Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

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

12 13 14 15 16

Teachers' Strategies in Teaching Reading Comprehension Melsi Lu'luwa Putri; Manalullaili; Winny Agustia Riznanda
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 3 (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.v5i3.800

The aim of this study was to find out the teacher's strategies in teaching reading comprehension. A qualitative case study was used as a research approach. This research was conducted at SMPN 7 Palembang with one English teacher as participant using purposeful and criterion sampling. In collecting data, the researcher used observation and interviews. The data were analyzed using thematic analysis methods. The findings of this study indicated that the teacher employed two strategies in teaching comprehension. Reading aloud was a strategy where the teacher or students read a text aloud to improve comprehension. This strategy also helped students become more engaged in the learning process and enhanced their overall language proficiency. The qars helped students think critically by asking questions after reading. Students did not just look for answers within the text but also analyzed and connected information.

An Analysis of Grammatical Errors in Writing Recount Text Made by Eighth Grade Students Anisa Trisna Fitri; Dalilan; Winny Agustia Riznanda
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 4 (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.v5i4.801

Errors arise from student` incomplete learning and understanding of the target language system. The objectives of this research were; (1) finding the types of grammatical errors made by the eighth grade students of SMP Negeri 12 Palembang when they write recount text; and (2) finding the dominant type of grammatical errors made by the eighth grade students of SMP Negeri 12 Palembang when they write recount text. This study was design as descriptive quantitative research. The sample of this research consisted of 63 students selected by using the convenience sampling technique. The data of this study were collected by employing written task. The data analysis was used the surface strategy taxonomy. The result of the research indicated that there were 4 categories of error which were misformation, omission, misordering and addition. The result showed that there were, 530 errors (64.5%) in misformation, 237 errors (28.85%) in omission, 39 errors (4.75%) in misordering, and 15 errors (1.83%) in addition. In this case misformation was the most dominant type of errors that students made in writing recount text. In conclusion from the finding shows that students need more support in understanding and using correct grammatical forms in their writing.

Exploring Students’ Perceptions of Storytelling as a Tool for Enhancing Speaking Skills Ida Yulianawati; Satria Pebriyanto; Alfi Al hafidz Dewanka; Yayah Zakiyah
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.v5i1.803

This study explores students' perceptions of using storytelling to improve speaking skills in English-speaking classes. Conducted at Wiralodra University, Indramayu, this descriptive qualitative study involved 20 students from the second and fourth semesters of the English Education Department. Data were collected through questionnaires and interviews. The questionnaire focused on motivation, interest, usefulness, and benefits of storytelling in learning speaking skills. Meanwhile, the interviews explored difficulties in storytelling, the use of media properties, and overall student opinions. The results indicate that storytelling significantly enhances students' motivation and confidence in speaking. Over 90% of participants agreed that storytelling is fun (mean score 3.35) and engaging, with 85% showing increased focus during activities (mean score 3.1). Storytelling was also perceived as highly useful, with 92.5% agreeing it enhances speaking skills and introduces new vocabulary and pronunciation (mean score 3.35). Furthermore, 90% believed it helps them understand content better (mean score 3.25). However, challenges include time required to understand stories, anxiety during presentations, and difficulties with complex vocabulary and props preparation. Interview findings highlighted that participants valued storytelling for fostering creativity and spontaneous language use. This study concludes that storytelling is an effective method for fostering a positive and dynamic learning environment, helping students overcome speaking anxiety and enhance their communicative competence. It is recommended that educators adopt storytelling as a strategy to develop speaking skills while addressing the challenges identified to optimize its benefits.

The Threats to the Execution of the English Presentation Task for University Students Nur Aeni; Vivit Rosmayanti; Tuti Wijayanti
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.v5i1.804

English presentation tasks for university students are designed to enhance communication skills, boost confidence, and improve language proficiency. These tasks involve researching topic, organizing content, and delivering it effectively to an audience. However, not all students can deliver it confidently. The purpose of the study was to find out what elements affect EFL learners' comprehension of the materials when English presenting assignments are implemented. To triangulate the data for this qualitative descriptive study, interviews and classroom observations were used. The researcher employed methods such as data reduction, data display, and conclusion drafting in order to analyze the data. The findings demonstrated that giving students English presenting assignments improved their comprehension of the subject matter. To put it another way, the tasks helped students understand the topic better. However, the assignment's ability to completely improve comprehension was limited by impediments such students' worry, psychological hurdles, time limits, and procrastination. Furthermore, students stated that although the assignment was helpful, these challenges frequently affected their confidence and participation in the presentations.

Error Analysis in Writing Recount Text for Senior High School Students Cindi Maharani; Amalia Hasanah; Mirrah Salsabila
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.v5i2.805

Writing is a critical component of language development, particularly for second-language learners of English. Writing as the ability to express ideas, feelings, opinions that are taught and the ability to express the same thing in written form in English, which means writing is the result of thinking. The aims of the study were to identify and categorize the types of errors in writing recount texts made by eleventh grade students’ at SMA IBA Palembang and to find out the most dominant errors made by eleventh grade students’ at SMA IBA Palembang in writing recount text. The approach used in this study was quantitative descriptive. The population of this study research was 69 students. Then the researcher used random sampling and chose 35 students from 1 class as the sample. Moreover, the data of the research were collected by using writing task about recount text. The task was given two times and researcher only checked the last task. The result of the task showed that four types of errors were made by students. There were 253 errors made by students. There were ommision with 35 errors or 13.83%, addition with 13 errors or 5.14%, misformation with 195 errors or 77.08%, and misordering with 10 errors or 3.95%. It can be concluded, based on the frequency of each aspect of error, the most dominant error found in students recount text was the type of misformation with 195 of 77.0%.

Cognitive Processes in Delivering Classroom Oral Presentation by High Performing EFL Pre-service Teachers Riza Amelia
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.v5i1.806

This study explores the cognitive processes that were experienced by EFL pre-service teachers during classroom oral presentations in an Indonesian context. Using a descriptive qualitative approach, three high-performing pre-service teachers from a local university in Riau were purposively selected as the participants. Data were collected through observations, questionnaires, and open-ended questions. Further, the data were analyzed thematically. The findings were grouped into three main themes: (1) pre-presentation stage, (2) during-presentation stage, and (3) post-presentation stage. In the pre-presentation stage, it was revealed that the students’ mind focused on content preparation, language performance, and anxiety management. Several strategies to get succeed were revealed such as rehearsing multiple times, visualization, and positive self-talk. During presentation stage, all of the students were thinking about getting engaged with the audience. They used both verbal strategies (i.e., rhetorical questions, storytelling, and humor) and non-verbal strategies (i.e., eye contact and gestures) during presentation. Meanwhile, in the post-presentation stage, the students were thinking about self-reflection (i.e. assessing pronunciation, fluency, and confidence). Future research could investigate research that includes diverse population, research instruments, technology-related presentation aids, or longitudinal designs that investigate the students’ presentation skills development over time.

The Correlation between Students' Cognitive Reading Strategies and Their Reading Comprehension Achievement Cika Damayanti; Renny Kurnia Sari; Hariana Amalia
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 3 (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.v5i3.807

This study investigated the correlation between cognitive reading strategies and reading comprehension achievement and explored the influence of cognitive reading strategies on reading comprehension achievement of undergraduate English major students of Universitas Islam Negeri Raden Fatah Palembang. A total of 103 fifth semester students as a sample completed the reading section of TOEFL test, and the survey of reading strategies (SORS). Descriptive statistics, Pearson product-moment correlation and regression analysis were employed to analyze the data. The result of correlation analysis revealed that the correlation coefficient or the r (.618 > r-table .193). Then, the level of probability (p) significance (sig.2-tailed) was p (.000 < .05). Thus, there was a significant correlation between the students' cognitive reading strategies and their reading comprehension achievement. In addition, it was found that students' cognitive reading strategies significantly influenced on their reading comprehension achievement with the contribution of 38.1%.

The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students` Reading Achievement Ernia Putri Lestari; Umar Abdullah; Husnaini Husnaini
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 3 (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.v5i3.808

Reading is one of the four important skills that must be taught in English. Reading can help students to understand information better, develop critical skills, and increase vocabulary and understand the content of text. However, the majority of EFL student`s experience difficulty reading widely. This study aimed to determine the impact of the RCRR strategy on the reading achievement of the tenth-grade students at SMA Karya Ibu Palembang. The research used a quasi-experimental design with pretest and posttest non-equivalent groups. The sample consisted of 60 students, with 30 in the experimental group (X.A) and 30 in the control group (X.B). Data were collected through pretests and posttests and analyzed using paired and independent sample t-tests. The paired sample t-test results showed a p-value of 0.000 and a t-value of -55.166, indicating significant improvement in students' reading achievement. The independent sample t-test showed a p-value of 0.000 and a t-value of 3.952, surpassing the t-table value (2.045), proving a significant difference between the groups. The findings confirm that the RCRR strategy positively affects students' reading achievement in descriptive texts, suggesting it is an effective strategy for improving EFL students' reading skills.

Teacher's Strategies in Teaching Reading Muhammad Faizal Ramadan; Roma Nur Asnita; Eko Saputra
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 4 (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.v5i4.809

This study aims to describe the teachers' strategies in teaching reading to students by involving two English touchers. In collecting data, interviews and observations were conducted to identify strategies in teaching reading. The results showed that the strategies used by the teachers were Think-aloud strategy and QAR strategy. The results showed that teachers need to be equipped with strategies in teaching reading to help stadents in overcoming difficulties in reading English texts. The strategy choose is adjusted by the teacher with the material. These strategies are effective in teaching reading because it can help students to understand the text being read and students can learn new vocabuliny contained in the randing text which students unfamiliar with.

Improving The Eight Grade Students’ Speaking Achievement by Using Scaffolding Method Basyasah Al Adabiah; Renny Kurnia Sari; Hariana Amalia
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 4 (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.v5i4.811

This study investigated the impact of using scaffolding method to enhance students' achievement in speaking recount texts among eight-grade students at SMPN 55 Palembang. Employing a quantitative research approach with a quasi-experimental design, this study involved 58 students divided into an experimental group, which received scaffolding method treatment, and a control group, which was taught using conventional methods. Data were collected through pre-tests and post-tests and analyzed using the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test. The results showed a significant improvement in the experimental group scores from the pre-test to the post-test, as showed a z-value was -4.715 and the p-value sig. (2-tailed) of .000 was below the conventional alpha level of 0.05, showing that the improvement was statistically significant. In addition, the experimental group and the control group in the post-test, in the statistical analysis showed a z-score of -4.580 and p-value sig. (2-tailed) of 0.000. Since the p-value sig.(2-tailed) was below the conventional alpha level of 0.05, the finding was a statistically significant difference. These findings suggested that the scaffolding method was effective for improving students' speaking skills and should be used in English speaking classes to make learning more engaging and interactive.

Page 14 of 17 | Total Record : 162

12 13 14 15 16

Filter by Year

2020 2026

Filter By Issues

Home Page

OAI Link

Editorial Team

Contact

Reviewer

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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