research should explore its application across diverse subjects and educational levels to validate and extend these findings.
IMPROVING STUDENT PARTICIPATION AT SDN22/X KUALA SIMBUR BY USING PROJECT BASED LEARNING IN ENGLISH SUBJECT KARISMA, SARIFA; Sari, Junita; Warni, Warni; Arliana, Arliana
JR-ELT (Journal of Research in English Language Teaching) Vol. 8 No. 2 (2024): 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.v8i2.78

Abstract

This research investigates the application of the Project Based Learning (PjBL) model to enhance active participation among elementary school students in English learning. Using a Classroom Action Research design with McTaggart’s model, the study was conducted in one cycle consisting of six meetings. Data collection was performed through teacher observations and field notes to capture student engagement and participation throughout the learning process. The research aimed to address the low level of student activity and interest in traditional English learning methods. The findings reveal that the implementation of PjBL significantly improved student participation. Of the 21 students observed, 19 actively engaged in group discussions, project activities, and presentations. The remaining two students showed progress, though their involvement was less consistent. The PjBL model encouraged students to explore, collaborate, and produce creative outputs, such as a mini dictionary, which allowed them to apply English vocabulary in a meaningful context. The structured PjBL syntax fostered critical thinking, teamwork, and confidence among the students. This study concludes that PjBL is an effective approach for creating an engaging and inclusive learning environment. It provides educators with a practical framework for increasing student motivation and participation, offering a meaningful and interactive alternative to conventional teaching methods.
THE EFFECTIVENESS OF MEMORIZATION TECHNIQUES IN ENGLISH LEARNING AT AL IHSAN ISLAMIC BOARDING SCHOOL Izzah, ikhsanul; Ridho, Muhammad Hayat; Eko, Eko
JR-ELT (Journal of Research in English Language Teaching) Vol. 8 No. 2 (2024): 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.v8i2.79

Abstract

This study aims to explore the effectiveness and obstacles of the memorization method in English learning at Al Ihsan Islamic Boarding School. Using a descriptive qualitative approach, data were collected through in-depth interviews with a grade 12 student selected by purposive sampling. The results showed that the memorization method has significant advantages in helping students master vocabulary and build learning discipline. Memorization is an effective tool for remembering new vocabulary consistently, which provides a strong foundation for students in understanding texts and other learning materials. In addition, the memorization routine helps students form structured learning habits. However, this study also revealed several obstacles, including a lack of contextual understanding of the memorized vocabulary, boredom due to repetition, time constraints due to the busy schedule of the Islamic boarding school, and teaching materials that do not support contextualization. To overcome these obstacles, the integration of the memorization method with a context-based approach and more interactive activities is needed. The use of technology and variations in teaching methods can also increase student motivation and understanding. This study confirms that the memorization method remains relevant in English learning, especially in the Islamic boarding school environment. With adjustments and innovations, this method can be optimized to create more effective, interesting, and meaningful learning. The results of this study provide practical recommendations for teachers and educational institutions in developing learning strategies that suit students' needs.

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