Jolly: Journal of English Education
Jolly Journal of English Education (JJEE) aims at promoting a principled approach to research on language and language-related concerns by encouraging enquiry into relationship between theoretical and practical studies. Jolly Journal of English Education (JJEE) welcomes contributions in the fields of: Language Teaching and Literacy Practices: Bilingualism, Computer-assisted language learning/teaching, Curriculum innovation and evaluation, English for Specific/Academic Purposes, Materials development, Multiliteracies, Syllabus Design, Teaching Methodologies in Language Classrooms, The use of Technology in Language learning and Teaching Testing and Evaluation in Language Learning: Assessment in second/foreign language teaching and learning, Assessment in a Technology-Enabled Language Learning Class, Problems and Testing Methods in Language Learning, Evaluation for Language Learning in Multilingual and Multicultural Context, Language Policy and Assessment in Language Learning and Teaching Linguistics: Phonetics and Phonology, Pragmatics, Sociolinguistics, Conversation analysis, Critical Discourse Analysis, World Englishes, Corpus Linguistics, Computational Linguistics Translation and Interpretation: Interpreting Studies, Translation in Literature, Translation Studies, Translation Studies, Translation and Globalizations Language and Culture: Cross-Cultural Communication, Intercultural Communication, Language Teaching and Cultural Communication, Multilingual and Multicultural Learning Environments Literature: Contemporary literature, Comparative literature, Interdisciplinary Approaches in Literature, Literary criticism, Literature and history, Literature and Media, Literature and other arts & literature
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<![CDATA[The Effect Of Using Classcraft To Improve Students’ Learning Motivation In Reading Narrative Text ]]>
<![CDATA[Zulqarnain Zikraan, Nuryella]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.54
<![CDATA[Based on the researcher observation, it was found that some of the students learning motivation in reading a complex and long story. The major of the problem faced by them was found not feel motivated to learn in reading activity, and cannot answer the question after reading the Narrative Text. The design of this research was Quasy-Experiment. The researcher used cluster sampling that consist of 35 students in experiment class and 32 students in control class. The researcher gave pre-test to both classes. Then the researcher does the treatment by using Classcraft Application only in experiment class, and using conventional teaching in control class. Finally, the researcher gave post-test to both classes to know the different effect output score test between experiment class and control class. The technique of data collecting was a test and questionnaire. The technique of data analyzing data, the researcher used sample paired t-test formula by using SPSS 22. After analyzing the data, the researcher found that there is a significant effect of using Classcraft Application to improve students’ learning motivation in reading narrative text]]>
<![CDATA[An Analysis Of Students’ Grammar Mastery In Speaking At The First Grade Senior High School In Al Jauhar Islamic Boarding School ]]>
<![CDATA[Aisyah, Siti]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.55
<![CDATA[This study was a quantitative approach with descriptive design. It aims to know the students’ grammar mastery in speaking. The researcher used a descriptive analysis technique with the percentage from the three point of measuring grammar mastery and the frequency from all sample. While the subject was the students of first grade senior high school at Al Jauhar. The research used cluster random sampling. There were 19 samples from 79 population.To collect data, this research used speaking test to find out students’ grammar mastery in speaking. Based on data analysis, the researcher has found the students’ grammar mastery was D with less category based on report value or KKM, which the dominant scale of grammatical meaning was scale 2 with percentage 63,2%, the dominant scale of grammatical meaning was scale 2 with percentage 57,9%, and the dominant scale of word in particular context was scale 3 with percentage 36,8%. The total score of students’ grammar mastery was 901 with average 47,4.]]>
<![CDATA[Analyzing The Reluctance Of English As A Foreign Language Students To Engage In Spoken English Communication ]]>
<![CDATA[Rejeki Sotani Zebua, Feliks]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.56
<![CDATA[This quantitative research study explores the factors contributing to English as a Foreign Language (EFL) students' fear of making mistakes when speaking English. The research involved 81 fifth-semester students from the English Education study program at Universitas Nias, who responded to a Likert scale-based questionnaire. The findings reveal that while a majority of students exhibit a neutral level of confidence and comfort when speaking English, they experience anxiety, worry, and embarrassment related to making mistakes. However, most students do not perceive making mistakes as a negative aspect of English language learning. Furthermore, they do not express significant concerns about being criticized or ridiculed by others. The study also highlights that students often strive for perfection when speaking English, putting pressure on themselves. These findings shed light on the complex interplay of emotions and perceptions in EFL students' language acquisition process. Understanding the factors influencing students' reluctance to speak English can inform educators and institutions in designing more supportive and effective language learning environments]]>
<![CDATA[The Effect Of Using Picture Media To Improve Students' Motivation In Writing Descriptive Text ]]>
<![CDATA[Rambe, Hanifa]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.59
<![CDATA[Based on the researcher observation, it was found that such as some of students less motivation in writing. The major of the problem faced by them was Some students did not feel motivated to developed ideas for their writing. Then the researcher does the treatment by using Picture Media only in experiment class, and using conventional teaching in control class. Finally, the researcher gave post-test to both classes to know the different effect output score test between experiment class and control class. The technique of data collecting was a test and questionnaire. The technique of data analyzing data, the researcher used sample paired t-test formula by using SPSS 22. After analyzing the data, the researcher found that there is a significant effect of using Picture Media to improve students’ motivation in writing]]>
<![CDATA[The Effect Of Using Elsa Speak Application To Improve Students’ Pronunciation ]]>
<![CDATA[Sonia Febri, Yesi]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.60
<![CDATA[Based on researcher observation, it was found some of the students have problem when pronouncing several words. This research discusses The Effect of Using Elsa Speak Application to Improve Student’s Pronunciation. The purpose of this research was to find how the effect of ELSA Speak Application to improve students’ pronunciation. The design of this research was pre-experimental with quantitative approach. The researcher used cluster sampling that choose 1 class that consisted 19 students. Technique of collecting data is using pronunciation test. the researcher gave pre-test before give the treatment by using ELSA Speak Application, and give the posttest after treatment. The technique of data collecting was a test. The technique of data analyzing data, the researcher used paired sample t-test formula by using SPSS 22. After analyzing the data, the researcher found that there is a significant effect of using ELSA Speak Application to improve students’ pronunciation.]]>
<![CDATA[The Effect Of Using Duolingo To Improve Students’ Vocabulary Mastery At The Eleventh Grade Students Of SMAN 5 Pinggir ]]>
<![CDATA[Suci Oktarini, Dwi]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.61
<![CDATA[This study was a quantitative approach with quasi-experimental research design. The descriptive quantitative methods was applied to describe the data.. The population of the study was eleventh grade students especially social studies class with a total of 81 students, consisting of 3 classes. Due to the large number of population, the researcher took a sample of 57 students. In this research, it was found that the mean of pre-test score in experimental class was 64 and in control class was found 60.14. Meanwhile, the mean of post-test score which found in experimental class was 75.31 and in control class was 68.14. It can be concluded that there were differences in the average of the students’ vocabulary in speaking at the time of pretest and posttest. It meant there was significant effect on students’ vocabulary]]>
<![CDATA[The Effect Of Using Memrise Application To Improve Students’ Memorization Of Irregular Verb ]]>
<![CDATA[Monica, Theresia]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.62
<![CDATA[This research was carried out to find out The Effect of Using Memrise Application to Improve Students’ Memorization of Irregular Verb. This research used quantitative approach. The population of this research was the tenth grade of SMAN 3 Mandau. The sample used in this research was divided into the experimental with 36 students and control class with 36 students and the total of the sample was 72 students. The researcher gave 20 questions about irregular verb to collect the data in pre-test and post-test. The finding of t count was -5.372 while the level of significance of 5% was 2.028 in experiment class, and the finding of t count was -7.025 while the level of significance of 5% was 2.028 in control class. Therefore, Ha was accepted and Ho was rejected. In other word, there was significance effect of using Memrise application to improve students’ memorization of irregular verb at the tenth grade SMAN 3 Mandau.]]>
<![CDATA[An Error Analysis In Changing Active Voice Into Passive Voice Of Simple Past Tense At Twelfth Grade Students Of SMAN 8 Mandau ]]>
<![CDATA[Maya Sari, Harum]]>
<![CDATA[ Jolly Journal of English Education Vol. 1 No. 2 (2023): Jolly : Journal of English Education ]]>
Publisher : <![CDATA[Unit Penelitian dan Pengabdian Masyarakat Sekolah Tinggi Agama Islam Hubbulwathan, Duri, Indonesia ]]>
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DOI: 10.63435/jjee.v1i2.63
<![CDATA[This research aimed to analyze an error analysis in changing active voice into passive voice of simple past tense at twelfth grade students of SMAN 8 Mandau. Specially, it aimed to obtaining and identifying the common error in using passive voice in simple past tense. The data sources of this research were 30 students of twelfth grade of SMAN 8 Mandau which were taken by cluster random sampling. The writer used the descriptive quantitative in this research to describe students’ errors and analyzed the data. The data were taken from the test. the findings showed that there were 214 errors made by students. it can be classified from the highest to the lowest: misformation (85 errors or 38%), omission (63 errors or 29%), misordering (50 errors or 24%) and addition (16 errors or 8%). the dominantly error made by students in changing active voice into passive voice of simple past tense was misformation that consist 85 errors or 38%.]]>
