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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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THE CORRELATION BETWEEN SELF-CONFIDENCE, MOTIVATION, AND STUDENTS’ SPEAKING ACHIEVEMENT IN SENIOR HIGH SCHOOL Arofah, Erlin Rizka
Journal of English Teaching and Learning Vol 4 No 1 (2024): 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.v4i1.265

Abstract

This study aims to investigate the relationship between self-confidence, motivation and speaking achievement. The present study used correlational research approach which examine whether two or more variables have correlation or not. There were 39 respondents that were taken 25 % from five classes in the eleventh graders at one of secondary school in Banyuwangi.  The instruments used were self-confidence and motivation questionnaire and students’ speaking achievement test. Pearson product moment and scatter plot in SPSS were used to analyze the data so that there was a result whether there is correlation or not. The finding revealed that there is no significant correlation between self-confidence and speaking achievement. Not only the self-confidence which is there was no correlation but also motivation and speaking achievement too.
USING WORD WALL TO IMPROVE EFL STUDENTS' VOCABULARY ACHIEVEMENT AT JUNIOR HIGH SCHOOL Sari, Putri Sindy Arlinsa
Journal of English Teaching and Learning Vol 4 No 1 (2024): 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.v4i1.266

Abstract

One component of learning English is vocabulary mastery. Teachers can develop lessons to increase student's vocabulary achievement by using media that is interesting and fun such as Word Wall. The aim of the research was to improve the students’ vocabulary achievement using Word Wall. The setting of this research was at one of secondary school in Banyuwangi, East Java, Indonesia.  The present study applied Classroom Action Research (CAR). The data were collected from the vocabulary test and observation. The previous students’ vocabulary mean score was 60.  The result from vocabulary test after the action showed that the mean score was 76.2. The result showed that there were significant improvement on students’ vocabulary achievement compared to the students’ vocabulary mean score before using Wordwall media.   The result of observation checklist also showed significant improvement from meeting to meeting. In meeting 1, 45.5% actively participated during the teaching and learning process. In meeting, 2, 55% of students participated actively. In meeting 3 and 4, the percentage of students who actively participated in wordwall based vocabulary teaching and learning improved from 60.8% to 90%. The findings suggest that the use of Word Wall as media can significantly improve EFL students’ vocabulary achievement.
APPLYING DUOLINGO APPLICATION TO IMPROVE YOUNG LEARNERS’ ENGLISH VOCABULARY: STUDENTS’ PERCEPTION IN INDONESIA Marinda, Midha Ayu
Journal of English Teaching and Learning Vol 4 No 2 (2025): 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.v4i2.586

Abstract

This study aims to find out the perceptions of young students about using the Duolingo application to increase their English vocabulary. The subjects or respondents in this study were students in one of the elementary schools in Banyuwangi, totaling 17 students. The method used in this research is qualitative. Data collection procedures using questionnaires and interviews. Researchers chose 17 students to collect data through a questionnaire. Based on the results of the questionnaire statements number 1 to 17 students gave positive statements aboutYoung learners' perceptions of the Duolingo application because the results of the combined form data strongly agree (5) and agree (4) show results of more than 50%. Researchers chose 10 students to collect data through interviews. The results of the interview analysis of 10 participants showed that their perception of the Duolingo application for learning English was very positive. Each stated that the Duolingo app was useful to them. Most of the participants stated that the Duolingo application was very fun and easy to use as a medium for learning English vocabulary for young learners. Some students like speaking and story tasks in the Duolingo application. Based on the research results with data through questionnaires and interviews, it shows that young learners agree that the Duolingo application can add to their vocabulary.
STUDENTS’ ENGAGEMENT ON KAHOOT! GAME TO PRACTICE ENGLISH VOCABULARY FOR VOCATIONAL HIGH SCHOOL STUDENTS Suci, Intan Dwi Permata
Journal of English Teaching and Learning Vol 4 No 2 (2025): 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.v4i2.587

Abstract

This study aims to explore students’ emotional engagement in the use of Kahoot! game as a tool for English vocabulary practice at vocational high school. This research employed a qualitative approach combined with case study design to examine how game-based learning media such as Kahoot! affects students’ engagement in vocabulary learning. The data were collected through observations, questionnaires and interviews involving twenty-five students from the tenth graders majoring tata kecantikan (TK). The findings reveal that the use of Kahoot! game make students active to engage, help to develop English vocabulary and help to understand unfamiliar vocabulary. Moreover, students expressed positive feeling during learning process. This study provide insight into the potential of technology-based learning such as digital games can help students’ engagement to be active and develop their vocabulary skills. Furthermore, it offers recommendations for implementing interactive game in other materials to develop other skills in vocational high school contexts
ENGAGING SECONDARY SCHOOL STUDENTS IN EFL SPEAKING CLASSROOM THROUGH DIGITAL STORYTELLING Azqiya, Navila Nuril
Journal of English Teaching and Learning Vol 4 No 2 (2025): 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.v4i2.588

Abstract

This research aims to improve secondary school students' speaking skills in English as a Foreign Language (EFL) learning through the use of Digital Storytelling. The research employs a Classroom Action Research (CAR) design, involving 10 eighth grade students in a junior high school in Banyuwangi. Over four weeks, students participated in various stages of learning, including creating, presenting, and reflecting on digital stories. The data were collected from observation, interviews, and speaking tests. The qualitative data gathered from observation and interviewed were analyzed thematically where as data from speaking test were statistically analyzed. The findings reveal that implementing Digital Storytelling significantly enhanced students' speaking skills, such as fluency, pronunciation, and confidence. This method also fostered an engaging and interactive learning environment, helping students overcome their anxiety when speaking English. Moreover, students exhibited increased motivation, engagement, and creativity in storytelling. The process encouraged active participation and improved their ability to organize ideas coherently. Additionally, students demonstrated improvement in contextual vocabulary usage, grammar accuracy, and pronunciation. The results suggest that Digital Storytelling is an effective and innovative approach for enhancing students' speaking skills in EFL classrooms, making learning more meaningful and enjoyable.
INVESTIGATING THE USE OF GAMFICATION IN READING COMPREHENSION Septianto, Yoseph Dwi
Journal of English Teaching and Learning Vol 4 No 2 (2025): 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.v4i2.589

Abstract

The lack of reading comprehension poses a significant challenge in developing countries such as Indonesia where the English Proficiency Index ranks the country at 79 which according to Education First is considered low. To address this issue the purpose of this study is to investigate the use of gamification in reading comprehension through a qualitative case study research design. This study involved the students of 3rd semester from one of the university in Banyuwangi, East Java with 38 total students. However, 24 students participated for open ended questionnaires and 7 students has consented and voluntarily become participants for one –on-one interview and focus group discussion. The data were analyzed quantitatively and qualitatively. The findings of this study revealed that gamification platform transform their classroom environment into more active and engaging affecting their reading comprehension by making them focus better and attentive towards the subject taught by the educator, key elements that strongly affected their reading comprehension is the competitive aspect particularly the leaderboard, challenges, and time limits. However due the time constraint contained within the gamification platform poses a challenge for deeper comprehension.
STUDENTS’ PERCEPTION OF USING BBC ENGLISH LEARNING YOUTUBE CHANNEL IN SPEAKING SKILL Sholeha, Audia Rahma
Journal of English Teaching and Learning Vol 4 No 2 (2025): 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.v4i2.590

Abstract

This study examines students' perceptions of the BBC Learning English YouTube channel as a medium to enhance English speaking skills. Using a qualitative descriptive approach, data were collected through questionnaires, and interviews with secondary school students. Results of this study revealed that students had very positive perceptions of using the BBC Learning English YouTube channel as a learning tool to improve their speaking skills. That 85% of students actively used the channel, and 81% reported improved pronunciation and vocabulary. Students found the content engaging, relevant, and easy to understand, though some faced challenges with British accents and speech pace Furthermore, 77% of students feel that they can understand the material they learn from YouTube BBC English Learning well. Overall, the channel proved effective in supporting speaking skill development and enriching the English learning experience when integrated into teaching activities.
INVESTIGATING THE EFL UNDERGRADUATE STUDENTS’ PERCEPTION ON THE USE OF SUBTITLE VIDEO FOR VOCABULARY LEARNING Amalia, Fizi Ashfia
Journal of English Teaching and Learning Vol 3 No 2 (2024): 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.v3i2.591

Abstract

The integration of technology in vocabulary learning has been well documented in the literature. One of the digital media that is quite widely used by EFL learners is audiovisual media or video more specifically, subtitled videos. Much research has reported the effective use of subtitled videos in learning vocabulary. However, research investigating learners’ perception in learning vocabulary through stubtiled videos is underresearched. To fill this gap, this study aims at finding out the perceptions of EFL undergraduate students towards the use of subtitled videos to learn vocabulary. The research was conducted using a qualitative method with a descriptive approach. 11 EFL undergraduate students voluntarily participated in this study. All data were gathered from group discussions, questionnaires and interviews. The quantitative data were analyzed using descriptive statistics whereas the qualitative data were analyzed thematically. The findings showed that EFL undergraduate students have positive opinions about using videos with subtitles to learn new words. There are 81,8 % students agree and 18,2% students strongly agree with the statement that learning vocabulary through watching video subtitle are interesting also motivating students to learning more. Also, 81,8 % students agree and 18,2% students strongly agree with the statement that watching videos with subtitles students can learn the language authentically.
THE EFFECT OF USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE ON SECONDARY SCHOOL STUDENTS’ READING COMPREHENSION Aini, Nurul
Journal of English Teaching and Learning Vol 3 No 2 (2024): 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.v3i2.592

Abstract

The aim of this research is to investigate whether or not the students who are taught by using CIRC technique get a better score than those who are not in reading comprehension achievement. It focused on answering general information and specific information question.CIRC is one of teaching technique which involves some students to predict, discuss and exchange ideas to solve the problems of the tasks given by the teacher. The researcher used quasi-experimental post test design only as a research design. The research participants were the tenth grade students in Mathematics and Natural Science class 2 and 3 at one of secondary school in Banyuwangi, Indonesia. The data of reading test was analyzed by using independent sample t-test through SPSS program. Homogeneity analysis indicated that the 2 groups/classes were homogenous (t=0.566>p=0.05). The method used for collecting data was test. The form of the test was multiple choices. Based on the data, it also was found the deviation for experimental group was 7.321 and control group was 7.296. After calculating the test scores, it was found the mean score for experimental group was 73.81 and for control group were 69.81. The data was calculated by using independent sample T-Test formula. The result of independent t-test was 0.021<0.05. It means that the null hypothesis (Ho) was rejected. It was proved that studying by using CIRC can give significant effect for students’ reading comprehension achievement. The teacher is suggested to use CIRC in order to increase the students’ reading comprehension achievement.
IMPROVING LISTENING SKILL WITH A VIDEO BASED PODCAST FOR VOCATIONAL HIGH SCHOOL STUDENTS’ Valentin, Oktavia
Journal of English Teaching and Learning Vol 3 No 2 (2024): 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.v3i2.593

Abstract

This study aims to improve students' listening skills using video podcast media in class XI students of vocational high school based in Banyuwangi. This study used a pre-experimental design with a pre-test and post-test model in one group. Data were collected through observation, pre test, and post-test. The results showed a significant improvement in students' listening skills after being given treatment using video podcasts. The average pre-test score was 67, while the post-test score increased to 87, with an increase of 30%. The t-test results showed a value of 5.45 which was greater than the t-table value (1.833), indicating a significant difference between the pre-test and post-test. The use of video podcasts as learning media helps students understand pronunciation, improve material comprehension, and build confidence in listening. Thus, this media can be an effective alternative to improve students' listening skills. The researcher recommends using video podcasts with interesting topics to increase students' learning motivation.

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