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

jadila
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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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Students’ Perceptions Toward the Implementation of Quipper School as an E-Learning Platform in Teaching English Santi Septinawati; R. Bunga Febriani; Wawan Tarwana; Syafryadin Syafryadin
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 2 (2020): 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: 10.52690/jadila.v1i2.103

This article reports the students’ perceptions in implementing Quipper School as an e- learning platform in teaching English and to know the advantages and disadvantages of it. This study took two sample classes with the overall fifty-three students by using cluster sampling technique and focusing on the survey study method. Twenty questionnaires provided to identify the students’ perceptions about quipper school. A depth information appear to be as important to gain more information and continuous responses to explore the advantages and disadvantages of implementing quipper school that have been undertaken by interviewing the students. The findings revealed that the students are comfortable learning with technology and also prefer to use IT. More significantly, The advantages of quipper school keep interaction between teacher and student in and out of the classroom, students still get lesson or review the material even though the teacher is not present in the classroom, and enhances students’ learning experiences using new learning system. Besides, quipper school also has disadvantages when it is applied in learning process, such as unstable internet connections, limited facilities (computer) that support learning by using quipper school, and there was no speaking material which it could be implemented in quipper school. It can be noted today learning and teaching can benefit from using quipper school in teaching English, students still get a lesson even though the teacher is not present to provide direct instruction and students can improve their achievement in learning English by reviewing the material wherever and whenever they are.

Male and Female Students’ Perception on the Use of Popular Song to Improve Students’ Vocabulary Mastery Etika Rachmawati; Rita Apollonia; Imelda Ratna Meila
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 2 (2020): 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: 10.52690/jadila.v1i2.105

This study was aimed to investigate the students’ perception and the teacher’s way to teach popular song to improve students’ vocabulary mastery. The sample of the study was 32 first year students in Vocasional higt school.A qualitative case study was employed, the data were obtained through the observation and questionnaire. Then, the data from the observations were analyzed by transcribing the whole of the activity in classroom and data from questionnaire were presented into percentage. The researcher described the data of the observation qualitatively. In the present study, the researcher proposed three research questions: (1) How does the teacher use popular song to improve students’ vocabulary mastery at English club? (2) What are male students’ perceptions on the use of popular song to improve students’ vocabulary mastery? And (3) What are female students’ perceptions on the use of popular song to improve students’ vocabulary mastery? In responding to the first research question, it was found that the teacher used audio technique such as music in teaching vocabulary. Furthermore, the result of second and third research question found that male and female students agreed that popular song could improve students’ vocabulary mastery, it can be seen from the questionnaire. It showed that students got new vocabularies after listening, learning and reading popular song because it had many new vocabularies and easy to understand. Based on the conclusion, this study suggests that the teachers who teach English, teaching English need various technique, method, and approach that have to apply in teaching learning process in order to give new atmosphere for the students. Using popular song as one of the solution to solve that problem has to be developed by the teachers because there are some activities that could make teaching learning English more fun and enjoyable especially in improving students’ vocabulary mastery because it is rich with vocabularies. Furthermore, the students have to learn deeply about the component of English and learning vocabulary in order to make them mastering English.

An Analysis of Teacher’s Strategies in Teaching Speaking Aisyah Nurbaktiah; Syafrizal Sabaruddin; Dedy Sofyan
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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: 10.52690/jadila.v1i3.115

The objectives of the research were to find out the strategies used by teachers in teaching speaking at SMAN 5 Kota Bengkulu and to describe how the teachers implement the strategies in the teaching process. This research was descriptive qualitative. The subjects were two English teachers who taught at tenth grade. The data were collected by using field notes and video documentation and were analyzed by using four procedures by Miles and Huberman namely data collection, data reduction, displaying data, and conclusion. The results showed that teacher 1 used seven strategies from twelve speaking strategies and teacher 2 used eight speaking strategies. The strategies used were Task Completion (50%), Opinion Sharing (83.3%), Information Transfer (16.6%), Reasoning Gap (33.3%), Questioning (100%), Brainstorming (33.3%), Scaffolding (100%), and Drilling (66.6%). Meanwhile, the other four speaking strategies were not used such as Information Gap, Jigsaw, Information Gathering, and Role Play. For the implementation, the teachers gave explanation and instruction to the students before applying the strategy. The teachers asked the students to work in pairs or groups which made them to communicate in English. In short, although the name of the strategy used by teachers was similar to each other, but the steps or ways carried out by them was different from one teaching to another. Furthermore, the teachers applied the strategies based on students’ condition, need, and material in order to help students become more active in the process of teaching and learning.

Code Switching and Code Mixing in English Language Learning Class Theresya Adhelya Pharamita; Mei Hardiah; Indah Damayanti
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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: 10.52690/jadila.v1i3.117

This research concerned with the types of code switching and code mixing used by the teachers, teachers’ reasons in using code switching and code mixing, and students’ perception of code switching and code mixing used by the teacher in the class. This research was a descriptive qualitative research. The researcher used observation checklist, video recording, interview, and questionnaire as the instruments of this research. The data of this research was analyzed by classifying the types of code switching used theory of Poplack and the types code mixing used theory of Hoffman. The result of this research shows that the English teachers did all the types of code switching in English class. Namely; tag code switching, inter-sentential code switching, and intra-sentential code switching. Meanwhile, the researcher found that the teachers only used two from the three types of code mixing. Namely; intra-sentential code mixing and intra-lexical code mixing. The type that did not appear was involvement in a change of pronunciation. This study revealed that the teachers’ reason in using code switching and code mixing are; to help the students in learning English and to make the students more focus in learning process. For the students’ perception, most of the students agreed that the use of code switching and code mixing helps them understand the materials in English language learning class.

Adjacent Consonants and the Universality of Sonority Sequencing Principle in Dotyali Dialects: Syllable Contact Analysis Dharm Dev Bhatta
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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: 10.52690/jadila.v1i3.118

This paper presents on all the possible adjacent consonant letters in Dotyali, one of the descendant language of Sanskrit, mainly spoken in Shudoor Paschim Nepal [sʊdʊrə-pəssɪmə] (Far-western) and compares the results of their phonological changes in seven local contemporary speech (dialects)：Doteli，Dadeldhuri，Bajhangi，Achhami，Baitadeli，Darchuli and Bajureli. Based on the corpus data from the field survey conducted in between July-September 2017 on a list of 1000 frequently used Dotyali words, this paper comes with a conclusion that even the onset clusters with rising sonority profile (except glides) are broken up by vowel epenthesis or simplify the clusters by deletion. It is revealed that dialects, except from the Achhami and Bajureli, the consonants with different degree of sonority across the syllable boundary tend to be changed due to syllable contact to meet Sonority hierchy, but the sonority distance between two consonants (coda and onset consonants) varies, therefore phonological changes like assimilation, dissimilation, desonorization, contact anaptyxis, contact methasis etc. goes differently. The phonological changes in Bajureli occurs maily due to other separate independent constraints.

Teacher and Students’ Talk in Speaking Classroom Interaction Mellany Mellany; Risnawati Risnawati; Fera Zasrianita
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 2 No. 1 (2021): 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: 10.52690/jadila.v2i1.123

Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.

The Authentic Assessment Based on Curriculum 2013 Carried by EFL Teacher Yeni Novita Sari; Risnawati Risnawati; Zelvia Liska Afriani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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: 10.52690/jadila.v1i3.124

In 2013 curriculum that is a new technique to students assessment. It is know as called authentic assessment. The purpose of this study is to describe the ability of English teachers at SMAN 04 Kota Bengkulu in applying authentic assessment in classroom learning activities. This research is a descriptive qualitative research. Researcher used three instruments, namely interview, observation, and documentation in collecting data. The English teachers at SMAN 04 Kota Bengkulu are already quite good at applying authentic assessment in English learning Activities. Application of authentic, the researcher uses a table equipped with nine indicators to optimize the understanding of the teacher in learning activities in the classroom. The results of observations in the classroom indicate that the authentic assessment carried out by the teacher shows that it is quite successful, which is included in the satisfaying category. It can be said that the two English teachers at SMAN 04 Kota Bengkulu were able to fulfill and implement authentic assessment. Research suggest that authentic assessment measures should take serious care. Then English teachers really need a lot of training to make them understand better in implementing authentic assessment.

An Analysis on English Teacher Strategies in Teaching Reading Comprehension Yulia Ade Saputri; Syamsul Rizal; Zelvia Liska Afriani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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: 10.52690/jadila.v1i3.125

The purpose of this study was to analyze what strategies the teacher used in teaching reading comprehension and how the teacher applies the strategies used in teaching reading comprehension. The subjects of this study were teacher who taught English at SMAN 10 Kota Bengkulu . This type of research is designed as descriptive qualitative research. To collect data in the study, researcher used Checklist Observation, Interview as an instrument in collected data and documentation. The procedure of this research is by means of researchers coming and participating in seeing and understanding how the teacher teaches reading comprehension in the classroom. The results of the study found that the two strategies used by the teacher, Scaffolding and QARs (Question Answers Relationship). Scaffolding strategy students can develop ideas that can be read by students and make students confident in reading comprehension. QARs (Question Answer Relationship), the teacher is able to know the extent to which students understand what the teacher has given them and the limits of the students' ability to do assignments after reading the text that has been given. Thus, it can be concluded that the teacher is good enough to implement this strategy in the classroom, but was slightly hindered by its application during the Covid-19 Pandemic.

Teacher’s Teaching Strategies in EFL Class Anrems Rafika Hayati; Zelvia Liska Afriani; Ali Akbarjono
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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: 10.52690/jadila.v1i3.126

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

The Teacher’s Pedagogic Competence in Teaching English at Secondary School Level Nelza Gita Purnama; Risnawati Risnawati; Detti Lismayanti
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 3 (2021): 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: 10.52690/jadila.v1i3.127

Pedagogical Competence is one kind of competencies that completely need to be mastered by teachers. Pedagogical competence refers to educational and teaching qualifications. One of the qualifications, the teachers should have the ability to manage and run the process of teaching and learning in the classroom. The aims of study are to know how the teacher’s pedagogical competence in teaching English. This study used Descriptive approach using mix method and the data were structured observation, questionnaire, and interview. The subjects of this study are an English teacher and 36 students of SMPN 16 Bengkulu Selatan. The findings of this study showed that the pedagogical competence of student is enough in medium category in can be seen at data interview and observation, and supported with the score of students’ perception on teachers’ pedagogical competence in teaching English were 27.2. The forms include: comprehend the qualities of understudies, this is finished utilizing an individual methodology, learning procedures, learning techniques, and learning materials that suit with students need. For aspects of teacher understanding of learning theory and learning principles which emphasizes very much on manuals, for the parts of educational program advancement educators just comprehend a little about the standards of educational plan improvement. Instructors aggregate schedule and exercise plans dependent on MGP. Based on the results of this study, the researcher suggested to the teachers that they should try to improve their strategy and competence when teaching in the class. The main problem of English Teachers are focusing only on the book instruction, not using English while teaching, and just giving the learners assignments without giving explanation in advance. There are also the solutions of all the problems like joining learning seminar or teacher forum.

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Home Page

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Editorial Team

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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

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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