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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 110 Documents
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THE STUDENT DIFFICULTIES IN THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM AT AL-AZHAR JUNIOR HIGH SCHOOL Trimadona, Eliza; Andriani, Reni; Dwiputri Ferdi, Sherly
JR-ELT (Journal of Research in English Language Teaching) Vol. 4 No. 2 (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.v4i2.57

Abstract

The primary goal of this research is to determine what processes and materials are required to implement the Cambridge curriculum at Al-Azhar Junior High School Jambi. The second objective of the research is to identify the factors and challenges that students encounter during the application and learning of English using the Cambridge curriculum. This investigation employs a qualitative methodology. The subjects of this investigation were the Al-Azhar Junior High School Jambi principal, English teacher, and eighth grade students. Interviews, observations, and documentation were used to collect the research data. Based on the findings and discussions encountered by the researcher during the application of the Cambridge curriculum at AlAzhar Junior High School Jambi via multiple processes, including the planning, implementation, and evaluation processes, as well as the implementation of the curriculum at AlAzhar Junior High School Jambi by the education unit and teachers. At ALAzhar Junior High School Jambi, certain students encountered difficulties with the Cambridge curriculum's learning process during its implementation. Lack of vocabulary comprehension, lack of motivation to learn, pronunciation errors, and anxiety during the learning process are some of the challenges faced by students. It has been going well for the implementation of the Cambridge curriculum at Al-Azhar Junior High School, despite the fact that there are still some impeding factors. However, this is not a major issue, as the implementation of the Cambridge curriculum at Al-Azhar Junior High School Jambi has been operating as optimally as possible.
THE EFFECTIVENESS OF USING WORD WALL STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT AT ISLAMIC BOARDING SENIOR HIGH SCHOOL AN-NUR MUARO JAMBI Nedia Efina Wandefit; Faiqah Mahmudah; Dewi Hasanah; Desti Angraini
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (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.v7i1.58

Abstract

This study discussed about using Word Wall Strategy on students’ writing achievement at Islamic Boarding Senior High School An-Nur Muaro Jambi. The goals of the research are to find out the effect of Word Wall Strategy on Students’ writing achievement after being taught by using Word Wall Strategy and to find out significant different between students’ who are taught by using Word Wall Strategy and those who are not. This research method is quantitative research.Sample of the research were 60 students which experimental class was 30 students and control class 30 students. The data collection is used pre-test and post-test. The instrument for collecting data was a test. After analyzing the data, the writer got; (1) The students’ achievement in writing descriptive text by Word Wall Strategy got the mean 76.00 and standard deviation was 8.06; (2) The students’ achievement in writing descriptive text by using conventional method got the mean 62.47 and standard deviation was 7.30. The value of tobserved was 6.564 and that of ttable was 2.009. So the value of tobserved was higher than that of ttable. It means that there was significant effect of using Word Wall strategy on students’ achievement in writing descriptive text.
FACTORS AFFECTING STUDENTS’ LOW MOTIVATION IN LEARNING ENGLISH AT SMK MAMBAUL ULUM JAMBI Putri Rodiyanti
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (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.v7i1.59

Abstract

This study is purposed to find out factor of affecting students’ low motivation in learning English at high school. This study used qualitative case study as the design. To collect the data, the researcher conducted interviews and observations with respondents to find out the problems students’ low motivation in learning English..The interview consisted of 12 questions arranged according to the indicator by Gardner and Dornyei. Researchers used data analysis to identify students’ low motivation in learning English. The result of this study is the students eleventh grade of SMK Mambaul Ulum Jambi are low motivation in learning English. Then, the factors that affected are: internal factors (students self/individual, students’ interest, curiosity) and external factors (family factors, teacher factors, and environment factors). Suggestions for future researchers, it is hoped that this study will serve as a reference for researchers who low the motivation to investigate the same topic and that subsequent researchers will be able to learn more about it.
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.
GENDER SPEECH DIFFERENCES IN USING LANGUAGE: A CASE STUDY OF STUDENTS AT UPB LANGUAGE CENTER OF UIN SULTHAN THAHA SAIFUDDIN JAMBI Chyntia Damayanti; Rahmadhani Putri
JR-ELT (Journal of Research in English Language Teaching) Vol. 8 No. 1 (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.v7i2.65

Abstract

This research aims to find out and analyze what speech differences exist between male and female. This research is to find out the uniqueness of the speech of male and female participants in the speak out course class. This research focuses on three aspects of differences, namely differences based on attitude, vocabulary differences, and non-verbal language differences. This research was conducted at language center namely UPB Telanaipura. Researchers used qualitative methods, and found differences in speech between male and female participants during class hours or when interviewed. The subjects in this research were the “Speak Out class program’’. There are 6 participants, they are 3 male and 3 female. In the data collection method, the researcher used observation and interview techniques. During the observation and interview, the researcher found speech differences between male and female and their uniqueness. The differences based on attitude, female tend to use sentences or actions that are soft and polite because basically female are known for their softness and politeness. For vocabulary, female tend to use adjectives more often and produce more words to explain something. The last differences based on non-verbal, the differences between male and female are still related to language, namely gestures and accompanying facial expressions.
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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