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Jadila: Journal of Development and Innovation in Language and Literature Education

jadila
Website

Published by Corolla Education Center

ISSN : 27459578 EISSN : 27236900 DOI : https://doi.org/10.52690/jadila

Core Subject : Education,

Languange, Linguistic, Communication & Media

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.

Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik

Articles 162 Documents

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Investigating EFL Students’ Speaking Anxiety in Speaking Performance Devi Nuraeni; Atikah Wati; Gina Larasaty
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 : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v4i3.778

The study examines the levels of anxiety in speaking English among students and explores strategies they employ to alleviate this anxiety. Drawing from Balemir's categorization of Foreign Language Speaking Anxiety into high, moderate, and low levels, and supported by Kondo and Ying's theory, six strategies for reducing speaking anxiety are identified: preparation, relaxation, positive thinking, audience depreciation, concentration, and resignation. Conducted as a qualitative case study, the research involved 30 students from class XI IPS 3 at SMAN 1 Lohbener. While all students completed questionnaires to assess their anxiety levels, 12 students were selected for in-depth interviews, representing each level of anxiety. Instruments included the Foreign Language Speaking Anxiety Scale (FLSAS) and a semi-structured interview based on Kondo's framework. Results indicate that 16.6% of students experienced low anxiety, 40% moderate anxiety, and 43.3% high anxiety in speaking English. Strategies employed by students to reduce anxiety included preparation through studying and seeking assistance, relaxation techniques like calming down and consuming water, positive thinking, audience depreciation by diverting attention, concentration methods such as speaking slowly, and resignation, where students withdraw or remain silent. These findings shed light on the prevalence of speaking anxiety among students and the efficacy of various coping strategies, providing insights for educators to support students in improving their english speaking proficiency. Keywords: Speaking performance, Anxiety

An Analysis of Social Aspects Pale Horse Pale Rider by Anne Porter 1969 Muhammad Ilham Ali; Jenie Posumah; Sabrina Wardatul Jannah Husain
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 4 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v4i4.779

This article explains the importance of character awareness as an essential initial formation of human character. Pure character is formed from subjective birth, which is not limited to objective facts. Consciousness is the feeling of "self," the manifestation of "self," and even the equivalent of "self." Conscious activity has two characteristics: liquidity and super temporality. Consciousness is not bound by time, which is constantly flowing and related to the present, past, and future. James also believes that most consciousness is irrational and non-logical. The primary technique used to analyze this research is controlling the flow of consciousness in the novel using the principle of promiscuity. The line that influences the activity of consciousness is promiscuity. Modernism literature focuses on introspection and the most profound activities of the characters, so the author wants to know the characters' actual thoughts through all levels of the depiction of consciousness, paying attention to the subconscious and subconscious, two of which are primarily abstract and irrational.

An Analysis of Factors of Student’s Difficulties in Listening Comprehension Moch Fadli; Renny Kurniasari; Hariana Amalia
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 : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v4i3.782

Listening comprehension in the learning process greatly helps increase students’ performance in mastering English listening skills students and to understand the topic or lesson being studied. The purpose of this research to find out students’ difficulties in listening comprehension. Based on what the researcher observed when doing preliminary with some students, it seems they have difficulties when doing an exercise in listening comprehension. In this research mixed method were used. The researcher took 34 participants of the students and for the interview sections, the researcher took 6 students from 34 students in the class of XI IPA 1 at the year eleventh of SMA Tunas Bangsa. The data were gathered by using questionnaire and interview adapted by Hamouda (2013) in the classroom. Based on the research findings, the researcher found out that the most of students at the year eleventh of Senior High School Tunas Bangsa have various difficulties in listening comprehension such as (1) unfamiliar words in listening material, (2) unfamiliar topics of linguistics, (3) unable to concentrate, (4) students’ anxiety, (5) the audiences’ factors, (6) the audio factors, and (7) physical environmental.

EFL Teacher’s Tactics In Teaching Speaking at Senior High School Andi Masriadi Tarmin; Nur Aeni
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 : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v4i3.783

This research is aimed to describe the strategies utilized by the Englsih teacher in teaching speaking to the tenth-grade students of SMA Islam Negeri Athirah Bone. This research explores how innovative methods improve students’ speaking proficiency, offering insights into adaptable strategies for language teaching. This study utilizes a qualitative research design focusing on interviews. The study was conducted with one English teacher as the research subject. The findings of the research indicate that the teacher utilized a variety of strategies, in this case, role-play, dialogue, group discussion, modeling use of media or technology, storytelling, peer teaching, simulation, interactive games, presentations, language games, think-pair-share, task-based learning, question and answer sessions, improvisation activities, use of authentic materials, and error correction and feedback sessions. It is concluded that the teacher utilized diverse strategies in teaching and speaking to the tenth-grade students of SMA Islam Athirah Bone. Additionally, the implication of this research is that educators in different levels of education can adopt a variety of interactive techniques to adapt to students’ various learning style and needs.

Teachers’ Strategies in Teaching Reading Comprehension Dwi Wulandari; Manalullaili Manalullaili; Hariana Amalia
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 1 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i1.788

Learning strategies are crucial for gaining proficiency in a foreign language, particularly for students who want to improve their reading skills. Sometimes, students experienced misunderstandings when digesting a text they had read. Teachers, as facilitators, must be able to choose the right strategies to teach reading in order to enhance students' thinking skills in comprehending English texts. This study aimed to determine the strategies used by English teachers in teaching reading comprehension and how they implemented these strategies. It was designed as a descriptive qualitative study. The participants were two eighth-grade English teachers at MTsN 1 Palembang, selected by using purposive sampling. Data were collected through observations checklist and interviews with the interview sessions recorded and transcribed. The results indicated that teachers employed several strategies in teaching reading comprehension, including Tea Party, Say Something, Fascinating Facts, Reciprocal Teaching, Art of Understanding, and Jigsaw. Both teachers implemented and combined strategies across three stages of teaching reading comprehension: the pre-reading stage using the Tea Party strategy, the while-reading stage with the Say Something, Fascinating Facts, and Reciprocal Teaching strategies, and the post-reading stage using the Art of Understanding and Jigsaw strategies. The strategies used were very effective in teaching reading at the school, as evidenced by student motivation, attention, and the ease of the teaching and learning process for the teachers.

The Effectiveness of Using Story Mapping Technique Towards Students’ Narrative Text Reading Comprehension Achievement Erna Elpiza; Manalullaili Manalullaili; Hariana Amalia
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 4 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v4i4.789

This study aims to find out whether the use of the story mapping technique could improve students’ reading comprehension achievement and there was significant difference between the students who were taught by using the story mapping technique and those who were not. This research applied a quantitative approach in pretest and posttest nonequivalent design. From 494 students of population at the eighth grade of MTS N 1 Palembang and the number of the sample in this research was 66 divided into experimental and control used convenience sampling. The technique of data collection was reading test. To analyze the data, the researcher used paired sample t-test to find out whether there was a significant improvement in reading comprehension achievement after being taught using Story Mapping Technique. It was found the t value was 14.832, the t-value was higher than critical value of t-table (1.66901). It can be stated that there was significant improvement in reading comprehension achievement after being taught using Story Mapping Technique. In addition, the result of the independent sample t-test showed that the value of the t-test was 4.168, the t-value was higher than critical value of t-table (1.66901) it meant the alternative hypothesis was accepted and the null hypothesis was rejected. It can be concluded that there was a significant difference in students’ achievement in narrative reading for the students who were taught using the story mapping method and those who were not. Therefore, story mapping technique can provide solution to improve students narrative reading comprehension significantly.

The Impact of Online PD Programs on Reflective Thinking Levels of Secondary EFL Teachers Tatu Zakiyatun Nufus
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 4 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v4i4.791

This study investigates the impact of online professional development (PD) programs on the reflective thinking levels of secondary EFL teachers in Indonesia. Despite having sufficient content knowledge, many EFL teachers lack confidence in using English in classroom settings. Reflective practice has been identified as a key strategy to improve both language proficiency and professional confidence. This research, employing a case study design, focused on a 10-week online PD program organized by a university educator in Indonesia. A purposive sample of 10 EFL teachers participated in semi-structured interviews to explore their engagement in reflective practices. The findings indicate that while some teachers struggled to participate in reflective activities due to overwhelming workloads, others engaged in reflection-on-action and reflection-for-action. These reflections addressed areas such as instructional strategies, course organization, classroom management, student motivation and readiness, teaching materials, teaching awareness, and self-efficacy in teaching English language skills. However, reflection-in-action was notably absent. The results underscore the critical role of structured guidance and support within professional development (PD) programs in fostering meaningful reflective practices among secondary EFL teachers and the need for PD facilitators to prioritize incorporating reflective components into program design, ensuring that teachers are equipped with clear frameworks and tools for reflection.

The Implementation of Project-Based Learning in Developing 21st Century Skills in EFL Class Firman Sah; Herlya Naura Sasikirana; Tri Pujiani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 4 No. 4 (2024): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v4i4.797

The usefulness of Project-Based Learning (PBL) in fostering the development of critical thinking, teamwork, communication, creativity, and digital literacy—all crucial 21st-century skills—is examined in this paper. Based on constructivist learning theories, such as those proposed by Lev Vygotsky and John Dewey, the study emphasizes PBL as a student-centered method that encourages experiential learning via practical projects. Through active problem-solving and teamwork, these projects help students grow in their ability to think critically and creatively. A narrative literature review was used as part of the study's approach to compile pertinent studies related to Project-based learning. The conceptual framework for the analysis concentrated on the ways in which PBL develops essential competencies, paying special emphasis to student participation, technological integration, and collaborative learning. The results show that by challenging students to apply their knowledge to solve real-world situations, PBL dramatically improves critical thinking. Additionally, it fosters creativity by supporting invention and concept experimenting. Teamwork in PBL environments fosters collaboration, an essential ability in today's businesses. PBL also helps students become better communicators since they have to explain their thoughts and provide solutions. PBL's incorporation of digital technologies improves digital literacy even further and gets pupils ready for a world where technology is everywhere. To sum up, PBL is an effective teaching strategy for cultivating 21st-century competencies. However, sufficient training for teachers, institutional backing, and fair access to digital resources are necessary for successful implementation. PBL is recommended for use by educators in order to help students become lifelong learners and better equipped for the complexity of the modern workforce.

Students' Difficulties in Reading Comprehension Tri Martini; Amalia Hasanah; Winny Agustia Riznanda
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 1 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i1.798

Reading comprehension is a fundamental skill that enables individuals to understand and interpret written text. Many students encounter significant difficulties in comprehending text, leading to difficulties in academic performance and overall language development. This study aims to investigate the difficulties in reading comprehension faced by students at MA Patra Mandiri Plaju. The approach used in this study was qualitative. Participants in this study were grade XII students at MA Patra Mandiri Plaju, who were selected using homogeneous sampling techniques. Data were obtained through an interview process and then analyzed using thematic analysis. From the research that was conducted, several difficulties in reading comprehension faced by students at MA Patra Mandiri Plaju were found, namely difficulties in understanding the meaning of words, difficulties in understanding long sentences, difficulties in understanding the main idea, difficulties in making inferences, difficulties in understanding grammar, difficulties in understanding reading strategies, and difficulties in concentration.

Students' Problems in Speaking Activities Adela Dwi Putri; Umar Abdullah; Hariana Amalia
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 2 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i2.799

The purpose of this study was to find out students' problems in speaking English activities. This study used a qualitative method with a case study research design to find out the students’ problems speaking at SMAN 1 Sungai Keruh. Data were collected through interviews with four students and one English teacher, Selected with through convenience case strategy. The data were analyzed thematically. This study found seven problems experienced by students in speaking, including (1) psychology problems such as a lack of confidence, shyness, and anxiety; (2) lack of motivation due to a lack of practice, indifference and no motivation to learn English; (3) fear of making mistakes such as reluctant to speak for fear of making mistakes in pronunciation and grammar, afraid to speak because they had traumatic experiences; (4) participation challenges which were low or uneven participation in class and limited interaction; (5) the use of mother tongue; (6) inhibition that referred to experiencing limited vocabulary, lack of time for speaking practice, difficulties in composing sentences and grammar, feeling as though they had nothing to say; and (7) peer negative and social influence.

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Eka Apriani

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Home Page

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Editorial Team

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Google Scholar

Contact Name Eka Apriani

Contact Email eka.apriani@iaincurup.ac.id

Phone +6285256498365

Journal Mail Official jadilajournal2@gmail.com

Editorial Address Jalan AK Gani Curup, Bengkulu, Indonesia

Location Kab. lebong, Bengkulu INDONESIA

Abstract

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Contact Name
Eka Apriani

Contact Email
eka.apriani@iaincurup.ac.id

Phone
+6285256498365

Journal Mail Official
jadilajournal2@gmail.com

Editorial Address
Jalan AK Gani Curup, Bengkulu, Indonesia

Location
Kab. lebong,

Bengkulu

INDONESIA