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JOEEL (Journal of English Education and Literature)
Published by Sekolah Tinggi Keguruan dan Ilmu Pendidikan Pamane Talino
ISSN : 27233103     EISSN : 2723309X     DOI : https://doi.org/10.38114
Core Subject : Education,
Education
Journal of English Education and Literature (JOEEL) embodies research articles including: language teaching or learning literature related to language studies or learning language studies related to language learning other relevant fields
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2021)" : 5 Documents clear
ONLINE INFORMAL LEARNING OF ENGLISH AND MOTIVATION TO LEARN EFL: CORRELATIONAL STUDY Kamal, Musthafa; Ramadhan, Rizki; Dibdyaningsih, Haris
JOEEL (Journal of English Education and Literature) Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.142

Abstract

The trend of online learning has been intensifying and present is the need for study to align this phenomenon to motivation in order for language teachers to boost students achievement. This research is about to inquire the correlation between online informal learning of English and motivation to learn English. Quantitative method was used to measure the correlation between variables. Subjects were students in a boarding school selected with random sampling. To obtain data, questionnaire and interview were conducted. There were 55 students in total that participated in completing the questionnaire and only 16 of them were taken to be considered for the interview. The questionnaire was in Likert Scale about the frequency of English use and about the motivation in learning. Semi-structured interview was used to confirm and expand the data. Statistical analysis of two questionnaire resulted in a positive correlation (correlation coefficient {r} = 0,48). This means that higher values of one variable tend to be associated with higher values of other variable. Suggestion was to increase English use in online activities, to observe other factors affecting the results, and more research is needed to be conducted.
IMPROVING STUDENTS READING COMPREHENSION OF NARRATIVE TEXT BY USING STUDENT TEAM ACHIEVEMENT DIVISION ULFATIN, ANI
JOEEL (Journal of English Education and Literature) Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.92

Abstract

The present study is about Improving Students Reading Comprehension of Narrative Text by Student Team Achievement Division (STAD). In this study, Student Team Achievement Division (STAD) is conceptualized as a technique to teach reading. The study conducted at SMP Ashabul Kahfi including forty students as participant. It took place in one semester and it employed an action research design which is aimed to identify the problem faced in the learning process and find out the resolution with intention of improving the quality of the teaching process. Data were gained from classroom observation, documentation, the use of questionnaire and interview. Observation sheet, interview sheet, questionnaires sheet, and field note were several instruments used to complete the data. To meet the purposes, this study employed qualitative and quantitative approach as the method to analyzed data gathered. The qualitative strategy was undertaken trough classroom observation, interview and questionnaires. On the other hand, the quantitative strategy was based on descriptive statistic count to all data gathered in cooperative learning STAD. The re-search findings show that STAD improves the students Reading Comprehension of Narrative Text.
IMPROVING STUDENTS SPEAKING LEARNING PROCESS THROUGH ROUND ROBIN TECHNIQUE Firmansyah, Arifa'i Hadi
JOEEL (Journal of English Education and Literature) Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.93

Abstract

This research is a classroom action research. It is aimed to find out how well Round Robin Technique in improving students speaking learning process method to solve the problems faced by the students. This research conducted at the Tenth Grade Students of SMAIT Al Fityan. Through observation checklist and field note, the students action was observed and reflected in each cycle. From the process of this study, the finding shows that there were good impacts toward students speaking. Most of students were interested and enthusiastic in the teaching and learning process. Based on the observation in the implementation of Round Robin technique, it showed that encouraging students to be active in sharing their ideas through Round Robin technique was able to improve students ability in speaking. In addition, this technique also helped the students to enlarge their vocabulary by opening dictionary, discussing together with group or asking to the teacher. The result of this research showed that the students activeness in participation of each cycle has improved during their discussion and performance of speaking learning process. Therefore, Round Robin Technique could help the teacher in teaching and learning process because this method encouraged students to learn actively.
ENHANCING STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT THROUGH SUSTAINED SILENT READING Bari, Fathul; Yuliana, Yohanes Gatot Sutapa; Sada, Clarry
JOEEL (Journal of English Education and Literature) Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.144

Abstract

The researcher discovered that students did not understand reading descriptive text. Students did not know the meaning of the word. Sustained silent reading was a way to overcome students’ problem with reading. In this study, the researcher utilised classroom action research. The research was conducted in SMP Islam Walisongo Pontianak. The participants of the study were class 7 B with 36 students. For the first cycle based on the observation, implementing Sustained Silent Reading, the researcher watched students reading. The researcher discovered that some students did not earnestly read. Thereupon, the students did not understand reading descriptive text. Students did not know the meaning of the word. For the second cycle, there was something different at that time. The students started to understand what they were reading. The students began to pay attention to the teacher's elucidation about what they required to undertake on reading activity. They had started to enjoy reading descriptive text using sustained silent reading. The conclusion of this research was students could increase their understanding, reading in a descriptive text through sustained silent reading.
IMPROVING STUDENTS ENGAGEMENT IN SPEAKING THROUGH THINK- PAIR-SHARE TECHNIQUE (A Classroom Action Research at Mahad al-Jamiah IAIN Pontianak) Adawiyah, Jazilatul
JOEEL (Journal of English Education and Literature) Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.94

Abstract

This study aimed to improve Students engagement in speaking activities through Think-Pair-Share (TPS) technique. The TPS was used in this classroom action research (CAR) as a technique of teaching speaking in English under collaborative learning strategy. The study was conducted at Mahad al-Jamiah (boarding) IAIN Pontianak which involved twenty- five students as participants. Additionally, this study aimed to learn about the problem faced in the learning process through observations and reflections. The data of the research were qualitative and quantitative analysis. They were collected through classroom observations, field note takings and recordings. To analyze the data, the researcher used qualitative analyses by interpreting the data to find clear pictures of the students engagement. However, quantitative analyses were also used to support the interpretation. Through three cycles of planning, acting, observing, and reflecting procedures, it was found that the students engagement improved when the learners were actively participated in the implementation of Think-Pair-Share technique. The research findings showed that in the first cycle 41.6 %, the second cycle 60 %, and the third cycle was 75.6 %.

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