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JLE: Journal of Literate of English Education Study Program
Published by Universitas Islam Ahmad Dahlan
ISSN : 27459357     EISSN : 27458563     DOI : https://doi.org/10.47435/jle.v4i02
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this journal is to promote and publish research-based articles having a depth discussion of the theories and practices of English language teaching and learning related concerns by encouraging inquiries into relationship between theoretical and practical studies. - English Language Teaching and Learning - English language testing and assessment - Language in Education - English Literature - Clinical linguistics - Discourse analysis - English for Specific Purposes - Second Language Acquisition - Curriculum Material and Development - Discourse Analysis - Translation
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 79 Documents
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Students’ Grammatical Mistakes on the Use of Language Features in Composing Narrative Text Tahang, Heriyanti; A, Yuliana; Oratmangun, Emiliana; Syahira, Syahira; Shoheh, Shoheh
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2945

Abstract

A narrative text with several grammatical and linguistic aspects is one of the texts learned in senior high school. In fact, according to the researcher's prior observation, students faced numerous challenges when attempting to write it, especially grammatical mistakes in using language features. This study aims to detect grammatical errors in the utilization of language elements in narrative texts produced by students, as well as to determine the underlying reasons contributing to these errors. The recent research employed a descriptive qualitative methodology. Eight of the eleventh-grade students studying Online Business and Marketing major in SMK Negeri 1 Kota Sorong have been selected as the participants in this research. Due to the COVID-19 pandemic situation which restricted social interactions, only those students than could be reached out to gather data. The data was derived from a writing exam and a semi-structured interview. Upon analyzing the student's writing, it was discovered that they made errors in utilizing the simple past tense and action verbs. Simultaneously, the interview data indicated that the causes contributing to grammatical errors in using language features in this study were limitations, lack of attention, and carelessness. This research finding implied that the teacher must identify the most effective technique to engage the student's attention and enable them to concentrate on acquiring language skills for future use in creating narrative texts.
Pragmatic Instructions in Oral Communication in Context Quinto, Joseph B
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2952

Abstract

There is a need to revisit and recalibrate pragmatic instructions of English teachers in the Philippines to adequately communicate the competencies required of students. Consequently, the primary purpose of this research was to look into the pragmatic instructions utilized by senior high school English teachers and whether there was a difference in the use of their pragmatic instructions when grouped according to years of service and educational attainment in one leading private senior high school in Baguio City, Philippines. By employing a survey questionnaire and a series of classroom observations of all senior high school English teachers, the researcher found that they sometimes integrated at least one from instructional pragmatic approaches and at least one from interlanguage pragmatic awareness-raising techniques, interlanguage pragmatic communicative practice techniques, interlanguage pragmatic corrective feedback techniques, and culture teaching techniques in every lesson in their Oral Communication in Context classes. Meanwhile, there was a discrepancy between the perceptions of English teachers as expressed in the questionnaire and their performance in the classroom. Although there were generally no significant differences in the application of pragmatic instructions by English teachers when grouped according to years of service and educational attainment, there is sufficient evidence to suggest that they incorporate more approaches and more techniques as they amass more years in the English teaching profession as well as when they obtain more advanced degrees in the graduate school. Besides adding to the body of literature regarding pragmatic instructions, this research endeavor also puts forward recommendations for future study.
Developing Students’ Speaking Skill Through Digital Storytelling Hidayat, Amrul; Thamrin, Sri Wahyuni; Anugrah M, Andi; Wahidah Z, St.
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2991

Abstract

Students’ speaking ability of the eleventh grade at Pondok Pesantren Abu Bakar Ash-Shidiq was still classified as low. Therefore, it is necessary for the researcher to conduct the research in order to give significance theortically and practically. Theoretically, the result of this study was expected to support or refine the theory of EFL and ESL teaching. And, practically it is essential for those English teachers in designing a classroom activity to help the learners speak in English more accurately and fluently. This research aimed at finding out the improvement of the students’ speaking skills by using Digital Storytelling at the Eleventh Grade of Pondok Pesantren Abu Bakar Ash-Shidiq Taccorong. This research used pre-experimental method with 15 students of the eleventh grade of Pondok Pesantren Abu Bakar Ash-Shidiq Taccorong as the sample which was taken purposively from 32 as the population. The research findings showed that the mean score the value of post-test is higher than the pre-test’s value; 70,6>50,6. Furthermore, the t-test value of each speaking aspect and combination of aspects found were all higher than the t-table; 5.69>2.145, 4,65>2.145, and 11,8 > 2.145. The statistical research result indicates that the null hypothesis was rejected and the alternative hypothesis was accepted. Therefore, it can be concluded that digital storytelling improved the students’ speaking ability
Cooperative Learning: Index Card Match Method in Increasing Students’ English Learning Outcome Kisman; Nur, Rafi’ah; Ammade, Salasiah; Latifa, Ammang; Larekeng, Siti Hajar
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.3058

Abstract

English language achievement encompasses proficiency in the English language, reflecting a person's ability to effectively comprehend, communicate, read, and write in English. The Index Card Method is a cooperative learning strategy that promotes active participation and collaboration in the classroom, encourages students to engage in active learning and develop their creativity. The aims of this research was to find out whether or not Index Card Match Method of cooperative learning can significantly increase students’ English achievement to the seventh grade students of SMP Negeri 6 Wonomulyo. The method used in this research is quantitative research using pre-experimental method with one group pre-test and post-test design. The procedure of collecting data involved administrating pre-test before treatment and post-test after treatment. The population of this research was seventh grade students of SMP Negeri 6 Wonomulyo academic year 2023/2024. The sample was taken by using cluster sample technique, where the researcher chose one class consisted 18 students. The result of this research showed that the mean score of students’ English achievement before taught by Index Card Match method was 38.89, while after doing the treatment, the mean score was 64.00. To find out the difference between pre-test and post-test, the researcher applied t-test. The value of t-test was 14.726 greater than the value of t-table 2.110 at the level of significance 0.05 and the degree of freedom was 17. The conclusion of this research is the Index Card Match method of cooperative learning can significantly increase the students’ English achievement.
Innovative Pedagogies: Enhancing ELT/TESOL Through Technology and Collaboration Sartini; Ratih, Koesoemo; Fauziati, Endang
JLE: Journal of Literate of English Education Study Program Vol 5 No 2 (2024): Volume 5 Number 2 December 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i2.3080

Abstract

This paper explores the integration of innovative pedagogies in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) through the use of technology and collaborative learning. Employing a qualitative approach, the study captures the experiences of educators and students through in-depth interviews, focus group discussions, and classroom observations. Traditional teaching methodologies often fall short in addressing diverse learner needs and fostering engagement. By leveraging technological advancements such as language learning apps, virtual classrooms, and interactive multimedia tools, in which educators can enhance accessibility, personalize instruction, and increase student interaction. Additionally, collaborative learning strategies, including project-based learning and online discussion forums, cultivate critical thinking, communication, and teamwork skills. This paper examines successful case studies and highlights the benefits and challenges of implementing these approaches. The findings underscore the potential of technology and collaboration to transform language education, offering practical recommendations for educators to adopt these innovative methods effectively.
Analyzing of Taboo Language in The Script of 'Uncut Gems' Film by Safdie & Bronstein Daulay, Sholihatul Hamidah; Dimas; Alvindi
JLE: Journal of Literate of English Education Study Program Vol 5 No 2 (2024): Volume 5 Number 2 December 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i2.3142

Abstract

This research examines the use of taboo language in the film Uncut Gems, focusing on identifying the types of taboo language and their functions. Using a descriptive qualitative approach, the study analyzes linguistic features within the film. The findings reveal four types of taboo language: vulgarity (69 occurrences, 61%), epithet (30 occurrences, 26%), obscenity (12 occurrences, 10%), and profanity (3 occurrences, 3%). Each type serves distinct functions in the narrative, including being provocative, showing contempt, drawing attention, and mocking authority. The most frequent function was provocation (65 occurrences, 61%), followed by showing contempt (23 occurrences, 21%), drawing attention (19 occurrences, 17%), and mocking authority (1 occurrence, 1%). Taboo language plays a crucial role in intensifying the film's emotional impact and enhancing the portrayal of complex social dynamics. This study contributes to understanding how language in film serves as a tool for narrative depth and audience engagement, offering insights into the interplay between language, story, and social context in cinema.
English and Its Difficulties: An Analysis of Student Responses Sahid, Suardi; Murianty, Riana; Manilet, Badaria
JLE: Journal of Literate of English Education Study Program Vol 5 No 2 (2024): Volume 5 Number 2 December 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i2.3255

Abstract

The purpose of this study was to determine the difficulties in learning English on the eighth-grade students at Advent Junior High School Manokwari. The research design utilized, a mixed-method design to identify students' difficulties and how students overcome the difficulties when learning English. There were 21 students as participants obtained using purposive sampling technique. The place of this research was Junior High School of Advent Manokwari. The research data were collected through survey and interview using questionnaire and a list of questions as instrument. The collected data were analyzed using percentage, descriptive statistic and content analysis. The finding shows that based on the mean score, most of the students had a positive enough perspective that learning English is difficult. The result of questionnaire was also confirmed by the result of interview that the students’ faced difficulties in learning English, due to the lack of inspiration to learn English, difficult to pronounce English word, feel shy about speaking English, fear of making a mistake, lack of English vocabulary, do not know meaning in English conversation, and students cannot arrange English words to make sentences. This study will help the teacher in understanding how students overcome their difficulties when they learn English and in finding effective ways of learning to deal with the problems that students face.
Racism and Homosexual in "Go Tell It on The Mountain" Novel By James Baldwin Usman, Rahmi; Irmayani; Said, Ratna
JLE: Journal of Literate of English Education Study Program Vol 5 No 2 (2024): Volume 5 Number 2 December 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i2.3284

Abstract

This study explores the development of Baldwin's racial and homosexual identity in his novel Go Tell it on the Mountain. It examines how Baldwin's experiences as both a homosexual and an African American shaped his identity and his efforts to engage with society. Baldwin’s awareness of racism and homophobia in America positioned him as a public figure advocating for both black and LGBTQ+ communities, deeply influencing his writing. The study uses Henri Tajfel and John Turner's Social Identity Theory (SIT) to understand how Baldwin's identity was formed. The first stage explores Baldwin’s self-awareness as part of social groups like the black and homosexual communities. The second stage analyzes his shift from recognizing his identity to actively defining it. The third stage looks at the psychological and social impact of his group identity, highlighting how racism and homophobia shaped his work and the messages he conveyed. The study concludes that Baldwin’s identity was shaped by his environment and the double oppression he faced—both as a homosexual and as a black man. SIT provides a valuable framework for understanding how group affiliation influences individual identity and broader social dynamics.
The Effect of Contextual Redefinition Strategy (CRS) in Improving Students Vocabulary Majid, Ahmad Risal; Dewi Purnama, Atmaranie
JLE: Journal of Literate of English Education Study Program Vol 5 No 2 (2024): Volume 5 Number 2 December 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i2.3347

Abstract

Contextual Redefinition Strategy (CRS) is the one strategy can be used to improve vocabulary students. The aim of this research is to find the use of Contextual Redefinition (CRS) Strategy is Effective to Increase Vocabulary Achievement of the tenth grade students at MAS DDI Tellu Limpoe and to find out students’ interest toward the use of CRS strategy in improving vocabulary achievement. In the methodology of research, the researcher used mix method that applied Quantitative and Qualitative method. The data was analyzed by using t-test. The population of this research was the tenth grade at MAS DDI Tellu Limpoe. In this research there were only one class and total students only twenty-eight. So the sample was selected using total sampling technique. The Researcher used two instruments, the first instrument is vocabulary test in order to find and know students’ vocabularies achievement and the second instrument is questionnaire to express the students’ interest in use of CR strategy in learning English vocabulary. Based on the result of t-test show that the t-test value (14.051) was higher than t-table value (2.056). From the data shows that the alternative hypothesis (Ha) is accepted and Ho is rejected. It’s means that there is a significant difference before and after teaching vocabulary through contextual redefinition strategy and using Contextual Redefinition Strategy is effective to improve students’ vocabulary achievement of Tenth Grade Students at MAS DDI Tellu Limpoe.
Culturally Responsive Teaching Approach in Differentiated Learning on Students’ Learning Interests and Learning Outcomes Harmilawati, Harmilawati; Aminah, Siti; Sabaruddin, Sabaruddin; Khaerati Syam, Ummi; Khaerunnisa, Khaerunnisa; Mujahid, Ayinun
JLE: Journal of Literate of English Education Study Program Vol 5 No 2 (2024): Volume 5 Number 2 December 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i2.3364

Abstract

The implementation of the independent curriculum continues to raise numerous questions among educators. Teachers face the challenge of adapting to and successfully implementing this curriculum by employing engaging media and effective learning strategies tailored to their respective disciplines. This is especially crucial in the context of English language instruction, a subject often perceived as difficult by students. One potential solution to address these challenges is the adoption of differentiated learning strategies. Differentiated learning aims to unlock and maximize the potential of every student by aligning instructional methods with their individual needs, readiness levels, interests, and learning profiles. Within this framework, Cultural Responsive Teaching (CRT) emerges as a valuable approach, enabling educators to create inclusive and culturally relevant learning experiences that resonate with diverse student backgrounds. This study investigates the implementation of CRT in supporting differentiated learning strategies in English language education. Utilizing a pre-experimental design, the research was conducted at MAS Darul Qalam Bulukumba. Data collection methods included administering questionnaires to assess student interest and conducting pre- and post-tests to measure learning outcomes. The findings reveal a significant positive improvement in students' interest in learning English after the introduction of CRT, compared to their interest levels prior to its implementation. Additionally, the analysis of test results indicates a notable increase in students' academic performance, demonstrating the effectiveness of CRT in fostering both engagement and achievement. These results highlight the potential of CRT as a transformative tool in enhancing English language learning in the context of the independent curriculum.

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