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Journal of English Education and Literature
Published by Lembaga Sinar Lima
ISSN : -     EISSN : 3046627X     DOI : 10.67045
Core Subject :
Journal of English Education and Literature is an open access journal in English literature education teaching and learning The aim is to publish conceptual and educational research articles that explore the application of any English Literature teaching learning and the everyday experiences in English education Journal of English Education and Literature welcomes articles from policy makers academics graduate students and researchers all articles should be in English Journal of English Education and Literature is published in April July October and December The reason is that many articles are on the waiting list from 2020 the Journal of English Education and Literature will be published four times a year The purpose of this journal is to update the research results of teachers and students in the field of education Journal of English Education and Literature focuses on publishing manuscripts within the following areas Teaching English as a first second or foreign language English language teaching and learning English language teachers training and education Postcolonial literature Modern literature Popular teen literature Literature and teaching
Arjuna Subject : -
Articles 49 Documents
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The Effect of Reciprocal Teaching Technique Toward the Students’ Ability in Reading Narrative Text Sugianto; Sopian Saori
Journal of English Education and Literature Vol. 1 No. 4 (2024): Journal of English Education and Literature Vol.1 No.4 (2024)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v1i4.77

Abstract

The observation at SMAN 1 Sikur shows that students' reading ability is still low so that appropriate intervention is needed in the learning process. Low reading ability can adversely affect students' comprehension of narrative text, hinder the development of knowledge, and reduce students' ability to express ideas both in writing and orally. This study aims to determine the effectiveness of reciprocal technique on students' narrative text reading ability. This research is focused on the XI grade students of SMAN 1 Sikur in the academic year 2023/2024. The research method that will be conducted in this research is quasi experiment with experimental research type. The research design in this research is Pretest Posttest Control Group Design. In this design, there will be two sample classes, one sample for the experimental group, which is the subject group in the form of applying the reciprocal technique in learning to read narrative text, while the control group is treated with conventional learning techniques. Samples are taken as part of the overall research object and are considered to represent the true picture of the population. The sample of the research is 62 students, (31 students of experimental class and 31 students of control class). The average score of the experimental class was 2.158. While the average value of the control class was 2.230. In accordance with the analysis above, the researcher found that Reciprocal Teaching Technique has a significant effect on the ability to read narrative text of students in grade XI of SMAN 1 Sikur. This is evidenced by the significant difference in the average post- test scores of the experimental and control groups. This conclusion can be seen from the results of statistical calculations, that the "sig" value is smaller than "0.05".
STUDENTS’ SPEAKING PERFORMANCE USING YOUTUBE IN LEARNING sri Ariani
Journal of English Education and Literature Vol. 1 No. 4 (2024): Journal of English Education and Literature Vol.1 No.4 (2024)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v1i4.78

Abstract

The study emphasizes the usage of integrating multimedia resources, such as YouTube, into language education curricula. By exposing students to a diverse range of authentic, engaging, and pedagogically sound video content, the learning experience was enriched, allowing for more contextualized language practice and the development of practical communication skills. This research intends to find out how the speaking performance of first-grade students after using YouTube as a learning tool on their speaking performance. A total of 30 students of MTS Negeri 3 Lombok Barat were chosen as participants. The method applied in the research was descriptive qualitative method which employed speaking test and interview to find out the students speaking performance in using YouTube.  Speaking test was conducted to assess the students’ English Speaking performance. It revealed the students excellence in content, pronunciation, and vocabulary. However, the students’ performance in grammar and fluency was categorized as good rather than excellent. The researchers assessed the students' speaking scores and categorized their performance into five levels: poor, fair, average, good, and excellent. The results revealed that 42% of the students reached the excellent level, while both the average and good levels accounted for 25% each. The fair and poor levels each represented 4%. Overall, the average students’ speaking performance after learning using YouTube was deemed good, reflecting the students' cognitive and mental readiness.
STUDENTS’ COMMUNICATION STYLE IN ENGLISH CLASS AT SMAN 1 SAKRA Dina Muliana; Jumadil; Tri Setianingsih
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v2i1.81

Abstract

This research aimed to find what types of Students’ Communication Style in English Class At SMAN 1 SAKRA and what aspects that can affect students’ communication style in English Class At SMAN 1 SAKRA. This research used a qualitative research method. This research involved the 11th grade students of SMAN 1 SAKRA. There were approximately 35 respondents in Grade XI-C class of 2024. The result of Questionnaire and Document Checklist showed that there are two communication styles used by students in English class, namely Passive communication style and Assertive communication style. Where the total of Passive communication styles are 13 students (37.143%) and the total of Assertive communication styles are 22 students (62.857%). From the results of data analysis using personality test, questionnaires and document checklist, it was found that there are several aspects that can influence students' communication styles, namely in terms of Personality types showed that 80% extroverted that influenced Assertive Communication Style and 20% introverted that influenced Passive Communication style. And also 62,86% of students’ communication style influenced by Relationships, 20% influenced by Language Barriers and 51,43% influenced by Physical condition. Based on the findings, researcher expected to the teacher can create a safe and inclusive classroom environment where students feel comfortable to expressing their thoughts and opinions without fear of being judged or ridiculed, so students can develop their English learning strategies through their communication style. 
IMPROVING THE STUDENTS' READING COMPREHENSION USING DISCOVERY LEARNING AT ELEVENTH GRADE OF SMAN 1 BATUKLIANG Gempar Nalar Jati; Siti Syafiatul Qomariyah; Sudirman
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v2i1.82

Abstract

Reading comprehension was identified as a crucial component of language acquisition, enabling students to derive meaning from written texts and apply this understanding to academic tasks. Despite its importance, observations conducted at SMAN 1 Batukliang revealed several persistent challenges. Students exhibited difficulties in pinpointing main ideas, understanding specific details, and comprehending overall text structures. These issues often led to reduced academic performance and lower engagement in learning activities.This study aimed to enhance students' reading comprehension through the implementation of the Discovery Learning method among eleventh-grade students at SMAN 1 Batukliang. Conducted using Classroom Action Research (CAR), the study included one cycles, each consisting of planning, action, observation, and reflection. Data collection involved pre-test and post-test assessments alongside observation sheets. The findings showed a significant improvement in students' reading comprehension skills. The pre-test average score of 62.34 rose to 82.03 in the post-test. These results demonstrated that Discovery Learning effectively fostered deeper understanding and engagement in reading activities.
TEACHER CORRECTIVE FEEDBACK IN TEACHING SPEAKING AT SMAN 1 BATUKLIANG Agus Jayadi; Muhamad Suhaili; I Made Permadi Utama
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v2i1.83

Abstract

English speaking play a vital role in global education and communication. In today’s globalized world, English speaking proficiency is not just an additional skill, but a fundamental requirement that supports various aspects of life, including education, business, and international relations. However, teaching speaking skills presents a number of challenges, including students’ lack of confidence, grammatical errors, mispronunciation, and limited vocabulary. This study aims to identify the types and frequency of feedback used by teachers in teaching speaking at SMAN 1 Batukliang. This study used a qualitative method with observation and interview instruments. The results showed that oral feedback was more dominant than written feedback. The types of oral feedback used included explicit correction, repetition, positive feedback, and metalinguistics. Meanwhile, written feedback applied was only positive feedback. In terms of frequency, oral feedback was given six times, while written feedback was only given once, with feedback most often occurring in the main activity and pre-activity stages. Teachers at SMAN 1 Batukliang used more oral feedback to correct mistakes and motivate students. Although written feedback was limited, this approach succeeded in creating a supportive learning environment.
THE EFFECT OF PROBLEM-BASED LEARNING (PBL) ON STUDENTS’ WRITING OF EXPOSITION TEXT BY THE TENTH GRADE STUDENTS OF SMKN 2 KURIPAN Lola Febrianti; Muhammad Muhlisin; Sugianto
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v2i1.84

Abstract

This study investigates the effect of Problem-Based Learning (PBL) in improving the writing skills of tenth-grade students at SMKN 2 Kuripan, specifically in composing exposition texts. Using a pre-experimental one group pretest and posttest design, the research involved 31 students from class X DPIB 1 in the 2022/2023 academic year. Writing tests, administered as pretest and posttest, served as the primary data collection instruments. The results, analyzed using descriptive and inferential statistics, including a paired sample t-test, showed a significant improvement in students’ writing skills. The mean score increased from 59.65 in the pretest to 74.35 in the posttest, with notable enhancements in content, organization, language use/grammar, and mechanics. The hypothesis test confirmed the effect of PBL, as evidence by a p-value < 0.05, indicating its significant impact on students’ ability to produce well-structured and coherent exposition texts. This study concluded that PBL not only improves students’ critical thinking and collaboration but also enhances motivation and engagement in learning. The null hypothesis was rejected, affirming that PBL positively influences students’ writing skills.
ENGLISH LANGUAGE LEARNER’S WRITING COMPETENCE INSMP NEGERI 2 EMPANG Martina Laela; Muhamad Suhaili
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v2i1.85

Abstract

Many students face challenges in mastering English vocabulary, impacting their writing competence. The most common challenges are lack of vocabulary knowledge, inappropriate word usage, and difficulty in constructing coherent sentences. This study aims to describe the English writing competence of grade IX students at SMP Negeri 2 Empang. Using a qualitative research method with a qualitative descriptive approach, this study provides an in-depth analysis of students' writing ability. The research subjects consisted of ninth-grade students in the 2024/2025 academic year who were selected as data sources. Based on the results from the documentation data and assessment categories, it shows that students' writing competence varies significantly based on their academic ability level, with students who have high competence showing better ability in organizing ideas, cohesion, and the use of relevant vocabulary. In contrast, students with low competence continue to face challenges in mechanical aspects such as grammar, punctuation, and spelling. To improve students' writing competence, it is crucial to implement a process-based approach that includes writing stages such as prewriting, writing, revising, and editing, as well as constructive feedback between teachers and students.
CODE MIXING IN FOURTH-SEMESTER STUDENTS AT UNDIKMA Ni Wayan Prami Wahyudiantari
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.2 (Juli, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.92

Abstract

This study explores the phenomenon of code mixing among fourth-semester university students, focusing on the linguistic patterns, motivations, and sociocultural factors that influence this practice in both academic and social contexts. Using a descriptive qualitative methodology, data were collected through classroom observations, recorded student interactions, and semi-structured interviews. Qualitative descriptive method is used in analyzing the data because it explained with words, phrases, and sentences. The data based on the words of the fourth semester students at UNDIKMA. In collecting data, the researcher used observational and non-participatory methods, and also taking notes. The analysis employs Muysken’s typology and Criper and Widdowson’s sociolinguistic framework to classify and interpret code mixing instances. Findings reveal that students frequently engage in intersentential and intrasentential code mixing, primarily between Indonesian and English, with occasional insertion of regional languages. Motivations include identity expression, communicative efficiency, social solidarity, and the influence of digital media. This study contributes to a deeper understanding of bilingual language use in higher education and offers implications for language teaching and policy.
IMPROVING STUDENTS’ SPEAKING SKILL BY IMPLEMENTING SELF-TALK STRATEGY AT THE ELEVENTH GRADE STUDENTS OF SMKN 2 MATARAM Ira Megawati
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.2 (Juli, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.93

Abstract

The purpose of this study was to determine the improvement of students' speaking by implementing self-talk strategy in the eleventh grade of SMKN 2 Mataram. In this study, researchers used Classroom Action Research by Kemmis and MC Taggart as a research design. This study was conducted in one cycle: planning, action, observation, and reflection. Data were analyzed using quantitative and qualitative approaches. The results of the study showed that the implementation of self-talk strategy was able to improve students' speaking skills in class XI MPK 1. This has been proven by the achievement of students' speaking tests seen from the comparison of pre-test scores of 14.47 and post-test scores of 18.97 where the pre-test score is smaller than the post-test score 14.47<18.97 or the post-test score is greater than the pre-test score 18.97>14.47. Not only on speaking scores, this strategy has also improved students' speaking skills in class XI MPK 1. This study contributes to the development of language teaching and learning strategies in schools or universities, especially in improving students' speaking skills. The findings of this study can be used as a reference for educators and teachers in developing effective language teaching methods. In addition, this study has implications for society, as it highlights the importance of self-confidence and self-expression in language learning, which can ultimately improve individuals' communication skills and their participation in social and professional contexts.
EXAMINING THE USE OF QUILLBOT IN FACILITATING EFL STUDENTS’ ACADEMIC WRITING AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STATE ISLAMIC UNIVERSITY OF MATARAM Fifi Fazila; Muhsinin; Soni Ariawan
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.2 (Juli, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.vi.94

Abstract

This ponder points to investigate the recognitions and challenges confronted by EFL understudies in utilizing QuillBot as an scholastic composing instrument. QuillBot, as an counterfeit insights (AI)-based device, gives different highlights such as summarizing, linguistic use checking, and summarizing, which have the potential to move forward students' scholarly composing abilities. A subjective approach with case ponders was utilized in this investigate, with information collection through surveys and semi-structured interviews with 33 understudies of the English Instruction Ponder Program at the State Islamic College of Mataram. The comes about of the ponder demonstrate that most understudies have a positive discernment of QuillBot, especially in terms of ease of get to, change in composing quality, time effectiveness, and expanded certainty in composing. Be that as it may, challenges such as specialized impediments, reliance on the device, and the precision of rewording comes about were too distinguished. This considers gives imperative suggestions for the integration of AI innovation in English dialect learning and empowers the execution of educating methodologies that adjust mechanical help with the improvement of students' free aptitudes.  

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