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Journal of English Teaching and Learning
Published by Universitas 17 Agustus 1945 Banyuwangi
ISSN : -     EISSN : 30469759     DOI : https://doi.org/10.62734/jetling.v4i1.256
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
JETLING is an academic journal published by Universitas 17 Agustus 1945 Banyuwangi. It publishes original research articles, review articles, and case studies. It aims to to disseminate scholarly information on research and development in a Foreign Language Teaching and Learning context. JETLING publishes two issues in a year, appearing in June and December. JETLING focuses primarily on following areas: Teaching Methodologies Curriculum Development and Syllabus Design Materials Design Teacher Education and Professional Development New Technologies in Language Teaching
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 42 Documents
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EMPLOYING MIND MAPPING TECHNIQUE TO FACILITATE SECONDARY SCHOOL STUDENT TO WRITE NARRATIVE TEXT AT THE FIRST GRADE IN THE 2020/2021 ACADEMIC YEAR Siti Maysaroh
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

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Abstract

Employing Mind Mapping Technique to Facilitate Secondary School Student to Write Narrative Text At The First Grade In the 2020/2021 Academic Year. This research was conducted on class XI students of SMA Negeri 1 Wongsorejo Banyuwangi. This research used Class Action Research with research design using Pre-Test and Post-Test in cycle 1 and cycle 2. The data of this study were in the form of student scores both pre-test and post-test. The data collection technique was carried out by researchers by collecting student scores, observation sheets on student activities both before research, and after research, interviews with students and teachers on learning before and after using the mind mapping method. The results showed that: learning using the mind mapping method was classified as very supportive of students' abilities in learning writing narrative text. This is evidenced by the increase in student test results from cycle 1 with an average result of 72.79 students with a completeness level of 59%, increasing in cycle 2 with an average value of 79.26 with a completeness level reaching 85%. Student responses to learning using the mind mapping method are very happy, and students are quite active in group learning activities. In cycle 1 students do individual learning activities but the results are still not optimal because students still do not understand the mind mapping method, but in cycle 2 with group learning students experience an increase in ability because students can discuss with their group friends.
NARRATIVE INQUIRY : AN APPEALING SELF-REFLECTION `ON A PRE-SERVICE TEACHER IN VIDEO-MEDIATED TEACHING PRACTICA Vindia Alif Nur Fingky
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

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Abstract

Narrative inquiry : an appealing self-reflection on a pre-service teacher in video-mediated teachingpractica. Experience is the beginning of learning about life, perfectly the different of teaching education in another country. however, with the experience can appreciate directly what happened and how it appends. This study discussed and analyzed about the experience and understanding about language, method, culture and the habit of the student in Thailand English education school. Students This Research aimed to improve the pre-service teacher skill in English lesson in International Teaching Practicum Program. This research was conducted by using Self-Reflection on Narrtive Inquiry as a Learning experience. The subject of this research is researcher as a pre-service teacher. The objective of this research was to improve the pre-service teacher skill in English lesson by using Self-Reflection on Narrative Inquiry as a Learning Experience at Darul Ulom Nibongbaru School in Thailand. The researcher conducted autobiographical writing to research about the experience and using the other data collection as an interview, photovoice and reflecting journal to support this research. The researcher as a pre-service teacher through a narrative inquiry can found the pragmatic approach to support international teaching practicum. In this study can help both teacher and student reflect on, question and learn the understanding of pre-service teacher in international teaching practicum program in Thailand from their storied experience. The data gathered trought narrative autobiography, interviews, reflecting journaling, photo voice and video recording as a mediated.
THE CORRELATION BETWEEN STUDENTS’ READING SPEED AND THEIR READING COMPREHENSION ( A CORRELATION STUDY IN THE ELEVENTH GRADE OF SENIOR HIGH SCHOOL MAN 3 BANYUWANGI ) Dzikril Moh Dzikril Hakim
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

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Abstract

The Correlation Between Students’ Reading Speed And Their Reading Comprehension ( A Correlation Study In The Eleventh Grade Of Senior High School Man 3 Banyuwangi ). In this research, the researcher investigated wheter or not there was any significant correlation between reading speed and reading comprehension of the eleventh grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. If there was any significant correlation between variables, the researcher wants to know how far the correlation was exiting between the variables. To answer the problem of the research, the researcher formulates the hypothesis which says that there is any significant correlation between reading comprehension achievement and writing skill of the elevent grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. Furthermore, the researcher used proportional random sampling by slovin method to take the sample. Meanwhile, the respondents were the elevent grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. To analyze main data, the Pearson Product Moment was used to prove whether or not there was any significant correlation between reading speed and reading comprehension. The result of the statistical calculation should be consulted to the critical value table product moment with the level of significance 5% with N=31. The critical value table is 0,355. Meanwhile, the value of statistical calculation was 0,744. It can be said that the null hypothesis was rejected and the alternative hypothesis was accepted since the r statistic (0,744) was proved to be higher than the critical value table (0,355), So, it can be concluded that there was any significant correlation between reading speed and reading comprehension of the eleventh grade students of MAN 3 Banyuwangi in the 2020/2021 academic year.
THE EFFECT OF REPEATED READING STRATEGYIN ENANCHING STUDENTS READING ACHIEVEMENT Indra Pratama
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

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Abstract

The effect of repeated reading strategyin enanching student reading achievement ). This study aims to improve reading comprehension skills in the students' achievement of class XI Culinary 2 Smk Sritanjung Banyuwangi. ability using the poster achievement technique.The action research was conducted in two classes, namely class control and experiment. Actions given to students in the form of the application of the post-test score method of students 'speaking ability were analyzed using the independent sample t-test through the SPSS 25 program to improve students' reading comprehension skills. Data collection techniques in the form of observation, tests, and documentation.The data analysis technique used qualitative and quantitative descriptive analysis.Qualitative analysis is used for qualitative data in the form of interviews, field notes,and documentation of student assignments The results of this study are in accordance with the objectives of the repeated reading strategy, namely help students explore curiosity. In addition, read over and over also aims to help students to find problems in reading, improve student skills in analyzing the content of the reading text, with making students' mind mapping easier to analyze reading. Study that conducted by Alpar Murat (2015) score of deviation for control group is 6.086 and experimental group is 5.224. Then , the result of t-test founded 0,00 as the significant. So, the researcher continued to count the degree of freedom in order to know the data was significant or not. Afterwards, comparison between t-table and significant level 5% (0,05) indicated that 0,00<0,05, which means that it was significant. that repeated reading implementation brought positive impact to the student’s reading disability. It was detected by the post test score that increased in each session of the reading.However, the passagge sorting process is also influence the students’ reaction towards each reading session.In addition,the finding of the research shown that in the second reading session, four of eight students increased their reading score, and the other four students steady in their score. It means, the implementation of repeated reading was likely success. English teachers use repeated reading strategies as one of them alternatives in teaching reading to their students since learning English Through repeated reading with the text is a great and enjoyable activity for them. That can improve their reading fluency in order to know more about learning English, especially in learning to read, changing their view that learning to read itself something fun and not boring and tense.Researchers then discuss other functions of reading strategies to be applied in the teaching and learning process in the future
THE EFFECTIVENESS OF USING TWO STAY TWO STRAY IN TEACHING READING OF NARRATIVE TEXT AT THE FIRST GRADE STUDENTS OF SMAN 1 SRONO IN THE 2020/2021 ACADEMIC YEAR Moh. Jamaludin Iqbal
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

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Abstract

The Effectiveness of Using Two Stay Two Stray In Teaching Reading Of Narrative Text At The First Grade Students Of SMAN 1 SRONO In The 2020/2021 Academic Year. Reading not only helps students understand the text but also to reach and expand their knowledge especially in English. Reading comprehension in learning English is a process of understanding written ideas through meaningful interpretation and interaction with language. In studying reading material, students must be able to understand the reading text during the reading process. Two Stay Two Stray is a cooperative learning model that provides opportunities for groups to share results and information with other groups. Two stay two stray is used with the aim of directing students to actively discuss, question and answer, seek answers, explain and listen to material explained by friends. The main objective of this research is to find out how effective the Two Stay Two Stray (TSTS) technique is used in the learning process of reading narrative text. In this study, researchers used an experimental method by grouping students into two groups, namely the experimental group and the control group. The research subjects were students of class X SMAN 1 Srono Banyuwangi. In collecting data, the researcher made observations, giving tests in the form of pre-test, post-test, and documentation. The results of this study indicate that the Two Stay Two Stray (TSTS) technique is quite effective in learning to read narrative text and can improve students' reading ability of narrative text. This is evidenced by the increase in the average score of students before the research was conducted by giving the pre-test, namely 76.76, then the average value after giving the material using the TSTS method and giving the post-test was 87.74. The researcher concluded that by using the Two Stay Two Stray (TSTS) technique the learning process to read narrative text was very effective and could improve students' reading skills.
UTILIZING INSTAGRAM AS PEDAGOGICAL TOOLS TO PROMOTE STUDENTS SELF-EFFICACY IN WRITING DESCRIPTIVE IN THE FIRST GRADE OF SENIOR HIGHT SCHOOL Ericha dwi ayu widyawati
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

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Abstract

Utilizing Instagram as Pedagogical Tools to Promote Students Self-efficacy in Writing Descriptive in the First Grade of Senior Hight School. Writing is one of the beneficial language skills that can help students to express their idea, show their feeling, and build their critical thinking and knowledge. Descriptive text is one type of writing which as basic writing, students can descript some figures with their own feeling and fact. Most of the students in one of senior hight school in Banyuwangi are lack motivation especially at Self-efficacy on writing descriptive. Self-efficacy is the individual perception of the ability to complete and know what they must do to get their goals. Self-efficacy can be influence by some factor such as experience , comment , etc. This research focus on the utilization of Instagram platform as pedagogical tools to promote students self-efficacy in writing descriptive on the first grade on senior hight school Banyuwangi , the participant consist of 36 students. This research used methodology classroom action research and did two cycle. The result showed that the utilization of Instagram as pedagogical tools to promote students self-efficacy in writing descriptive was complete and succesfull. The data showed that in cycle one 66% (24 students) from 36 can reach the passing grade 70 for writing descriptive text and self-efficacy questionaire. The progress grow 3% from cycle one, in cycle two 69% (25 students) of 36 can reach the passing grade 70 for writing descriptive text and self-efficacy questionaire.
DIGITAL VIDEO RECORDED SPEECH TASK BASED PROJECTS TO ENHANCE EFL STUDENTS’ SELF-CONFIDENCE Ahmad Qomaruddin Qomaruddin
Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jetling.v3i1.212

Abstract

This study was intended to improve students’ self-confidence in speaking at one of Islamic secondary school based in Banyuwangi, East Java, Indonesia by applying digital video recording task based projects. This classroom action research was conducted in one cycle. Each cycle comprised four meetings. In this cycle consisted of planning, implementing, observing and reflecting (Kemmis and McTaggrart, 1999). The participants of this study were 34 students of ninth grade. There were three data collection tools of this study. They were teaching scenario, test and field note. The data were analyzed by using descriptive statistics to know the mean and standard deviation. The result of this study showed that the students’ self-confidence improve when they were taught using digital video recording task based projects. It was indicated by the improvement that 82.35% students are confident that it was initially only 47.05% students. The use of digital video recording task based project in teaching speaking could make the teaching and learning process run interactively and the result suggest that the use of digital video recording task based projects are effective to improve the students’ self-confidence. Based on the findings of the study, the English teacher are suggested to use digital video recording task based projects in teaching speaking in order to make the students interested to practice speaking English.
USING VIDEOCAPTIONING BASED ACTIVITIES TO DEVELOP EFL SECONDARY SCHOOL LEARNERS’ VOCABULARY Ika Diar Marthafany Marthafany
Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jetling.v3i1.213

Abstract

This research was conducted to investigate how video captioning based activities help students improve their vocabulary achievement. Video captioning was used to help learners locate textual definitions and pictorial aids to better comprehend the meaning of new words. This research employs classroom action research which has four stages: planning, implementation; observation; reflection. 13 (6 females and 7 males)  students participated in this study The observation checklist was used to know students’ engagement during the teaching and learning of vocabulary through video captioning. Meanwhile, the vocabulary test was used to know the   students’ vocabulary improvement. All collected data  from vocabulary test was quantitatively calculated. Findigs of the study showed that students vocabulary achievement improved from vocabulary test 1 (68), vocabulary test 2 (72), vocabulary test 3 (84), and vocabulary test 4 (88). The findings of the study also showed that the use of video captioning in learning vocabulary could engage students in more meaningful learning environment. Overall, the results of the vocabulary test show that video captioning can increase students' vocabulary. The results of the study also show that student participation and activity have increased. This  study shows the benefits of using video captioning to increase students' vocabulary. Video captioning can facilitate students to know unfamiliar words and can encourage them to learn new words more efficiently.
EFL STUDENTS’ PERCEPTION OF USING KAHOOT APPLICATION IN VOCABULARY LEARNING: THE CASE OF SECONDARY SCHOOL IN INDONESIA Thea Clarissa Napitupulu Napitupulu
Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jetling.v3i1.214

Abstract

This study aims to perceive EFL students’ perception in learning vocabulary through kahoot application. This research focuses on the context of secondary schools in Indonesia. The study employes  a qualitative descriptive method  as a case study. The researcher chooses case study because a case study is a research  to identify an issue or a problem. 14 secondary students in the tenth grade were rectruited in the study. The instrument of this research is questionnaire which questions about students’ perception in vocabulary learning with Kahoot . Another tool used to collect data in this study is interview. The data gathered from the questionnaire and interview is condensed by summarizing and choosing key topics.  Thematic content analysis was used to analyse the interview data. Students' perceptions of Kahoot are very  positive because it helps them develop themselves. The result of interview shows that  all students indicated that they had a positive perception of Kahoot. All students agree if Kahoot is very useful in learning to know new vocabulary, meaningful interaction, and engagement. This research shows that students' perceptions of Kahoot's application is positive to improve vocabulary learning. The overwhelmingly positive response from students, along with their opinions on Kahoot increased enthusiasm, effective vocabulary acquisition, and a lively classroom atmosphere.
MOTIVATING SECONDARY SCHOOL STUDENTS TO LEARN GRAMMAR THROUGH GAME-BASED STUDENTS RESPONSE SYSTEMS (GSRS) APPLICATION : STUDENTS’ PERCEPTION IN INDONESIA Hekmah Nurhayati Nurhayati
Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jetling.v3i1.215

Abstract

The present study aimed to perceive students’ perception in learning grammar through GSRS in secondary schooling context in Indonesia. GSRS can help the students to boost their engagement and motivation. Qualitative case study was used as research design. 12 students participated in this study. They were selected by using purposive random sampling. Questionnaire and interview were used to collect the data regarding students’ perception in using Kahoot application. The questionnaire comprises 20 questions and the interview consists of 9 questions. The collected data were analyzed quantitatively. The findings of the study showed that the students’ responses toward Kahoot! Application use in learning grammar were positive. The students felt enjoyable during the class (75%) and they were motivated to learn tenses or grammatical point (58,3%). Another finding found is Kahoot! could reduce the boredom of learning process  in grammar class (58,3%). While Kahoot! Application provided positive impact on students’ motivation in learning grammar, the sudentts also experienced challenges in learning grammar during the class such as unstable network and limited time to response the questions. The study empirically shows that students’ perception toward Kahoot! application in learning grammar is positive. It can encourage secondary school students to learn grammar more enjoyable.

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