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Putri Lidiana Permata Sari, M.S
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Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas Asahan Gedung FKIP UNA Jl. Jendral Ahmad Yani No. 1 Kisaran, Kab. Asahan, Sumatera Utara-21214
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Journal of English Education and Linguistics
Published by Universitas Asahan
ISSN : -     EISSN : 29875943     DOI : https://doi.org/10.36294/jeeli
Core Subject :
Journal of English Education and Linguistics (JEELi) merupakan jurnal ilmiah yang mempublikasikan artikel hasil penelitian, kajian konseptual, dan pengembangan ilmu pengetahuan di bidang pendidikan Bahasa Inggris dan linguistik terapan. Jurnal ini menjadi wadah akademik bagi para peneliti, dosen, guru, mahasiswa, serta praktisi pendidikan untuk menyebarluaskan hasil penelitian dan gagasan ilmiah yang berkontribusi terhadap pengembangan teori maupun praktik pembelajaran Bahasa Inggris. JEELi diterbitkan oleh Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Asahan. Setiap naskah yang diterbitkan telah melalui proses seleksi dan penelaahan sejawat (peer review) guna menjamin kualitas, orisinalitas, dan kontribusi ilmiah artikel yang dipublikasikan. Dengan mengedepankan standar etika publikasi ilmiah, JEELi berkomitmen untuk menjadi sumber referensi yang kredibel dan berkualitas bagi pengembangan ilmu pendidikan Bahasa Inggris dan linguistik.
Arjuna Subject : -
Articles 92 Documents
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THE EFFECT OF PROBLEM BASED LEARNING BY ASSISTED QUICK RESPONSE CODE ON STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT Ade Alkarina Fahriyah; Putri Lidiana Permata Sari
Journal of English Education and Linguistics: JEELi Vol. 3 No. 2 (2025): JULI 2025
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

This research aimed to find out whether Problem Based Learning by Assisted Quick Response Code can effectively affect the students’ ability in writing narrative text. The population of this research was the grade X students of SMA Swasta Daerah Sei Bejangkar 2024/2025 Academic Year. Quantitative research was used in this research. The technique of collecting data was by Essay Test. The result showed that the mean of the pre-test was 58,57 for experiment group and 47,10 for control group. The increase in the score is a 27.62%. This implementation of Problem Based Learning by Assisted Quick Response Code is effective to improve students’ writing. The data was analysed by using t-test formula. The result of the analysis showed that t-score is higher that t-table (6,82) at the level of significance with degree of freedom 38, it means that the Ha is accepted and Ho is rejected.
THE EFFECT OF ESTAFET WRITING METHOD ON STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT Aprilia Khairani; Harry Sambayu
Journal of English Education and Linguistics: JEELi Vol. 3 No. 2 (2025): JULI 2025
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

The aim of this research is to assess whether the estafet writing method has an impact on abilty of students to write narrative texts in tenth grade at SMA Swasta Islam Terpadu Al Izzah in 2024/2025 academic year. This research employs quasi experimental design, which includes two groups: a control group and an experimental group. The population consists of all tenth grade students, divided into three classes. The sample for this research includes two classes (X-1 and X-2), selected through simple random sampling. X-1 serves as the experimental group, that is taught using estafet writing method, while X-2 is the control group, taught using Lecturing model. After completing the learning process, a post-test is administered, revealing an average score of 76,7 for the experimental group and 59 for the control group. The t-test result shows T = 3.19, which is greater than the critical value of T-table = 2.02, thus confirming that Ha is accepted. Consequently, it is concluded that the estafet writing method has a significant effect on students’ ability to write narrative texts in tenth grade at SMA Swasta Islam Terpadu Al Izzah
THE EFFECT OF SPOTIFY APPLICATION ON STUDENTS’ LISTENING LEARNING Eriadi Utama; Dian Anggraini Harahap
Journal of English Education and Linguistics: JEELi Vol. 3 No. 2 (2025): JULI 2025
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

This research aims to determine the significant Effect of Spotify Application on Students’ Listening Learning. This research was Quantitative used a Quasi Experimental design. This research was conducted at SMK Negeri 1 Air Joman. The research population was all tenth-class students of SMK Negeri 1 Air Joman for the 2024/2025 Academic Year. The sampling technique used purposive sampling with a total sample of 72 students, namely Experiment Class using Spotify Application and Control Class using conventional media. Data collection instruments include Test, Treatment, and Observations. Before being given treatment, the mean pre-test score in the Experiment class was 73,33 and the Control class mean pre-test score was 75,00. After being given treatment, the mean post-test score for the Experiment class increased by 17,62% to 86,25, while in the Control class was it increased by 10,75% to 83,06. The results of the t-test analysis showed that (Ha) was accepted with a value of t_count > t_table or 2,996 > 1,669 at the level significant 10% or 0,10 and sig. 0.004 < 0.05. Thus, there was a Effect of Spotify Application on Students’ Listening Learning at Tenth Grade SMK Negeri 1 Air Joman.
THE EFFECT OF DISCOVERY LEARNING MODEL ON STUDENTS' ABILITY IN WRITING PORTOFOLIOS Rahmaya Sitorus; Paisal Manurung
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

Writing is considered one of the most challenging skills for English as a Foreign Language (EFL) learners, especially when it comes to producing structured and coherent texts such as portfolios. This study aims to determine and analyze the effect of the Discovery Learning model on students’ ability in writing portfolios. The research employed a quantitative approach with an experimental method using a pre-test and post-test control group design. The population of this study consisted of all Grade XII students at SMAN 1 Tanjungbalai, and the sample included 60 students selected through random sampling techniques. Data were collected using writing tests and analyzed using the t-test. The results revealed that students taught using the Discovery Learning model performed better in writing tasks compared to those taught using conventional methods. The average post-test score of the experimental group was 86.86, while the control group scored 67.42. Hypothesis testing showed that the calculated t-value (tₕ = 9.894) was higher than the critical t-value (tₜ = 2.042), and the significance level was p < 0.05. These findings indicate that there is a statistically significant difference between the two groups. Therefore, the study concludes that the Discovery Learning model has a positive and significant effect on students' ability in writing English portfolios.
IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION TO IMPROVE STUDENTS’ WRITING SKILL DESCRIPTIVE TEXT Ribka Novana; Lis Supiatman
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

The purpose of this study was to implement differentiated learning from Grade 8 to improve students‘ competencies and identify and identify teachers’ tasks. Background This study is based on the needs of students with personal differences in learning skills and styles, especially at the junior level of education. Differentiated learning is widespread in educational literature, but the application of English lessons in Indonesia to specific contexts remains limited. In this study, a classroom campaign survey will examine whether classroom observations include classroom observations, teacher interviews, and student task analyses. The topic of this study is for eighth-grade students. The results showed that the application of differentiated lessons improved their understanding. The phases to be applied by teachers include identifying learning skills through initial tests, adapting learning content and processes, grouping students based on learning skills and preferences, and providing feedback. Challenges include the difficulty of adapting materials to different classes and the lack of time to determine the differentiation process. Overall, this study provides insights into teachers' practices and tasks for conducting learning in the English language classroom.
THE EFFECT OF USING WORD WALL INTERACTIVE MEDIA ON STUDENT’S ABILITY IN SIMPLE PAST TENSE MASTERY Sari Tilawah; Susi Masniari Nasution
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

The purpose of this research is to find out whether there is Effect of Using Word Wall Interactive Media on Student’s Ability in Simple Past Tense  At Grade X Of SMA Negeri 2 Kisaran in 2024/2025 Academic Year. This type of research is        This research used a quantitative research method with an experimental design. Two groups of students were involved in the research: an experimental group that was taught using Word Wall Interactive Media and a control group that received conventional way. There are 2 classes of this research samples (class X1 and X2) which are taken in random sampling. In class X1 as an experimental class using Word Wall Interactive Media and in class X2 as a control class with a conventional way. After the learning was completed, the results show that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. This proves that the application of Word Wall Interactive Media has a significant influence on student’s ability in simple past tense. The application of this learning media also makes the learning process more interesting and interactive, so that students are more motivated and actively participate in learning activities.
THE EFFECT OF USING COOPERATIVE LEARNINGMODEL ASSISTED BY WORDWALL MEDIA ONSTUDENTS’ VOCABULARY MASTERY Winayu Sari; Dian Anggraini Harahap
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

This research aims to know the effect of using cooperative leraning assisted by worddwall media to vocabulary mastery at grade x students of SMA Negeri 1 Simpang Empat in 2024 /2025 Academic Year. This research is quantitative research. The population of this research was the students at X grade a students of SMA Negeri 1 Simpang Empat which consist of 8 classes. There were 36 students chosen as the sample by using random sampling technique. The sample was divided into two group, Namely control group and experiment group. The experiment group was tought by using cooperative learning assisted by Wordwall media and control group was tought using cooperative learning without Wordwall media. The instrument for collecting the data was Multiple choice. The data was analyze by using t-test formula, It means that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the finding of this research, it was found that is a significant effect of cooperative learning assisted by Wordwall to students' vocabulary mastery at grade x of SMA Negeri 1 Simpang Empat.
THE EFFECT OF  PROJECT BASED LEARNING BY ASSISTED YOUTUBE AS MEDIA ON STUDENTS’ SPEAKING ABILITES Nopi Indriani Marpaung; Putri Lidiana Permata Sari
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

This research investigates the effect of Project based learning by assisted YouTube as media on students' ability in speaking skill at grade x students of SMA Swasta al-Ma’shum in 2024/2025 academic year. This research uses a quantitative approach with a pre-test and post-test experimental design that focuses on students in classes X-3 and X-4, who were selected through random sampling. Students’ Speaking abilities are assessed through pre-test and post-test evaluations to measure the effectiveness of Project Based Learning (PjBL) by Assisted YouTube as Media on students’ speaking abilities, especially in Procedure texts. The results obtained are T test> T-table (0,05) with df48. T-test 17,4> df 2,01. This means, there is a significant difference in the value of the results student learning between classes that apply the project-based learning and those that do not apply the project-based learning. So, the project-based learning is effective and significant on the ability to Speak English procedure text material.
THE EFFECT OF QUESTION-ANSWER-RELATIONSHIP (QAR) TECHNIQUE ON READING COMPREHENSION OF RECOUNT TEXT Nurmala; Datulina Ginting
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

Language serves as a tool for conveying information, enabling the expression of ideas, feelings, purposes, thoughts, and opinions in both written and spoken forms. Quantitative research involves explaining phenomena by gathering numerical data, which is then analysed using methods based on mathematics, particularly statistics. This research purposed to find the effect of question-answer-relationship (qar) technique towards students’ reading comprehension in recount text at x grade of SMA Swasta Nasional Petatal in 2024/2025 Academic Year. This research was conducted with an experimental design into pre-test, treatment, and post-test. This research focused on students from grade X-A and X-C that consist 66 students, selected through random sampling. A multiple-choice test with 20 items was used to collect the data. The score of pre-tests was the results revealed a notable improvement in reading comprehension following the implementation of QAR, with a 18,94% increase in the mean score from pre-test to post-test for one group and 21,24% increase for other. Statistical analysis using the t-test formula that indicated significant improvements, as evidenced by t-scores surpassing the critical value at a significance level of 0,05. These findings support the efficacy of QAR technique in enhancing students reading comprehension in recount text. The calculation of the scores by using t-test for the degree of freedom (df) 64 at level significance 0,05 where the t-critical value is 1,669. The result of the analysis showed that t-score is higher than t-table 8,90 > 1,669 at the level of the significance 0,05 with the degree of freedom (df) 68. It means that Ha is accepted.
THE EFFECT OF HAMBURGER STRATEGY ON STUDENTS’ WRITING RECOUNT TEXT Yolanda; Rahma Yunita Ansi
Journal of English Education and Linguistics: JEELi Vol. 4 No. 1 (2026): JANUARI, 2026
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Asahan

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Abstract

The purpose of this study was to determine whether there was a significant effect of using the Hamburger Strategy on Students' Writing in Recount Text at Grade X of SMA Swasta Tamansiswa Sukadamai in the 2024/2025 Academic Year. This research was a quantitative study using an experimental design with two classes: experimental class and control class. The population of this research was all tenth-grade students of SMA Swasta Tamansiswa Sukadamai. The sample consisted of 58 students, taken by simple random sampling, with 29 students in the experimental class (X-2) and 29 students in the control class (X-1). The instrument for collecting data was a writing test. The datas were analyzed using the t-test formula. Based on the analysis, the mean score of the pre-test in the experimental class (48,4) was higher than in the control class (40,2), and the mean score of the post-test in the experimental class (80,7) was also higher than in the control class (67,8). The findings showed that the t-score (6,3) was higher than the t-table (1,673) at the significance level of 0,05 (5%) with 56 degrees of freedom. This result indicates that Ha is accepted and Ho is rejected. It means that there was significant effect of using Hamburger Strategy on Students' Writing Recount Text.

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