Journal of English Teaching and Learning
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
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<![CDATA[DIGITAL VIDEO RECORDED SPEECH TASK BASED PROJECTS TO ENHANCE EFL STUDENTS’ SELF-CONFIDENCE ]]>
<![CDATA[Ahmad Qomaruddin Qomaruddin]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
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DOI: 10.62734/jetling.v3i1.212
<![CDATA[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.]]>
<![CDATA[USING VIDEOCAPTIONING BASED ACTIVITIES TO DEVELOP EFL SECONDARY SCHOOL LEARNERS’ VOCABULARY ]]>
<![CDATA[Ika Diar Marthafany Marthafany]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
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DOI: 10.62734/jetling.v3i1.213
<![CDATA[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.]]>
<![CDATA[EFL STUDENTS’ PERCEPTION OF USING KAHOOT APPLICATION IN VOCABULARY LEARNING: THE CASE OF SECONDARY SCHOOL IN INDONESIA ]]>
<![CDATA[Thea Clarissa Napitupulu Napitupulu]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
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DOI: 10.62734/jetling.v3i1.214
<![CDATA[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.]]>
<![CDATA[MOTIVATING SECONDARY SCHOOL STUDENTS TO LEARN GRAMMAR THROUGH GAME-BASED STUDENTS RESPONSE SYSTEMS (GSRS) APPLICATION : STUDENTS’ PERCEPTION IN INDONESIA ]]>
<![CDATA[Hekmah Nurhayati Nurhayati]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
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DOI: 10.62734/jetling.v3i1.215
<![CDATA[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.]]>
<![CDATA[USING SCANNING AND SKIMMING STRATEGY TO IMPROVE THE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Shinta Maya Sari Sari]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
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DOI: 10.62734/jetling.v3i1.216
<![CDATA[The main purpose of this research is to improve students’ reading comprehension by implementing scanning and skimming strategy. Classroom action research (CAR) was chosen to solve the problems in learning process. There are four stages in implementing CAR: planning; implementing; observing; reflecting. Data of the were collected from students’ active involvement and students’ reading score. 31 students voluntarily participated in the study. The data of the study were collected from observation checklist and reading test. The quantitative data from observation checklist and reading test were analyzed by descriptive comparative statistical techniques that is comparing the calculated result from descriptive statistic, example the mean, median, frequency, or percentage in one cycle with the next cycle. The students’ mean score in reading test in cycle 1 was 80.32. Moreover, observation sheet showed that 80.65% of 31 students were active in the first meeting listening class. In cycle 2, the mean score was 81.45 and there were 28 students or 90.32% out of 31 students could achieve the target score of the product evaluation. Furthermore, observation sheet showed that 87.09% of 31 students were active in the first meeting reading class. Then, 93.55% of 31 students were active in the second meeting. The present study concludes that scanning and skimming strategy were effective to help students learn reading skill. The strategy can also foster students’ engagement.]]>
<![CDATA[DIGITAL VIDEO RECORDED SPEECH TASK BASED PROJECTS TO ENHANCE EFL STUDENTS’ SELF-CONFIDENCE ]]>
<![CDATA[Qomaruddin, Ahmad Qomaruddin]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.62734/jetling.v3i1.212
<![CDATA[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.]]>
<![CDATA[USING VIDEOCAPTIONING BASED ACTIVITIES TO DEVELOP EFL SECONDARY SCHOOL LEARNERS’ VOCABULARY ]]>
<![CDATA[Marthafany, Ika Diar Marthafany]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[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
<![CDATA[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.]]>
<![CDATA[EFL STUDENTS’ PERCEPTION OF USING KAHOOT APPLICATION IN VOCABULARY LEARNING: THE CASE OF SECONDARY SCHOOL IN INDONESIA ]]>
<![CDATA[Napitupulu, Thea Clarissa Napitupulu]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[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
<![CDATA[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.]]>
<![CDATA[MOTIVATING SECONDARY SCHOOL STUDENTS TO LEARN GRAMMAR THROUGH GAME-BASED STUDENTS RESPONSE SYSTEMS (GSRS) APPLICATION : STUDENTS’ PERCEPTION IN INDONESIA ]]>
<![CDATA[Nurhayati, Hekmah Nurhayati]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[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
<![CDATA[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.]]>
<![CDATA[USING SCANNING AND SKIMMING STRATEGY TO IMPROVE THE STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Sari, Shinta Maya Sari]]>
<![CDATA[ Journal of English Teaching and Learning Vol 3 No 1 (2023): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[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.v3i1.216
<![CDATA[The main purpose of this research is to improve students’ reading comprehension by implementing scanning and skimming strategy. Classroom action research (CAR) was chosen to solve the problems in learning process. There are four stages in implementing CAR: planning; implementing; observing; reflecting. Data of the were collected from students’ active involvement and students’ reading score. 31 students voluntarily participated in the study. The data of the study were collected from observation checklist and reading test. The quantitative data from observation checklist and reading test were analyzed by descriptive comparative statistical techniques that is comparing the calculated result from descriptive statistic, example the mean, median, frequency, or percentage in one cycle with the next cycle. The students’ mean score in reading test in cycle 1 was 80.32. Moreover, observation sheet showed that 80.65% of 31 students were active in the first meeting listening class. In cycle 2, the mean score was 81.45 and there were 28 students or 90.32% out of 31 students could achieve the target score of the product evaluation. Furthermore, observation sheet showed that 87.09% of 31 students were active in the first meeting reading class. Then, 93.55% of 31 students were active in the second meeting. The present study concludes that scanning and skimming strategy were effective to help students learn reading skill. The strategy can also foster students’ engagement.]]>
