JR-ELT (Journal of Research in English Language Teaching)
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
Articles
82 Documents
<![CDATA[THE EFFECT OF COOPERATIVE SCRIPT (CS) ON STUDENTS’ READING COMPREHENSION AT MTSN 2 TANJUNG JABUNG TIMUR ]]>
<![CDATA[Desti Angraini]]>;
<![CDATA[Dwi Yunita]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 6 No. 2 (2022): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v6i2.34
<![CDATA[The aims of this research is to find out The Effect of Cooperative Script (CS) on Students’ Reading Comprehension at MTsN 2 Tanjung Jabung Timur. Moreover, the objective of this research is to find out significant difference between the students’ taught by Cooperative Scipt (CS) technique and those taught by teachers’ technique. This is quantitative research with quasiexperimental research design. The population and sample of this research is the students at the MTsN 2 Tanjung Jabung Timur. Which consist 22 students in experimental and 22 students in control class. The result of this research shows that there was significant effect on students’ reading comprehension after being taught through Cooperative Script (CS) technique. This could be seen from the T-test result which showed that the students mean score in experimental class 72,27 meanwhile the students mean score in control class 62,72. In the value sig. (2-tailed) was 0,002 which was lower than 0,05. The value of t0was 3,234 and df was 42. The t0 obtained is compared to t table either at 5%. At value 5% t table was 1,682. It can be analyzed that to is higher than t table either at level 5%. In other words, we can read 3,234 > 1,682. So the researcher can conclude that Ho is rejected and Ha is accepted. It means there was significant difference of reading comprehension between the students who were taught Cooperative Script (CS) technique and those who were not.]]>
<![CDATA[THE COMMUNICATIVE ACTIVITIES IN “BRIGHT AN ENGLISH†TEXTBOOK ]]>
<![CDATA[Jaya Saputri, Nova]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 6 No. 2 (2022): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v6i2.35
<![CDATA[The importance and need to have communicative skills in English, teaching materials (textbooks) play an important role in teaching English. This study was conducted to determine whether the textbook is in accordance with the communicative activities proposed by Richards and Rodgers in the textbook "Bright An English". The English textbook studied is entitled “Bright An English†(ERLANGGA, 2018). The focus of this research is to analyze communicative activities in English textbooks. This study uses a qualitative descriptive method in conducting research. Textbook analysis has revealed several key findings. Data were collected using documentation analysis. In the textbook, Based on the data obtained, it is clear that there are 68 group work activities, 41 fluency activities and 42 meaningful activities in the textbook. The total percentage is 78%. This shows that the textbooks apply more CLT principles based on Richard's theory.]]>
<![CDATA[STUDENT WORKSHEET (LEMBAR KERJA PESERTA DIDIK/LKPD) TO TEACH READING FOR EIGHTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL (SMPN) 22 JAMBI CITY ]]>
<![CDATA[Titis Eka Rahayu]]>;
<![CDATA[Tartila]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (2023): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v7i1.36
<![CDATA[This study aimed to design LKPD for eighth-grade students at SMPN 22 Jambi City. This study employed a Research and Development (R&D) design. This study produced an LKPD for the reading skill of eighth-grade students. The process of designing the LKPD employed the ADDIE model: Analysis, Design, Develop, Implementation, and Evaluation. A material expert and a design expert validated the LKPD. After the experts validated the LKPD, the teacher also assessed it. After the product was validated and revised, it was given to students to know their responses to using the LKPD. This product has obtained a validity score of 89,23% from the material expert and 91,67% from the design expert. The validation score from the teacher was 94,67%. A score of 89% was obtained from the students’ responses. It means that the LKPD was accepted as an instructional medium to teach reading.]]>
<![CDATA[EFFECTIVENESS OF EDUCATIONAL PROGRAMS ]]>
<![CDATA[Mawaddah Warahmah]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (2023): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v7i1.37
<![CDATA[This study is aimed at finding out the level of effectiveness of every organizational institution, that is challenged to continue to encourage practitioners and their employees to improve their knowledge and work skills because competition is getting tougher. If practitioners and staff have up-to-date work knowledge and skills, work productivity will increase. To achieve this, staff knowledge and skills must be updated consistently. One method that is considered effective in achieving this goal is to organize education and training activities in accordance with their respective fields of work. It is very important for the leaders of educational institutions to make efficiency and effectiveness an ideology in managing educational institutions. Starting from careful planning, then the paradigm from grounded input to grounded affair and outgrowth, and applying a performance-based management approach (performance grounded operation). Three strategies for educational efficiency and effectiveness, namely (1) resource sharing (2) process integration; (3) a touch of information technology (information technology). Education Personnel Education Institutions established by the government to implement a program to accelerate the fulfillment of academic qualifications, includes sharing of resources such as: (a) educational unit facilities; (b) the utilization of educators and education staff, such as exchanging lecturers; and (c) sharing learning materials and internet access, such as the use of learning modules.]]>
<![CDATA[THE INFLUENCE OF COMPUTER ASSISTED LANGUAGE LEARNING ON STUDENTS’ LISTENING SKILLS. ]]>
<![CDATA[Rizki Nuraida]]>;
<![CDATA[Hilma Suryani]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (2023): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v7i1.38
<![CDATA[This study was conducted to determine the influence of computer-assisted language learning on students' listening skills. This research uses descriptive quantitative method in the form of a survey. This method is considered as the right approach for this type of research. Data was collected by distributing it to each class to all twelfth grade in SMAN 4 Batanghari. This study explores students' perceptions that come from students' experiences during the learning process. The results of this study are presented descriptively to reveal students' perceptions comprehensively. This study has a positive influence on computer-assisted language learning by obtaining a Likert scale score which is included in the high category, named 63.70%. it can be concluded that CALL technology can be said to be goood enough to continue to be used in the learning system]]>
<![CDATA[THE EFFECT OF COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ READING COMPREHENSION AT ISLAMIC SENIOR HIGH SCHOOL ]]>
<![CDATA[Adila, Rima]]>;
<![CDATA[Eliza Trimadona]]>;
<![CDATA[Uyun Nafiah]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (2023): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v7i1.40
<![CDATA[The purpose of this study was to determine the effect of Collaborative Strategic Reading (CSR) on students’ reading comprehension in class X MA Al-Khairiyah Tanjung Jabung Barat and to find out the significant difference between students who were taught with CSR and those who were not. This research is quantitative research with quasi experimental designusing total sampling. The population and research sample were class X IPK and X IPS MA Al-Khairiyah Tanjung Jabung Barat. Total population was 44 students. In sampling 22 students in the experimental class and 22 students in the control class. Quasi experiment has been applied in this study with the design of 2 groups pre-test and 2 group post-test. The result of this study show that there is a significant effect on students’ reading comprehension after being taught using CSR. This result can be seen from the T-test which show average value of the experimental class pre-test is 54.73 and the average of the control class pre-test is 51.82 while the average value of the control class post test is 63.82 and the average of the experimental class post test is 74.18 higher than the pre-test is 54.73. In the paired sample T-test result sig (2-tailed)0,000 is smaller than 0.05 this proves ð»ð‘Ž is accepted while the independent sample test result sig (2-tailed) is 0,002 < 0.05 it means that there is a significant difference. The researcher concluded that using Collaborative Strategic Reading can improve students’ reading comprehension and there is a significant difference betwen student who are taught with CSR and student who are not taught with CSR.]]>
<![CDATA[THE CORRELATION AMONG STUDENTS’ LANGUAGE LEARNING ATTITUDE, STUDENTS’ MOTIVATION AND THEIR WRITING COMPETENCE AT SULTHAN THAHA SAIFUDDIN STATE ISLAMIC UNIVERSITY OF JAMBI ]]>
<![CDATA[Susilawati]]>;
<![CDATA[Zurnelli , Netti]]>;
<![CDATA[Sumardi, Mayang Sastra]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (2023): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v7i1.42
<![CDATA[The purposes of this research are to find out (1) correlation between students’ language learning attitude and their writing competence (2) correlation between students motivation and their writing competence (3) correlation among students’ language learning attitude, students motivation and their writing competence. The research design was correlation study. The subject of this reserach are the students of the fourth semester of English Education Study Program at Sulthan Thaha Saifuddin Jambi State Islamic University as the population. The total samples are 80 students. The data were collected by questionnaire and writing test. Next, the result of the coefficient correlation between students’ language learning attitude and their writing competence was r=0.604. it means that those variables are positive correlated. However, r=0.604 is considered high correlation. Then, the result of the coefficient correlation between students motivation and their writing competence was r=0.444. It means that those variables are positive correlated. however, r=0.444 is considered medium correlation. The last, correlation among students’ language learning attitude, students motivation and their writing competence was r=0.724. It means that those variables are positively correlated.]]>
<![CDATA[THE CHALLENGES IN TEACHING WRITING BY USING E-LEARNING AT MAN 1 TANJUNG JABUNG TIMUR ]]>
<![CDATA[Rumaya, Siti]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 5 No. 1 (2021): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v5i1.44
<![CDATA[The purpose of this study is to determine the difficulties that the teachers at MAN 1 Tanjung Jabung Barat face when attempting to teach writing utilizing online learning. Case study methodology was applied throughout the course of this investigation. The researcher gathered data for this study by conducting interviews, conducting observations, and documenting the findings. The data was evaluated by first simplifying it, then displaying it, and finally drawing conclusions from it. Based on the findings of the data collection, the researcher determined that adopting E-learning to teach writing presents various obstacles for teachers. The use of the e-learning system is based on the subject teacher's position that implementation e-learning is less effective in learning to write, which is one of the obstacles. Other obstacles include students' lack of motivation to understand learning to write, differences in the level of understanding among students in the same class, and a lack of support from parents.]]>
<![CDATA[THE EFFECT OF COOPERATIVE SCRIPT (CS) ON STUDENTS’ READING COMPREHENSION AT MTSN 2 TANJUNG JABUNG TIMUR ]]>
<![CDATA[Anggraini, Desti]]>;
<![CDATA[Yunita, Dwi]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 6 No. 2 (2022): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v6i2.45
<![CDATA[The aims of this research is to find out The Effect of Cooperative Script (CS) on Students’ Reading Comprehension at MTsN 2 Tanjung Jabung Timur. Moreover, the objective of this research is to find out significant difference between the students’ taught by Cooperative Scipt (CS) technique and those taught by teachers’ technique. This is quantitative research with quasi-experimental research design. The population and sample of this research is the students at the MTsN 2 Tanjung Jabung Timur. Which consist 22 students in experimental and 22 students in control class. The result of this research shows that there was significant effect on students’ reading comprehension after being taught through Cooperative Script (CS) technique. This could be seen from the T-test result which showed that the students mean score in experimental class 72,27 meanwhile the students mean score in control class 62,72. In the value sig. (2-tailed) was 0,002 which was lower than 0,05. The value of t0was 3,234 and df was 42. The t0 obtained is compared to t table either at 5%. At value 5% t table was 1,682. It can be analyzed that t0 is higher than t table either at level 5%. In other words, we can read 3,234>1,682. So the researcher can conclude that Ho is rejected and Ha is accepted. It means there was significant difference of reading comprehension between the students who were taught Cooperative Script (CS) technique and those who were not.]]>
<![CDATA[THE EFFECT OF MAKE A MATCH TECHNIQUE ON STUDENTS’ READING COMPREHENSION AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Zurnelli, Netti]]>;
<![CDATA[Anggraini, Desti]]>;
<![CDATA[Widia]]>
<![CDATA[ JR-ELT (Journal of Research in English Language Teaching) Vol. 6 No. 1 (2022): Journal of Research in English Language Teaching ]]>
Publisher : <![CDATA[English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi ]]>
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DOI: 10.30631/jr-elt.v6i1.46
<![CDATA[The primary objective of this study is to investigate the impact and variations associated with the utilisation of the make a match strategy on the reading comprehension abilities of pupils. The present work employs a quantitative approach and adopts a quasi-experimental methodology. The research was carried out using two distinct groups, specifically the experimental group and the control group. The participants in this study consisted of students from class VIII A and VIII B of SMP Negeri 20 Kabupaten Tebo. The participants in this study consisted of a total of 34 students, with 17 students assigned to the experimental class and another 17 students assigned to the control class. The average findings obtained from both courses were subjected to statistical analysis using a T-test, with a significance level of α = 0.05. This phenomenon is observable in both the paired sample T-test and the independent sample T-test. The findings indicate that the mean reading comprehension score of students who received instruction using the make a match technique was 1.175. This result aligns with the hypothesis criteria, which states that a score below 5% would be considered low. A significance level of 0.05 indicates that the alternative hypothesis (Ha) is accepted. Therefore, it can be inferred that the implementation of the make a match strategy has a notable impact on the development of students' learning abilities. In the interim, the outcomes of the independent sample t-test indicated a mean difference of 4.824 and a two-tailed significance level of 0.05 (1.175 ≤ 0.05). Based on the aforementioned description, the null hypothesis (Ho) is rejected, whereas the alternative hypothesis (Ha) is accepted. This indicates a notable disparity in the application of the make a match strategy between the experimental group and the control group in relation to the enhancement of students' reading proficiency at SMP Negeri 20 Kabupaten Tebo.]]>
