Jadila: Journal of Development and Innovation in Language and Literature Education
Jadila: Journal of Development and Innovation in Language and Literature Education publishes scholarly research in language education, language teaching, literature, linguistics, and related educational fields. The journal aims to advance knowledge, improve educational practices, and encourage innovation in language and literature education. The journal particularly welcomes manuscripts on: Language Teaching Methodologies Language teaching and learning at primary, secondary, and higher education levels. Teaching methods, classroom practices, and instructional strategies. Curriculum development, pedagogy, and language assessment. Language Acquisition and Linguistics First, second, and foreign language acquisition. Bilingual and multilingual education. Applied linguistics, translation, and language assessment. Literature and Literacy Education Literature teaching and learning. Reading, writing, literacy, and language development. Literary analysis and literature-based educational practices. Educational Innovation Educational technology in language teaching. Teacher education and professional development. Classroom-centered research and innovative learning practices.
Articles
162 Documents
<![CDATA[Writing Report Texts: A Challenge for Students ]]>
<![CDATA[Rahma Dania]]>;
<![CDATA[Dian Erlina]]>;
<![CDATA[Hariana Amalia]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 2 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52760/jadila.v4i2.497
<![CDATA[This study aimed to investigate the difficulties faced by ninth-grade students of SMPN 31 Palembang in writing report text. It outlines the qualitative research approach, specifically a case study design, used to explore the difficulties faced by ninth-grade students in writing report text. Purposive sampling was employed to select participants from the ninth-grade class, four students were selected as participants who have the low score in writing report text. Data collection involved documentation analysis and interviews. Thematic analysis technique was used in analyzing the data. The result of this study showed that students encountered difficulties when writing report text such as, difficulties with the generic structure, have limited knowledge for the topic, difficulties in vocabulary usage, difficulties in grammar or language use, and difficulties in using the right punctuation. Teachers' explicit guidance and students' proactive efforts will contribute to enhanced writing skills and solve students’ difficulties in writing report text.]]>
<![CDATA[Students' Anxiety In Speaking English ]]>
<![CDATA[Adinda Fasya Putri Hakim]]>;
<![CDATA[Alies Poetri Lintangsari]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 4 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52690/jadila.v3i4.510
<![CDATA[Speaking anxiety is a common issue among students, especially when studying English. The researcher discovered that speaking English in the class make students feel anxious that cause anxiety. In context of this background, this study purpose was to compare students' anxiety in speaking English during the pandemic to students' anxiety in speaking English after the pandemic era. The quantitative method was applied in this study. Furthermore, the data was gathered through a closed-ended questionnaire. The population of this study was composed of 131 grade XII students of SMA Islamic Centre Tangerang who participated in this study. The data was analyzed using the paired sample t-test. The researcher found that online learning during COVID-19, as well as offline learning after the pandemic, made students feel uncomfortable when speaking English.]]>
<![CDATA[Comparing Writing Strategies Used by High vs Low Achievers Students of Non-English Major ]]>
<![CDATA[Thea Handayany]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 4 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52690/jadila.v3i4.536
<![CDATA[This study aims to determine the writing strategies used by non-English speaking students and to compare the strategies of high and low achieving students in writing at the Faculty of Islamic Economics and Business, UIN Fatmawati Sukarno Bengkulu. This study uses a descriptive method with a quantitative approach. The sample in this study were 60 students from the faculties of business and Islamic economics. The research data was taken using a questionnaire with a total of 30 items related to writing strategies. From the results of the study, it was found that students used strategies more often at the revising stage, followed by the drafting stage and finally at the pre-writing stage. Then for a comparison of strategies by high and low achievers’ students, the results obtained were 17 students categorized as "high", 27 students categorized as "medium" and 16 students categorized as "low". High students tend to use strategies more often at the drafting stage followed by pre-writing and revising, while low students tend to use strategies at the revising stage, then drafting and pre-writing.exists at each writing stage because the average obtained is below 3.5.]]>
<![CDATA[The Use of First Language in General English Class of Non-English Major Students ]]>
<![CDATA[Feny Martina]]>;
<![CDATA[Liza Nurhasanah Lubis]]>;
<![CDATA[Irwan Satria]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 3 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52690/jadila.v3i3.537
<![CDATA[The objectives of this research are to examine how first languages are perceived in English language classes and to look at how both teachers and students use their first language in these types of situations. This research used a mixed-method approach, where both quantitative and qualitative research is undertaken. The type of data from this research was obtained from 2 data. Questionnaire data from 60 respondents. Interview data from 5 students and 1 lecturer. In this research, the researchers found (1) Students` perceptions of first language use in English class (2) Reasons why teachers and students use their first language in English class (3) The reasons teachers allow students to use first language in English class (4) Students'' reasons prefer to use the first language during the teaching and learning process. Language teaching not only embraces the use of first language (Indonesian) in EFL education, but is also considered a valuable resource that should not be neglected. English teachers must speak up against the excessive use of their first language. However, it can be put to good use in understanding new abstract words, assessing comprehension, giving instructions, and explaining grammar. Therefore, first language is once again in the spotlight, becoming a useful but neglected resource in EFL education.]]>
<![CDATA[Facilitating disabled athletes’ English learning through an intensive English-speaking coaching program ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Fadilah Umar]]>;
<![CDATA[Febriani Fajar Ekawati]]>;
<![CDATA[Ma'rifatul Ilmi]]>;
<![CDATA[Hilda Rakerda]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 4 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52690/jadila.v3i4.562
<![CDATA[Increased communication possibilities and access to vital social capital make English proficiency crucial in sports and the larger society. As a result, athletes must be proficient in speaking English to expand their communication opportunities, particularly disabled athletes. In response, this case study explored the implementation of an English-speaking coaching program for disabled athletes in Indonesia, focusing on its impact on facilitating their speaking skills. It explored the nuanced experiences and perspectives of disabled athletes participating in the program, shedding light on the effectiveness of tailored language coaching in improving their communication abilities. The study employed in-depth interviews and participant observations to capture the lived experiences of disabled athletes engaged in the coaching program. Fifteen national disabled para-cycling athletes participated in this study. We designed the coaching program to accommodate their needs, incorporating interactive sessions, role-playing scenarios, and real-life communication simulations. We identified four themes in this study: increased confidence, enriched vocabularies, enhanced professional opportunities, and improved English proficiency. The results indicated that the tailored coaching program positively facilitated the disabled athletes’ English-speaking skills. Through rich narrative accounts, athletes expressed increased confidence in using English, a more remarkable ability to communicate effectively with coaches and peers, and a heightened sense of empowerment. This study further concludes that English-speaking skills for athletes with special needs matter and that language coaching program needs to be further organized to support athletes’ language skills.]]>
<![CDATA[Teachers' Perception on the Implementation of English as Medium Instruction for Young Learners ]]>
<![CDATA[Bayu Lesmana]]>;
<![CDATA[Annisa Astrid]]>;
<![CDATA[Eko Saputra]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 1 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52690/jadila.v4i1.653
<![CDATA[The purpose of the study was to ascertain how educators felt about using English as a teaching language for younger students. The method employed in this investigation was qualitative. The teachers at Pesantren Syuhratul Islam Gelumbang who use English to teach subjects other than English were the ones who were chosen to participate in this study. Based on the consideration, two teachers were chosen to be the research participants. The participants in this study were chosen through the use of a deliberate sampling strategy. The researcher employed observation and interview techniques to get information from the participants regarding this study. The data regarding the challenges teachers face while implementing English as a medium of instruction for young learners was studied by the researcher using thematic analysis. The result of this study showed that there were several perceptions from the teachers on the use of English as a medium of instruction: 1) EMI develops student communication skill; 2) EMI makes student listening skill better; 3) Teachers feel difficult to ensure the students to achieve the learning objective; and 4) Teachers feel difficult in determining teaching method. The study's conclusions suggested that English as a medium of education presented a number of challenges for teachers. They have therefore prepared effective teaching techniques that should be understood by the students and make for a more pleasurable learning environment in the classroom.]]>
<![CDATA[The Effect of Cartoon Up Movie Illustrated Version on Students Reading Comprehension in Narrative Text ]]>
<![CDATA[Maretakumara Maretakumara]]>;
<![CDATA[Feny Martina]]>;
<![CDATA[Irwan Satria]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 3 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52760/jadila.v4i3.744
<![CDATA[This research aims to determine whether there is an influence of Cartoon Up Movie Illustrated Version on Students Reading Comprehension In Narrative Text on eighth grade students at SMP Muhammadiyah Terpadu Bengkulu City. This research uses a Quasi-Experimental method with the type of research being quantitative. The researcher decided to conduct an experiment in class VIII with a total of 40 students. From the results of this research, the average pre-test and post-test scores for the experimental group of students were 54.50 and 71.50 and the average pre-test and post-test scores for the control group of students were 53.75 and 67.75, which can be It is known that the post score is higher than the pre test score. The significant value (2-tailed) of the independent sample test was 0.001 based on the preliminary data results. The significance level is therefore less than 0.05 (0.001<0.05). As a result, the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. From this we can to the conclusion that there was significant difference between the means of the experimental and control class. So it can be concluded that the application of Cartoon Up Movie Illustrated Version on Students Reading Comprehension In Narrative Text has a significant influence on the eighth grade students of SMP Muhammadiyah Terpadu Bengkulu City.]]>
<![CDATA[Using Cooperative Integrated Reading and Composition (CIRC) To Improve Reading Comprehension Achievement ]]>
<![CDATA[Ira Pertiwi]]>;
<![CDATA[Annisa Astrid]]>;
<![CDATA[Winny Agustia Riznanda]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 1 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52690/jadila.v4i1.768
<![CDATA[The objectives of this study were to see if there was a significant improvement before and after using the CIRC Method at SMP Nurul Amal Palembang, and if there was a significant difference in reading comprehension between students who were taught using CIRC and those who were not. This study used quantitative research with a quasi-experimental design. The sample of the study was taken from the population at eighth grade consisting of 56 students from two class. The data were obtained from pre-test and post-test. The instrument of the research are pre-test and post-test and the researcher used t-test formula for collecting data. To determine the improvement before and after implementing the CIRC method, a paired sample t-test was conducted. The result indicated that there was significant improvement in students’ reading comprehension achievement through CIRC method with the value of sig. (2-tailed) 000 lower than 0.05. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It suggests that using CIRC to teach reading enhances students' reading comprehension. To determine the difference between those who were taught using CIRC and those who were not, an independent sample t-test was conducted, and the results showed that p-output (sig. (2-tailed)) was 0.000 less than 0.05. It indicates that the alternative theory was accepted. Additionally, the study found that using CIRC method to teach reading comprehension to students is very useful. Because of this, using CIRC method can help students' reading comprehension.]]>
<![CDATA[An Analysis of Teacher Questioning Strategies in Online ESP Classroom Activity ]]>
<![CDATA[Yulia Indrawati]]>;
<![CDATA[Rina Herlina]]>;
<![CDATA[R. Bunga Febriani]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 2 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52690/jadila.v4i2.775
<![CDATA[This research aimed to determine the questioning strategies that the English teacher used and the students’ perception of teacher questioning using Zoom meetings in ESP class at the Accounting Education Program. This research applied a descriptive qualitative method. The data were collected from the observation by video recorder during Zoom meetings, interview by audio recorder, and questionnaire. The data was taken from ESP teacher at the Accounting Education Program Universitas Galuh to find out the type of questioning strategies used and the students’ perception of teacher questioning during Zoom meetings. The teacher of the ESP class in the Accounting Education program used all types of questions. Procedural, convergent, and divergent questions are the questions used by the teacher in online classroom interaction. Students’ perception of teacher questioning in ESP class, 60% of students’ agreeing to the teacher question through Zoom meetings makes online learning more interactive, 53.3% of students’ agreeing to the teacher questioning helped improve their speaking skills in online classroom activity, 53.3% students’ agreeing to the teacher questioning helped them increased their confidence, 46.7% students choose neutral that interaction in the zoom meeting is understandable and the last 46.% students choose neutral that interaction in the Zoom meetings is very clear. The English teacher must be aware of using types of questions that will be asked to the students.]]>
<![CDATA[Investigating Students' Reading Anxiety and Their Factors ]]>
<![CDATA[Tera Seliana]]>;
<![CDATA[Gina Larasaty]]>;
<![CDATA[Natalia Anggrarini]]>;
<![CDATA[Nasori Efendi]]>
<![CDATA[ Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 2 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat ]]>
Publisher : <![CDATA[Yayasan Corolla Education Centre ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.52760/jadila.v4i2.776
<![CDATA[This research aims to know what are the fators that lead students to reading anxiety in English foreign language and to know what are the level of anxiety. By using qualitative research, the data were obtained from questionnaires of both. This research was conduected with total 30 students at XI IPS 4 of SMAN 2 Indramayu. To get the data, reseracher used two questionnaires by Foreign Language Reading Anxiety Scale (FLRAS) questionnaire, contained to 26 statements for the factor reading anxiety and 20 statements for raeding level anxiety. After the data was found and it was calculated using the likert scale formula, the data was categorized based the interpretation. The result of this research showed that from the level of reading anxiety was found in the position high level of reading anxiety with score 50% (15 respondent) chose by students, other student 46,7% into medium level reading anxiety (14 respondent), and 3,3% into low level reading anxiety (1 respondent). And the factor that lead students reading anxiety were found fear of making errors as the biggest score 78%. Unfamiliar topic with mean 75%. Unknown vocabulary 74%. Unfamiliar culture 72%. And the lower factor that lead students in reading anxiety were worry about reading effect with mean 70%.]]>
