Journal of English Language Studies
Journal of English Language Studies is a registered journal with p-ISSN 2527-7022 and e-ISSN: 2541-5131. This journal is formally published twice annually – every March and September. It covers articles in the fields of English education (EFL/ESL), linguistics, and literature.
Articles
174 Documents
<![CDATA[Cohesive Conjunctions in Applied Linguistics Research Articles among Iranian and Non-Iranian Researchers: A Comparative Corpus-based Study ]]>
<![CDATA[Ehsan Namaziandost]]>;
<![CDATA[Mehdi Nasri]]>;
<![CDATA[Mohammad Hossein Keshmirshekan]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.5431
<![CDATA[The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.]]>
<![CDATA[The Implementation of Doing Self-Assessment in Higher Education ]]>
<![CDATA[Nadella Lesmana]]>;
<![CDATA[Umi Rokhyati]]>
<![CDATA[ Journal of English Language Studies Vol 5, No 1 (2020): Available Online in March 2020 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v5i1.7210
<![CDATA[This study aims to discover how undergraduate students conducted self-assessments of their learning process and outcomes, and how much doing self-assessment could contribute to the learning achievement. This research applied a qualitative method. The authors utilized interviews to collect data and wrote them down as the results of the analysis. Based on the results of the interviews, six students responded to the survey regarding conducting self-assessment in the learning process revealing that the benefit of doing self-assessment for students was that they could introspect themselves in the learning process, the self- assessment had significantly contributed to time management during the learning process. In addition, self-assessment could motivate students to improve their ability to learn from previous results. Students could also evaluate what had been done in the learning process. Evaluation results were also significant for students in conducting self-assessments. Hence, students understood the extent of their ability to learn, which was better or worse than before, in every problem during the study process.]]>
<![CDATA[Improving the Students’ Skill of Writing Narrative Text through Cooperative Learning Model with Jigsaw Technique ]]>
<![CDATA[Siti Rodhia Harahap]]>;
<![CDATA[Muchlas Suseno]]>;
<![CDATA[Riana Bagaskorowati]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6216
<![CDATA[The purpose of this action research are: 1) Describe the learning process of writing narrative text through cooperative model learning with jigsaw technique, 2) Describe the improvement of writing narrative text through cooperative model learning with jigsaw technique. The research design of this research is action research which use two cycles. Data in this research are qualitative and quantitative data. Qualitative data were obtained from observation sheets, daily observation journals, as well as documentation. Quantitative data is data in the form of numbers from the results of writing tests obtained after the learning process with cooperative model learning with jigsaw technique. While the data sources in this study are sixth graders SD Negeri 01 Tugu Utara Jakarta Utara year 2018-2019. The results showed that 1) the activities of learners in the learning process increased significantly after following the learning by using cooperative model learning with jigsaw technique, the result show 82.0 in the first cycle and 89.3 in the second cycle for activities the learner in the learning process, 2) Students' skills of writing narrative increased significantly after following the learning by using cooperative model learning with jigsaw technique. The average value obtained by learners are; cycle I is 74.18, and cycle II is 83.00.]]>
<![CDATA[A study on the Effect of Telecollaboration through Social Networking on Reading Comprehension and Vocabulary Learning: The Case of Iranian Female High School EFL Learners ]]>
<![CDATA[Mahnaz Azad]]>;
<![CDATA[Maryam Kamarei]]>
<![CDATA[ Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v6i2.11312
<![CDATA[Technology enhanced instruction has been a paramount issue in recent decades leading to a shift in educational context. Moreover, telecollaboration as an electronically mediated intercultural communication has been introduced for the purpose of foreign language learning as well as the development of intercultural competence. Along this way, the present study was an attempt to probe on the effect of social networking through mobile assisted language learning (MALL) instruction (i.e., WhatsApp) on high school students’ reading comprehension and vocabulary learning. Furthermore, the difference between the effect of social networking through WhatsApp on the learners’ reading comprehension ability and vocabulary learning was compared. The design of the study was quasi-experimental with pre-test/post-test and the experimental and control groups. To do so, 60 female high school learners were homogenized using the Oxford Placement Test. Reading comprehension and vocabulary pre- and post-tests were administered among the learners to examine the effect of MALL instruction though WhatsApp on the learners’ reading comprehension and vocabulary learning. To analyze the data, independent samples t-test and MANOVA were used. Findings showed the outperformance of the experimental group over the control group in both reading comprehension and vocabulary learning. However, no statistically significant difference was found between the learners’ reading comprehension and vocabulary learning when they received social networking instruction through WhatsApp. Therefore, it can be concluded that using MALL can have beneficial effects on EFL learners’ reading comprehension and vocabulary.]]>
<![CDATA[Pre-Service Teacher’s View towards 2013 Curriculum and School-based Curriculum ]]>
<![CDATA[Anna Riana Suryanti Tambunan]]>;
<![CDATA[Willem Saragih]]>;
<![CDATA[Puan Suri Mira Annisa]]>;
<![CDATA[Tiarnita M. S Siregar]]>;
<![CDATA[Bahagia Saragih]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 1 (2019): Available Online in March 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i1.4936
<![CDATA[This study aims to discuss the views of pre-service teachers on the 2013 curriculum and KTSP. The implementation of the 2013 curriculum is very different from the previous curriculum. There are still many obstacles that significantly affect learning outcomes, both in terms of the media used, the assessment of the 2013 curriculum which is more complicated than the previous curriculum then the methods used to convey the learning material that has not been effective or not even following the learning material to communicate. This study used a qualitative descriptive method for two pre-service teachers who had the best GPA. In this study, researchers found that the 2013 curriculum was a new curriculum that followed the current technological era and also under the demands of the students' needs. Teacher candidates do not only learn how to understand teaching materials, but also how to apply these teaching materials in the teaching and learning process. In this study, researchers found that prospective teacher students faced obstacles in their application, for example in terms of classroom management and teaching preparation.Keywords: Curriculum 2013; pre-service teachers; school-based curriculum  ]]>
<![CDATA[Face to Face or Online Learning: Students’ Perspectives on Blended Learning in Indonesia ]]>
<![CDATA[Endang Setyaningsih]]>
<![CDATA[ Journal of English Language Studies Vol 5, No 1 (2020): Available Online in March 2020 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v5i1.6256
<![CDATA[The implementation of blended learning (BL) continues to grow and encouraged in many contexts of teaching. While previous investigations had largely focused on BL implementation and effect on learning, the number of studies highlighting the students’ point of view is limited. This survey study investigated students’ perspective on the implementation of BL in the context of tertiary education. The respondents of this study were 75 students from three tertiary institutions in Indonesia. The data were collected utilizing a questionnaire which was adapted from and developed based on the PLEQ II to meet this present context of the study. Thematic analysis of five possible situations of blended learning resulted in the identification of the attributes that hinder and facilitate learning in the context of BL from the perspective of the students. This study indicated that students preferred and felt that they learned better in face to face session. The students acknowledged advantages but found online sessions more problematic. The study also confirms the self-regulatory attribute as a vital component in blended learning. The findings imply that blended learning, as opposed to blended teaching, requires careful tailoring to meet specific context and purpose of learning.]]>
<![CDATA[Online Learning for EFL Learners: Perceptions, Challenges, and Expectations ]]>
<![CDATA[Siti Suharsih]]>;
<![CDATA[Murti Ayu Wijayanti]]>
<![CDATA[ Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v6i2.12122
<![CDATA[This article discusses EFL learners’ perceptions, challenges and expectations on online learning during Covid-19 pandemic.  The participants of this study were the second semester students of Magister of English Study Program in one public university in Banten. Questionnaire and interview were conducted to collect the data. The data were then analyzed qualitatively based on the themes. The research results show that the students perceived positively on the usefulness and the ease of use of online learning. They gave positive responses on online learning in terms of learning autonomy, discipline, technological skill, flexibility, accessibility, and their readiness dealing with technical things. The challenges they faced were dealing with the poor internet connection, motivation dynamics and learning material understanding difficulty. Finally, to deal with the challenges, they expected to have more well-prepared lecturers regarding technological capacity, course content and assessment.]]>
<![CDATA[Discussion and Think-Pair-Share Strategies on the Enhancement of EFL Students’ Speaking Skill: Does Critical Thinking Matter? ]]>
<![CDATA[Annisaa Eka Warliati]]>;
<![CDATA[Zainal Rafli]]>;
<![CDATA[Darmahusni Darmahusni]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i2.6100
<![CDATA[Previous research has underscored the importance of learning strategies and critical thinking. However, the relationship between both constructs toward the enhancement of the students’ speaking skills in EFL context still receives scant attention. Therefore, this study aims to investigate the influence of learning strategies (i.e. Discussion Strategy and Think-Pair-Share Strategy/TPS) mediated by critical thinking on the speaking skill of the Department of English Education students at a private university in Cirebon. The subject of this research consisted of 60 students divided into two classes (N=30 for experimental class and N=30 for control class). This study employed an experimental research design with a 2X2 factorial design. The findings demonstrated that English speaking skill of the students with Discussion Strategy was higher than those with the TPS strategy. Second, the English speaking skill of the students with high critical thinking level was higher than those with low critical thinking level. Third, there was a relationship between learning strategy and critical thinking toward English speaking skill. Fourth, there was no significant difference between the students’ speaking skills with Discussion strategy than those with Think-Pair-Share strategies in the group of students with low critical thinking level. This study concludes with the recommendations for future research to examine the effectiveness of discussion and think-pair-share strategies on enhancing the students’ critical thinking skills to promote their speaking skills.]]>
<![CDATA[Apology Strategies Used by Students in University of Balikpapan ]]>
<![CDATA[retnowaty retnowaty]]>;
<![CDATA[Nurliani Maulida]]>
<![CDATA[ Journal of English Language Studies Vol 4, No 1 (2019): Available Online in March 2019 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v4i1.4369
<![CDATA[There are two objectives of the study namely to investigate kind of apology strategies are used by students in University of Balikpapan and to investigate how age and social status affect their choice of apology strategies. The design of this study is descriptive qualitative. Instrument to collect the data was DCT task devised by Hasan in 2014. The data were analyzed and categorized by using theory of Trosborg and Aijmer compiled by Firiani & Lestari in Fitriani (2012). Findings have shown that an overwhelming majority of the apologies were combinations rather than single type. The most often used combined strategies by students in University of Balikpapan were ‘explicitly apologizing + acknowledging responsibility + offering redress’. Moreover, it can be inferred that age and social status affected participants’ choice of apology strategies since the result of this study showed that they had different combined apology strategies based on older, younger, same age and higher, lower, equal social status.]]>
<![CDATA[Using Inside-Outside Circle Method to Enhance Students’ Speaking Skill ]]>
<![CDATA[Suryadi Suryadi]]>;
<![CDATA[Fajar Erlangga]]>
<![CDATA[ Journal of English Language Studies Vol 5, No 1 (2020): Available Online in March 2020 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v5i1.6964
<![CDATA[This study aims to determine the application of the inside-outside method to enhance students' speaking skills. The design of the research is a true experimental study with Pre-test-Posttest Group Design. Learning outcome data are obtained through pretest and posttest activities. The samples are 80 students randomly taken by adjusting to the condition and aim of the research. There is a significant difference from the results of the experimental class posttest and control class this is evidenced by the Fo value. Fo value is 5.225 and Sig is 0.025 <0.05. It means that there is a difference in an interaction effect of using inside-outside circle method to enhance students’ speaking skill.]]>
