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
Articles
42 Documents
<![CDATA[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 ]]>
<![CDATA[Moh. Jamaludin Iqbal]]>
<![CDATA[ Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
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<![CDATA[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.]]>
<![CDATA[UTILIZING INSTAGRAM AS PEDAGOGICAL TOOLS TO PROMOTE STUDENTS SELF-EFFICACY IN WRITING DESCRIPTIVE IN THE FIRST GRADE OF SENIOR HIGHT SCHOOL ]]>
<![CDATA[dwi ayu widyawati, Ericha]]>
<![CDATA[ Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning ]]>
Publisher : <![CDATA[Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi ]]>
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<![CDATA[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.]]>
<![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 ]]>
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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 ]]>
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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[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 ]]>
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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[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 ]]>
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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[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 ]]>
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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[USING CLUSTERING TECHNIQUE TO IMPROVE STUDENTS’ DESCRIPTIVE TEXT WRITING ACHIEVEMENT ]]>
<![CDATA[Pertiwi, Dian Pertiwi]]>
<![CDATA[ Journal of English Teaching and Learning Vol 4 No 1 (2024): 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.v4i1.256
<![CDATA[Writing is a productive skill in learning language. Many students have difficulties in writing a foreign language. Writing needs a long term process and pre activities before paragraph making. This research has a goal to solve the problem above through clustering technique to improve students’ writing achievement in descriptive text. CAR (classroom action research) was chosen as method in this research at Islamic senior high school based in Banyuwangi, East Java, Indonesia. The data of the study was obtained by writing test and observation checklist. All collected data were analyzed quantitatively. The result of writing test shows that there is significant improvement from the score before the action was given. There were 69% out of 26 students achieved minimum passing grade. There was significant improvement from 19% to 69%. The improvement in this study indicates that students are able to produce new ideas into a good text and brainstorm idea before they write a draft. Moreover, the use of clustering technique also could improve students’ active participation the teaching and learning process. The result of students participation increased from 16 students (62%) to 24 students (92%).]]>
<![CDATA[THE RELATIONSHIP BETWEEN READING MOTIVATION AND READING COMPREHENSION AT VOCATIONAL HIGH SCHOOL ]]>
<![CDATA[Tyas, Kinesti Arining]]>
<![CDATA[ Journal of English Teaching and Learning Vol 4 No 1 (2024): 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.v4i1.257
<![CDATA[This study aimed to find out the relationship between reading motivation and reading comprehension in a foreign language. This research was carried out at vocational high school, with are 99 students of the tenth grade in vocational high school that were randomly selected from five majors: automation and officer governance (OTKP), accounting a nd financial institutions, online business and marketing, culinary, and computer and network engineering. Data were collected through distributing questionnaire and reading comprehension test. Foreign Language Motivation Reading Questionnaire (FLMRQ) was employed to find out students‟ reading motivation in English and reading comprehension test to find out scores‟ students. The findings, there is no correlation because they have motivation to read in English but their motivation does not run well. Their motivation is not implemented because students‟ ability to read in English is lack or in other words they do not master many English vocabularies. It is seen from the average value of their reading comprehension test is low (56.00) but result of reading motivation is high (72.45).]]>
<![CDATA[THE EFFECTS OF USING PODCASTS IN THE TEACHING OF LISTENING ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[Zahrok, Umi Rohiyatul]]>
<![CDATA[ Journal of English Teaching and Learning Vol 4 No 1 (2024): 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.v4i1.258
<![CDATA[The use of podcast in the world of education has been going on for a while, but some experts still have different opinions about the benefits of it for the education itself. The aim of this research was to investigate whether or not students who were taught listening by using podcasts get higher score on their listening comprehension test compare to other students who were taught listening by using non-podcasts materials. This study was a quasi-experimental post-test only design which employed eleventh graders majoring mathematics and natural sciences 1 as the control group and eleventh graders of mathematics and natural sciences 2 as the experimental group. The research itself lasted for 5 meetings, 4 meetings were used as teaching and learning process and 1 meeting for post-test. The data of this study were collected by using multiple choice listening comprehension test. The data that were obtained were then analyzed by using independent sample t-test and calculated through the use of SPSS 16 with 5% (0.05) significant level. Based on the result of the data analysis, there is no significant effect on using podcasts in the teaching of listening on students’ listening comprehension achievement. In summary, it can be concluded that students who were taught listening by using podcasts do not get better score on their listening comprehension test than those who were taught listening by using non-podcasts materials.]]>
