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Results in Journal of Research on English and Language Learning (j-Reall): 52

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Rara Dwi Ayuningtyas, Muhammad Yunus
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 120-127; https://doi.org/10.33474/j-reall.v3i2.18268

Abstract:
This research aimed at investigating the students' pleasure reading habit during pandemic since they spend most of their time at home including their school activities done at home. This research used qualitative descriptive method. There were 25 students of 8th semester of English education Department of University of Islam Malang as the subjects of this study. The data were collected using questionnaire and interview. The findings showed that the students' reading habits during this pandemic continued but with a different frequency than before the pandemic. Then, the students revealed that their duration of using devices, especially mobile phones increased because they spent most of their time at home during the pandemic. All students said that they used their mobile phones more often to read because it was more practical. Next, from the data collected, it could be concluded that the main factor that hindered students from reading during the pandemic was social media.
Fitri Ana Rahmayani
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 89-97; https://doi.org/10.33474/j-reall.v3i2.15998

Abstract:
Learning is an activity that a person does to gain knowledge. As stated below, the teaching and learning process cannot be separated. The reason is both are essential in receiving new knowledge for students. This research aims to know the vocabulary acquisition of young learners through realia media of the fifth grade students of SDN Cangkring Malang 3. The method of this research use a qualitative method. The population of this research was the fifth grade students in SDN Cangkring Malang 3. The total sample of this research consisted of 6 students of elementary school for the fifth grade. The instrument used by the researcher is field note, pen, laptop, and some of the real object. The result of the research showed that the application of vocabulary acquisition with realia by applying with three period lessons methods is significant improve students' vocabulary mastery and also it is effective to interest in young learner to feel the new nuance, fun and an enjoyable learning process. This is having a positive impact on improving vocabulary acquisition of students.
Sereyrath Em, Minea Yun, Brak Dorn, Vannak Sao, Pheara Sin
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 104-114; https://doi.org/10.33474/j-reall.v3i2.16764

Abstract:
English has become the world's language, and it has been used by many people in different countries as a means of international communication. Motivation to learn English has been seen as the most important factor contributing to the success of students' learning. The current study employed a quantitative design and was conducted to find out the motivation levels of students studying English as a foreign language at a private high school in Phnom Penh. 60 students participated in a survey after we sought agreement from school principals and teachers of English there. The findings show that the students in the studied context were more extrinsically motivated to learn English rather than intrinsically. The sum of intrinsic and extrinsic motivations also revealed students' moderate motivation to learn English. Due to the small scale of the survey study, a future study should be conducted with larger sample size and at other educational institutions across Cambodia. Qualitative and mixed-methods designs are also highly recommended.
Fahimah Saifuddin, Lalu Dwi Satria Adriansyah
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 115-119; https://doi.org/10.33474/j-reall.v3i2.18654

Abstract:
This study aims to show how many affixations in Sasak Language Meriak-Meriku dialect and the semantic meaning. The methodology used in this study is qualitative method by following two steps. Those are: Firstly, the researcher reads the English book that consists of affixes both inflection and derivation. Seconddly, the researcher writes all the data collected. This study based on David H. Deterding, Gloria R. Poedjosoedarmo, William O’Grady, and Michael Dobrovolsky theories about affixation both inflection and derivation. Finally,the result of this study is in Sasak language dialect Mriak-Mriku has nine affixations that have different meaning.
Askiah Hasan, Putu Wahyu Sudewi
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 72-78; https://doi.org/10.33474/j-reall.v3i2.17646

Abstract:
The purpose of this study was to analyze the verbal interactions of students in class VIII of SMP Negeri 6 Majene, by analyzing the verbal interactions between teachers and students in class VIII of SMP Negeri 6 Majene in the 2020/2021 school year. This research is a descriptive qualitative research. Data collection techniques used checklist observation and video tapping. Researchers took 10 grade VIII students of SMP Negeri 6 Majene as research subjects. The results showed that in the teacher category more often appeared to accept feeling, ask question, criticizes / justifies authority. Furthermore, in the student category the most dominant was student talk response. In this case, researchers assess, that teachers and students are still lacking in verbal interaction and there are still many categories that have not been fulfilled. Furthermore, students also sometimes experience confusion and difficulty in proper verbal interaction. Then they don't really understand what is being discussed so they are afraid of being wrong even though students know what to say to the teacher.
Alifvia Putri Azharra, Jafar Shodiq, Arso Setyaji
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 98-103; https://doi.org/10.33474/j-reall.v3i2.17364

Abstract:
This study aims to determine: (1) To find out students' vocabulary mastery of SMPN 5 Ambarawa in writing descriptive text taught with using flashcard (2) To find out students' vocabulary mastery of SMPN 5 Ambarawa in writing descriptive text taught without using flashcard. (3) To know the significant difference of students' vocabulary mastery in writing descriptive text taught with and without using flashcard. This research is a quasi-experimental research. This research was conducted at SMPN 5 Ambarawa in May-June 2022. The population in this study was class VII students consisting of 33 students in the experimental class and 33 students in the control class. The experimental class in its treatment using flashcards while the control class only uses the lecture method as a learning process. The design used in this study is the Pre-Test Post-Test Control Group Design. The research instrument was in the form of a learning outcome test. To test the hypothesis using the paired sample t-test. Data analysis was done descriptively. The results of this study indicate that: (1) in the experimental class the average value of the pretest is 57.33 while the posttest average value is 82.64 which is higher than the control class, (2) in the control class the average value of the pretest is 56.06 while the posttest average value is 66.66, still lower than the experimental class (3) the average posttest value of the experimental class > control class is 82.64 > 66.67 which means that the vocabulary mastery of the experimental class is higher than the control class. In the paired t-test, the results obtained are sig.2 tailed of 0.000 <0.05 using flashcards is more effective.
Bulelwa Makena, Bunmi Isaiah Omodan
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 79-88; https://doi.org/10.33474/j-reall.v3i2.16504

Abstract:
Language teachers, yet on the other side, language enhancement is compromised for learners whose home language is not English. Further than that, for teachers lacking specialisation of other subjects allocated to them, besides English language teaching and learning becomes a monotonous activity that does not inspire learner attitudes more so that the greatest percentage of subjects underpinning the curriculum is offered in an English medium. This paper aims to explore if offering different subjects in varying classes has any significant impact on language development. The study is located within interpretivist paradigm using qualitative research appraoch and case study research design. 5 secondary school English language teachers were purposefully nominated and interviewed to study the problem’s complex phenomenon. Findings divulged that multi subject allocation in the site investigated seemed to be compromising subject specification, thus leading to a decline in enhancing language development. The study recommends that to re-build teacher and learner motivation, policies should be put in place to consider subject speciality when allocation of subjects is administered.
Farshid Sarmadi Kia, Nader Assadi Aydinloo, Masood Zoghi
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 25-35; https://doi.org/10.33474/j-reall.v3i1.13538

Abstract:
This study aimed at investigating the effect of SFL-based genre instruction on Iranian EFL learners’ performance in story reproduction. For this purpose, the researcher selected 38 EFL learners through administration of Oxford Placement Test (OPT) and assigned them into experimental and control groups and both groups took an oral reproduction pre-test. Then, in the control group, only common class procedures such as pair work, small-group discussion, and whole class discussion were applied whereas in the experimental group, SFL-based genre analysis of the short stories was conducted by the teacher. At the end of the study, both groups took the post-test. The results of the study revealed a higher amount of increase in the fluency and accuracy scores of the participants in the experimental group in comparison to the control group. The findings of the present study can be advantageous for teachers, syllabus designers, curriculum developers, and Ministry of Education in developing genre-based course for language learners.
Siti Sangadatul Latifah, Moh. Arif Mahbub, IsmailI Ismaili
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 43-54; https://doi.org/10.33474/j-reall.v3i1.14237

Abstract:
A growing body of literature on need analysis research has been carried out in indifference areas in various countries around the world. However, need analysis study in Indonesian vocational settings situated in marketing programs is still in its infancy. This article aimed at exploring participants’ angles toward the participants’ ESP Target Needs in the marketing program at a private Vocational High School (VHS) in East Java, Indonesia. By adapting Hutchinson & Waters' (1987) frameworks, this sequential explanatory mixed-methods (Creswell, 2014, 2018) employed a web-based questionnaire and a series of semi-structured interviews as the instruments. A web-based questionnaire consisting of 9 items: 2 items asking about wants, 2 items asking about necessities, and 5 items asking about lacks was administered to 15 participants who consented to take part in the recent study. Additionally, there were 3 areas of a series of semi-structured interviews exploring participants’ and the English teachers’ feelings about their wants, necessities, and lacks. A descriptive statistical method using SPSS v.25 was used to analyze the quantitative data, whereas thematic analysis proposed by Widodo (2014) was employed to analyze the qualitative data. The findings indicated that there were various perceptions related to their English target needs. Conclusions, limitations, and recommendations were then discussed. Keywords: English specific purposes (ESP); marketing program; need analysis; target needs; vocational high school (VHS)
Nurul Iftitah, Rahayu Kuswardani
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 16-24; https://doi.org/10.33474/j-reall.v3i1.11408

Abstract:
This study exposed experiences using Google translate application for translation used by English Department students. This research is focused on explaining problems and strategies using Google Translate used by English Department students. This research used a descriptive qualitative design. Researchers selected 20 students from English Department who had taken translation subject and agreed participated in this research. The instrument used was a questionnaire in the form of open-ended questions where students had to express their answers in a paragraph. In the questionnaire there were instructions and a descriptive text about tourism places written in Indonesian that must be translated into English by students using two ways. First, students used Google translate application. Second, students translated those texts manually without an application. There were eight questions about what translation problems they found after using the app and what strategies they did to fix the result. Several points were found to be improved in the process of translation using Google translate, including to deal with grammatical error, to deal with inappropriate words or phrases, to deal with no provided meaning in google translate and to deal with abbreviation existed in Indonesian language and to deal with word for word translation.
Wahyu Taufiq, Dian Rahma Santoso
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 36-42; https://doi.org/10.33474/j-reall.v3i1.14221

Abstract:
This research is concerned about the media used by teachers of a junior high school in Indonesia when the online class must be adopted in teaching-learning activities during the emergency remote classroom, particularly in the English-speaking class. The purpose of this research is to know the media that teachers use during the online emergency remote classroom learning in English-Speaking classes. This research is qualitative research using the purposive sampling technique. The subject of the research is English teachers in a conventional junior high school in East Java Province, Indonesia. Here, the researchers found that there were various kinds of media used in the class. The teachers used the media by implementing various techniques to support the teaching and learning process. Hopefully, this research might be beneficial for other researchers as well as teachers who want to explore the use of media for teaching. Keywords: speaking skill; media; junior high school; online class
Rizky Apriyanto
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 61-71; https://doi.org/10.33474/j-reall.v3i1.14233

Abstract:
This article aims at analyzing the types of identity integration in Steven Spielberg's Catch Me If You Can movie (2002). It reveals the psychological disorder that caused the main character to have several identities in the movie. Identity is a complex matter nowadays, and it has become one of the most discussed issues. The main character discussed in this article is Frank William Abagnale Jr., a promising young man with complex issues in his family. As a result, Frank's psychological disorder was caused by several problems during his adolescence. By using the psychological theory developed by Erik Erikson (1902), and the cinematographic language developed by Warren Buckland (1966) and Timothy Heiderich, the study is a psychoanalytic analysis. The analysis shows some results, that Frank William Abagnale Jr. is having a psychological disorder. His symptoms of being disintegration in his identity is mainly because he was having a family issue during his adolescence, which results in his future. He has to overcome his being disintegration by impersonating others’ identities. Thus, as a main character in the movie, Frank William Abagnale Jr. is an insane character since he earns millions of dollars before he reaches nineteen.
R. Muchammad Aditya Rafianto Kusuma
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 1-15; https://doi.org/10.33474/j-reall.v3i1.11481

Abstract:
The research of Pedagogical Content Knowledge (PCK) uses a qualitative approach. The purpose of this research is to obtain the Pedagogical Content Knowledge (PCK) of prospective teachers of English Courses in terms of academic ability during the Covid-19 pandemic, as it is known that the pandemic has changed the structure of life that has been neatly arranged in this world. Data were analysed in the form of documents, observed, and interviewed with prospective English teachers on SMAN 15 SURABAYA. The technique of taking the data in this study was purposive sampling. The subjects in this study are teachers with more learning hours because in general they are categorized as professional teachers, then teachers with many teaching hours will be examined how the PCK is. The instruments in this study used CoRe and Vignette. The data analysis technique uses the Miles and Huberman model, namely data reduction, data presentation, and conclusions. Based on the results of the study, it shows that the pedagogical content knowledge of English teachers on reading comprehension during the pandemic still needs more creative and innovative adjustments, this is indicated by the number of teachers who are still hampered during learning hours.
Dyah Aju Hermawati
Journal of Research on English and Language Learning (j-Reall), Volume 3, pp 55-60; https://doi.org/10.33474/j-reall.v3i1.14298

Abstract:
This study explored the needs for English for Specific Purposes (ESP) among the Agribusiness students in Jember State Polytechnic. It investigated the students' attitudes towards English for Specific Purposes (ESP) and their readiness for it. The study focuses on the issue of designing a suitable core course of English for Specific Purposes that introduces ESP through academic reading. The study is based on the investigation of the learners' needs. The aim of the study is to propose a suitable course in which ESP can be integrated or injected within the regular English for General Purpose classrooms in order to facilitate the students' academic progress within Agribusiness's current issues.
Nurul Fadhla
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 89-100; https://doi.org/10.33474/j-reall.v2i2.10953

Abstract:
Video-stimulated reflection has long been used in teaching and learning. One of the uses of video-stimulated reflection is in learning the English language. For this reason, this paper discusses students' perceptions in a private university in Jakarta, Indonesia, about applying the method of video stimulated-reflection as a learning strategy to increase speaking performance. There are two objectives in this study. The first objective was to reveal what is the EFL students' perception of video-stimulated reflection. The second objective was to know to what extent the video-stimulated reflection method helps students to enhance students speaking performance. Data were collected via journal reflection and interview. The data were analyzed by content analysis of the qualitative data. Four students of the private university were recruited to participate in this study. They were asked to record their speaking activities and complete journal reflection to capture their voice toward video-stimulated reflection. At the end of this research, an interview was also delivered by these students. The findings show that most students perceived positively toward video stimulated-reflection. Moreover, this study shows the strengths and weaknesses of video reviews; the problem faced when making the video, the aspect that needs to be improved, the efficiency of video stimulated-reflection, and students' focus when viewing the video. The findings are useful for EFL students involved in learning the use of video-stimulated reflection to enhance speaking performance. Keywords: video stimulated-reflection; speaking performance; perception of students EFL
Rizky Aditya Prasetyo, Rahayu Kuswardani
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 132-139; https://doi.org/10.33474/j-reall.v2i2.11336

Abstract:
Recently, many students study from home and their class is conducted online. Many of them spend more time at home, and since their class is conducted online, most of the students have their smartphones. Because of this situation, the visual novel can be used to aid the students in studying English, especially for reading. The visual novel is a game that utilizes pictures with various sound effects to make the reader more interested in playing and watching the picture. This study is to develop a visual novel for education with the purpose to aid students in learning English. The research method utilized by the researcher in the development of a visual novel is a DDR (Design and Development) method. The participants in this research were tenth-graders from various schools in Surabaya. The instrument used in this research were questionnaires, structured interviews, and expert validation. The visual novel was validated by the expert before testing the game. This study found that Visual Novel can help students became more motivated to learn English especially reading and the response they gave toward using visual novel in aiding learning English is positive. Several students also struggled with the game due to the student's lack of knowledge. In conclusion, the visual novel has been proven to meet the students' demand to aid in learning English. The implications of these findings are that teachers should use media to create a positive learning environment.
Desak Ketut Indriyani, Luh Putu Artini, Luh Diah Surya Adnyani
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 83-88; https://doi.org/10.33474/j-reall.v2i2.10118

Abstract:
Education and Culture Ministry Regulation 81A Year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in English teachers’ lesson plans. This research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by English teachers as demanded by Curriculum 2013. The data were collected through document analysis of 20 English teachers' lesson plans from 4 Junior High Schools in Singaraja, Bali. The research model from Miles and Huberman (1984) was adopted in data analysis process. The instruments were derived and modified from principles of authentic assessment in Education and Culture Ministry Regulation 81A Year 2013. As the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. The assessment instruments were relevant to the indicator of learning and the skills’ aspects in assessment instruments used was authentic as demanded by Curriculum 2013.
Imas Masyithoh, Eko Suhartoyo
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 140-144; https://doi.org/10.33474/j-reall.v2i2.11435

Abstract:
English writing task for students is considered as the most complex task since they need to combine all English skills on writing construction. Metacognition, the highest order thinking, has to be in writing strategies (planning, monitoring, evaluating). The students who use their metacognition can know which effective writing strategies on doing their writing task. This research aims to elaborate on whether there are significant differences between high and low achievers in writing in using metacognitive writing strategies or not. The researcher selects the Ex-Post Facto research and two instruments; (1) writing test – descriptive text to differentiate between high and low achievers in writing (2) questionnaire – to identify the most and the least uses of metacognitive writing strategies. With the Independent T-test for analyzing the data, the findings are. (1) The uses of metacognitive writing strategies and students’ writing performance are not significantly different. The mean of each strategy had been compared to the mean of students’ performance; moreover, based on the statistical analysis at SPSS, it shows no significant difference. (2)The most used strategy by high and low achievers in writing is planning while the least used strategy is monitoring. From these findings, the null hypothesis is accepted. Although there were no significant differences in the uses of metacognitive writing strategies between high and low achievers in writing, the students have already known effective writing strategies that can improve their writing.
Cahya Kusuma Negara, Dewa Ayu Eka Agustini, Luh Diah Surya Adnyani
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 76-82; https://doi.org/10.33474/j-reall.v2i2.10235

Abstract:
This research aimed to describe the implementation of inclusive education and identify the challenges students might have in English courses at SMK N 3 Singaraja. The research subjects were students with disabilities and regular students who studied at XI MM 2 (Multi-media). This research was a case study that used the descriptive qualitative method. The data collection was done by conducting a questionnaire and interview guide sequentially. The student's perception was measured from 3 aspects, namely perceiver, target, and social setting. The result from the questionnaire and interview was analyzed continuously and described descriptively. This research showed that students with disabilities and regular students have a good perception of inclusive education implementation. However, there were several challenges, such as lacking adaptation with inclusive classrooms, time, facilities, and special teachers. It implied that the teacher and school's staff should give examples, more chances, and more attention to the inclusive class students.
Imam Wahyudi Karimullah, Sari Kurnia Rahmawati, Elchin Gashimov
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 145-152; https://doi.org/10.33474/j-reall.v2i2.12633

Abstract:
This study explores an innovative way to increase students' learning motivation in a cross-culture understanding (CCU) class at an English Language Teaching study program in a private university in Indonesia. The lecturer assigned EFL students to find international students to share their cultures to solve students' lack of motivation in indoor learning activities. From observation, interview, and an online survey to 94 students (four classes), 98.9 % agreed that the international students' guest lecture method could increase EFL students' motivation to learn CCU. The Indonesian lecturer exposed to global culture and international students exposed to Indonesian culture becomes the primary resource for Indonesian EFL students to get insight and inspiration for their intercultural communication and adaptation practices.
Putu Erna Adnyani, I Putu Ngurah Wage Myartawan, I Nyoman Pasek Hadi Saputra
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 101-106; https://doi.org/10.33474/j-reall.v2i2.10133

Abstract:
This qualitative descriptive study aimed at analyzing teachers’ problems and solutions in implementing Student-centered Learning. This study involved an English teacher in SMA N Bali Mandara Singaraja. The instruments of this study consisted of voice recorder, field notes, interview guide, and researcher as the main instrument. The obtained data were analyzed using Miles and Huberman (1994) theory which consisted of data collection, data reduction, data display and conclusion drawing/verification. The results showed that the teacher's problems included problems caused by students, teacher, and facilities to support learning. The teacher’ solutions to solve the problems were by identifying the students' ability, motivating students personally, doing the class management well, using “stick talking” game to lead students to ask a question, instructed students to find more resources on the internet or library, giving a reward, instructed students to revise their planning when it was not meeting the minimum score before mobilizing them to the other group or permitting them to choose individual task based on their interest, grouping students evenly based on the identification result, scheduling and instructing them to do a discussion with their friend before consulting their project to the teacher and the last borrowing tools from the school facilities section and rotating the tool usage. Keywords: student-centered learning (SCL); teachers’ problem; teachers’ solution; 2013 curriculum  
Rattana Jangpiboonpong
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 107-111; https://doi.org/10.33474/j-reall.v2i2.10999

Abstract:
This ongoing study is conducted to explore language proficiency and the attitudes of 63 first year students from Faculty of International Studies who use Tell Me More Online (TMM online) as their learning tool (Academic Year 1/2020) and the effectiveness of TMM Online in enhancing students’ English language proficiency. The evaluation results from all English courses which the students registered in the semester will be used as a research instrument to see the student progress in English language learning or their language proficiency. Questionnaires and the semi-structured interview will be also launched to acquire the attitudes of the students towards doing self-learning exercises from TMM online. The results for the first phrase of data analysis was to see the attitude towards TMM online. It was revealed that the students’ satisfaction on content, materials used, and application of TMM Online was at the satisfied level. Keywords: achievement; language proficiency; attitudes
Wahyu Pratama, Rahayu Kuswardani
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 112-124; https://doi.org/10.33474/j-reall.v2i2.11335

Abstract:
Recently, Covid-19 has threatened the education sector and forced learners to adjust an online learning. According to that, learners need to study in their own space and make them more independent and autonomous. However, learners tend to experience difficulties caused by their surrounding environments that sometimes does not support online learning. Surrounding environments include human activities e.g., noise in the surrounding; financial capabilities of parents for internet data plans; or other issues beyond the student's intellectual abilities. Therefore, this research aimed to explore the existed environmental factors that affected the learning environment and define the factors which affected learners’ volition. This study was applied a qualitative method and presenting the collected results descriptively. The researcher worked with one English teacher who has been voluntarily participating in this study. This study used semi-structured interview and questionnaire as the research instruments. Firstly, the researcher sent the questionnaires using Google Form for all students at 11th graders from one of the government-owned senior high schools in Surabaya. Secondly, the researcher interviewed an English teacher to find out the class’ conditions. This study has revealed that teacher still holds huge responsibilities to guide students along the online learning process. Besides, there were still a lacks IT skills of students which make the teacher not only a facilitator but also a helper or counsellor. This dominant role of the teacher eventually made students less autonomous.
Muhammad Husnun Nadhif
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 125-131; https://doi.org/10.33474/j-reall.v2i2.11324

Abstract:
With the development of technology every time, the development of media for learning is also overgrowing. Many new media are popping up especially digital-based media, ranging from images, audio, and video. All of that media has been widely used by teachers to get students excited about what they will learn in class. However, the longer these media feel boring for students, the teachers also have to twist their brains to find new media, one of which is video games. Several studies have looked into the influence of adventure video games on learning English; however, few studies have looked into the effect of adventure games on learning English. This study aimed to see how video games affected students' reading comprehension of narrative text. The study consisted of 50 students from SMA Negeri 1 Kebomas Gresik in tenth grade. X-IPS 1 and X-IPS 2 were the class examples. The impact of video games can be reflected in the multiple-choice scores of students. The author used a quantitative procedure and quasi-experimental design as the analysis methodology with a purposive sampling approach. A multiple-choice test was used as the testing tool. The findings in this study explain that video games do not significantly impact students but only increase the motivation of students to learn and entertain students only
Parichart Charernwiwatthanasri
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 193-201; https://doi.org/10.33474/j-reall.v2i1.9517

Abstract:
From face-to-face to online teaching an English for Reading and Writing course is challenging to provide learning strategies and assessments that fit the pedagogical style of the online environment since there are many online tools (e.g. translation machine, grammar check software, and websites) for assistance in English writing. This study aims to investigate students’ learning strategies in taking an online writing assignment, with an emphasis on using authentic assessments to encourage students to avoid using online tools and plagiarism in their writing. The findings show that during online learning, students made use of online tools, and they searched for the information on the internet as an assistance in writing an assignment. However, using Blended Learning and four different types of writing tasks significantly reduces the use of online tools, and it enhances students’ active participation in the assessment process. The guided instructions of each task also help students to improve their writing skills, and most of the students preferred to work in small groups to complete the activities online which enhanced interaction and the sense of an online learning community.Keywords: blended learning; writing assignment; online tools
Irma Dewi Isda, Imran Imran, Purwati Purwati, Rahmiati Rahmiati
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 202-208; https://doi.org/10.33474/j-reall.v2i1.9518

Abstract:
This research aimed to find out Google Classroom effectiveness, which was used to enhance students’ speaking skill. This research used a quasi-experimental with a pre-experimental research design. The subject of this study is the eleventh grade of senior high school at SMA N 1 M. Payed. It involved 25 students as a sample of this study. In the process of data collection, the researcher used a pre-test and post-test. The researcher analyzed the data using Wilcoxon Ranks Test to test the hypothesis. This study found the value of significance (2-tailed) was lower than the significance level (0.000 < 0.05), then the Ha was accepted. It means there was a significant value on students’ achievement of the speaking skill by using Google Classroom. Finding obtained of pretest 71,20 and posttest 78,16. In conclusion, the mean pretest and posttest scores differ significantly, or there is an effect of using google classroom enhancing students speaking skill at SMA N 1 Manyak Payed. However, it can be concluded that Google Classroom significantly affects students’ speaking skill and helps them finish and collect the assignment without any bound by time and space.Keywords: google classroom; teaching English; Covid-19
Indra Yoga Prawiro
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 178-183; https://doi.org/10.33474/j-reall.v2i1.9323

Abstract:
Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text
Nur Jamilah
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 209-215; https://doi.org/10.33474/j-reall.v2i1.9519

Abstract:
This research aims to identify the effectiveness of using metacognitive strategy in teaching online descriptive text. Fifty students of the second year at MA Al-Istiqomah, Mojokerto were involved in this study. This research is One-Group Pretest-Posttest Design. Students’ reading achievement based on the minimum passing score and field notes were the instruments to get the data. The present study results in the implementation of metacognitive strategy improved the students’ skill in reading online descriptive text especially in ascertaining main idea, supporting idea and topic sentence. This showed the significant improvement of the students’ reading comprehension skills of an online descriptive text when implementing metacognitive strategy on their learning process. The finding of the present study is expected to be applicable in the online based class during this pandemic Covid -19.Keywords: online reading comprehension; descriptive texts; metacognitive strategy
Alfufatin Nabilah, Dewi Larassati M.P, Fairuz Lazuwardiyyah, Syaifuddin Syaifuddin, Wiwik Muyassaroh Abdi
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 164-169; https://doi.org/10.33474/j-reall.v2i1.9017

Abstract:
The purpose of this study was to explain the students’ perception towards the use of TikTok in learning writing descriptive text. This analysis was a descriptive quantitative with a survey approach through questionnaire. The total of sample was 85 students at Islamic Senior High School of 1 Gresik especially from X MIPA 3, X MIPA 4, and X MIPA 5 in the 2020/2021 academic year. The information of this study was obtained through 15 questions adapted from Ilmiyah et al. & Ilmi. The researchers analyzed the data from questionnaire using SPSS 16 program to find out the descriptive statistical analysis. The finding captured that the interpretation of students regarding the use of TikTok in descriptive text of learning writing was positive. The students said they agreed with the use of TikTok in learning writing descriptive text due to it contributes positively and can foster the motivation of students. Furthermore, it makes the learners pay attention and participate in the learning process. Therefore, it is also recommended to students and teachers to use TikTok in order to create a contextual, relevant, and meaningful learning process, especially in writing descriptive text. They also allow students to participate in the learning process actively.Keywords: TikTok; video; descriptive text
Chairuddin Chairuddin, Maulana Yusuf Aditya
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 184-192; https://doi.org/10.33474/j-reall.v2i1.9352

Abstract:
Bilingualism is used as a cover term for multilingualism, too – speaking more than two languages. Some researchers use the term plurilingualism for speaking more than two languages. few bilinguals are as proficient in any second language as they are in their first language. This research aims to determine the implication of bilingualism in EFL classroom. Descriptive qualitative is used as a research approach and its application uses phenomenology methods. The findings showed that the implication of bilingualism to students’ speaking. The implication is about interact and apply the lecturer’ utterance. It can be said this implication related to the students’ understanding of the word meaning in speaking. Second implication from the observation data is about students’ comprehension in a certain word, such as compounding. The lecturer used bilingualism to explain the meaning of the word. By using Bahasa, the students were easier to understand the lecturer statement. In this case, the students knew what the lecturer’ uttered and finally they could know the meaning of the word. Keywords: bilingualism; implication; EFL classroom; teaching and learning
Nuriyatul Hamidah
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 149-155; https://doi.org/10.33474/j-reall.v2i1.6922

Abstract:
Having an effect on reading, metacognitive awareness, self-efficacy and motivation are considered as the main factor in affecting EFL reading comprehension. Thus, the aim of the present study is to investigate the relational pattern of those selected factors toward EFL reading comprehension and investigates the contribution of each variable. The design is categorized as quantitative study. The subjects of the study consisted of 90 students of the English Letters and Language, Humanity Faculty, UIN Maliki Malang. The instruments used in this study are a test and questionnaires. Moreover, the data are analyzed using multiple regression techniques including a correlation design called Path Analysis. The result of the study has shown that the regression model in the first layer is proven insignificant to the independent variable. The total contribution of all variables in the first layer is 2.5%. While, the regression model of second layer is proven significant. The total contribution of all variables in the path diagram in the second layer of this study is 44.86%. Based on the result, it is suggested for the future research to have a research on other factors such as combining affective and cognitive factors while considering students’ diversity such proficiency level, personality and gender.
Napacha Prapawadee
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 216-223; https://doi.org/10.33474/j-reall.v2i1.9524

Abstract:
Several studies have been conducted on written errors discovered in an EFL classroom, and the findings are similar, and that common errors have been discovered in Thai students’ written work, so these studies conclude that the main cause of errors is L1 interference. In addition, other related studies reveal that flipped classrooms can support students’ learning process. It is due to the fact that these days, EFL students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited. Therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on LMS to encourage the students to learn at their own pace and to engage students with class activities. The online lessons and class activities are currently being implemented, and 25 freshmen participate in this study. The questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities. Also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom. The findings from the pre- and post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement. Also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom.Keywords: written errors; L1 interference; flipped classroom
Benny Kurnianto
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 170-177; https://doi.org/10.33474/j-reall.v2i1.9212

Abstract:
To improve students’ English proficiency, Indonesian Civil Aviation Institute has placed TOEFL® preparation in the curriculum of study program. Nevertheless, the learning design was not common compared with similar program of TOEFL® preparation in another institution. ICAI put a single teacher in class consisted of 24 students with various skills. Consequently, the English teacher had to employ a strategy to cope with this large multilevel class. This qualitative research was conducted to analyze the teacher’s strategy. Its purpose is to give enlightenment toward the conformity between learning design and learning objectives. A pre-test and post-test were given to a determined class and the grades were compared to see the fulfillment of the objective. An observation and note taking was undertaken during the learning process to explain the strategy. The result shows that the teacher occupy cooperative learning through flexible grouping to cope the class challenge. While the result shows 57% students in the class were able to gain 500 as minimum required score, it has implication in examining the learning design in broader context.Keywords: classroom; multilevel; teacher-students ratio
Herlianto A
Journal of Research on English and Language Learning (j-Reall), Volume 2, pp 156-163; https://doi.org/10.33474/j-reall.v2i1.7497

Abstract:
This research investigates the forms and functions of English exclamations. By applaying qualitative and quantitative research methods, this research takes romantic films as the subjects. The result showed that in those films the exclamations functioned in the most frequent intensities are to show wonder, anger, surprise and pleasure. While the most frequent forms used are declarative, interjection + declarative, interjection, directive, and interrogative, respectively. These indicate that romantic films tend to express exclamations by declarative rather than other forms in which the context plays an important role for determining what is an expression as exclamation or not rather than the form itself.Keywords: form; function; exclamation
Ehsan NamazianDost, Meisam Ziafar
Journal of Research on English and Language Learning (j-Reall), Volume 1; https://doi.org/10.33474/j-reall.v1i2.6432

Abstract:
There exist some estimates of the capacity of human memory. Recent studies have proven the fact that Long Term Memory is subject to constant reconfigurations mostly at lower levels of neural clusters. There is no consensus on one definition for the capacity of memory. As far as retrieval of items present in memory is not the concern, it is reasonable to refrain from putting limits on capacity of human memory; otherwise, one must accept a number game which renders no fixed definite final estimation. Recently such capacity is defined as the amount of interference created by the item which must remain active in the memory.
Neni Nurkhamidah
Journal of Research on English and Language Learning (j-Reall), Volume 1; https://doi.org/10.33474/j-reall.v1i2.6756

Abstract:
This research aims at finding out the illocutionary speech act on one Donald Trump’s speech in addressing the COVID-19 outbreak. The speech is conducted at Oval Office in 11 March 2020. This is a qualitative research that implemented the theory of speech act by Searle (1979). Result shows that Trumps made all five categories of illocutionary speech act with different amount of each category. The most utterances he made is assertive (54%). The type of assertive in his speech is boasting, claiming, describing, informing, and stating. The next category is commissive (29%) that consist of promising, and planning. In directive categories (15%) the utterance he made is commanding and advising. And Expressive (1%) consist of thanking and the last is declarative (1%) can be seen from his utterance when he blessed the audiences.
Nurhayati Irmawan, Rahmi Aulia Nurdini
Journal of Research on English and Language Learning (j-Reall), Volume 1; https://doi.org/10.33474/j-reall.v1i2.6860

Abstract:
Reading, Listening, Speaking and Writing are four skills tested in TOEFL iBT. The two types of questions in the writing task of TOEFL iBT are independent and integrated. Focusing on the integrated task in which test-takers require to read a passage, to listen to a lecture related to the topic of the reading and to summarize the listening by explaining how it relates to the points in the reading (Peterson, 2007:8). This research analyzed the errors of students' writing production of integrated task. The research samples of the task were taken from 7 (seven) TOEFL iBT candidates. Examining 14 integrated tasks, this study categorized the errors into three major categories: grammar, mechanics, and content errors. This study found that most frequent grammatical errors were in the verb (22%), agreement (20%), and followed by a noun (14%). The findings of mechanic errors are mostly in the use of capitalization at the beginning of a sentence. In the part of punctuation errors, it was found that the omission of a comma as a frequent error. The last results are content errors which consist of plagiarism; own idea addition; question addressing in which if the test takers’ response focuses on one of the two passages and completely ignores the other one; and missed information in which test-takers are unable to absorb key information from reading and listening passage. It is expected that these findings enable TOEFL iBT tutors to recognize candidates' problems and improve their teaching approach to reach better results. Keywords: Error Analysis, TOEFL iBT, integrated writing task, summarizing
Putri Rindu Kinasih
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 87-100; https://doi.org/10.33474/j-reall.v1i2.6757

Abstract:
For years, scholars believed one effective approach that can be used in teaching literature in EFL context is reader-response approach yet very limited study can be found about the application of reader-response theory in teaching symbolism. Whereas, symbolism is considered as the most important elements of serious imaginative literature which provide rich sources of insight. The problem is, deciding exactly what is represented by a symbol is not an easy thing to do, though the general meaning is clear because a symbol most commonly represents something unnamed. This research aimed to find out the application of reader-response theory in teaching symbolism. This research observed 16 participants majoring in English Literature program. Within four weeks, the participants were asked to read selected poems and short stories and asked to write a reflective writing as a response. Then, the writings were assessed by using critical thinking rubric. From this research, it can be drawn that the participants’ score of symbolism interpretation were increasing by the end of the research. In other word, reader-response theory is beneficial to the improvement of students’ inadequacies in studying symbolism and offers potential benefits to solve problems in literature discussion such as low self-confidence and fear of stating out different interpretations. By the end of the research, the participants are more accustomed to express various ideas and more motivated to explore more supporting sentences to strengthen their ideas.
Isbandi Isbandi, Nurma Dhona Handayani
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 142-148; https://doi.org/10.33474/j-reall.v1i2.6923

Abstract:
This research primarily aimed to analyse the types of the illocutionary act proposed by Searle (1979), secondly to find the dominant type produced by both sides, between barista and customers’ utterances at Starbucks coffeeshop Changi Airport. This research applied observational method and non-participatory technique as the way collecting the data. The design of this research were qualitative and quantitative research. Qualitative research is applied to analyse the data in the form text. In contrast, quantitative research used to count the number of utterances, to conclude which types of illocutionary acts find dominantly during the conversation. It was found that directive, representative, and expressive types were in the utterances. Meanwhile, commissive and declaration type did not find in the utterances. The result from this study showed that directives illocutionary act as the most frequently found in utterances, because the communication which takes place in coffeeshop between the baristas and customers usually only needed to ordering and just give information (informing).
Isrokijah Isrokijah
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 133-141; https://doi.org/10.33474/j-reall.v1i2.6900

Abstract:
Problem Based Learning (PBL) is one of teaching models required in Curriculum 2013. However, not many teachers apply it in teaching English. This happens because of their lack of knowledge about PBL and how to apply it in the class. This article aims at elaborating how to implement problem based learning (PBL) as an effective model in teaching and learning English at junior high school. By knowing how to apply PBL in the classroom it is hoped that the teachers will be motivated to use PBL in their teaching English, PBL increases students' motivation in learning, their ability to work independently and collaboratively with others, and their problem solving skills in order that the English learning objectives can be achieved.
Theresia Adventris Ndohna Ruru, Teguh Sulistyo
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 127-132; https://doi.org/10.33474/j-reall.v1i2.6845

Abstract:
This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.
Ikrar Genidal Riadil
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 62-68; https://doi.org/10.33474/j-reall.v1i2.6855

Abstract:
In the modern and digital era, digital native’s learners are conceived into an era of digital networking. It keeps everything connected to technology. Digital natives with digital technical expertise and abilities which can theoretically be utilized for improved learners’ interaction in the classroom. The government has began to vigorously increase the literacy culture in schools by doing reading literacy. Teachers will be willing to provide an precedent by developing a community of literacy at school. Increased classroom reading atmosphere also improves vocabulary for learners studying English. The Seesaw Media implementation may also help learners to insert allusions to enhance scientific knowledge as a regulatory framework for learning. The aim of this research was to discern the use of Seesaw as the media of literacy to cultivate learners’ vocabulary. This research pursued to answer two research questions; (1) does Seesaw Media helps learners to improve their reading ability? And (2) what are the impacts of Seesaw Media application on the learners on developing vocabulary? The methods used by the researcher were; firstly, the researcher distributed the questionnaire with the English learner's. Secondly, the researcher assessed the feedback from the respondents. Thirdly, the researcher sought the response to the learners on the effect of reading ability by using Seesaw. This research has used descriptive qualitative to conduct the research study. This result of the research has shown the Seesaw Media helped learners to improve their reading ability.
Siti Aisyah, Chairuddin Chairuddin, Tera Athena
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 113-118; https://doi.org/10.33474/j-reall.v1i2.6747

Abstract:
The society in using language is susceptible to any type of word including the expression of swear word. This research aims to determine of the types in swear word use based on the gender of its use in communication. Descriptive qualitative is used as a research approach and its application uses phenomenology methods. The data are from male and female students by matching them to Wardhaugh’s and Jay’s list of swear word. Students of elefth social three are selected for this research. Analysis of the results of gender-based reviews shows that men are stronger in the use of swear word forms. In contrast to women who are more aggressive and talk much only in their groups. Sex, death, excretion, bodily functions, religious matters, politics, mother-in-law, animals, nicknames are more widely used by men. For the types of rude comments women use more. This is indicated by their words and expressions that are more feminine and long-winded. Finally, the swear word which is included in this taboo word is used sometimes not the same for men and women.
Besral Besral, Sari Yustina Luli, Yola Veranita Putri
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 101-112; https://doi.org/10.33474/j-reall.v1i2.6895

Abstract:
The purpose of this research was to see the effects of Mind Mapping Technique toward students’ writing ability especially in writing descriptive text. The results of Post-test experiment and control class were used to confirm the hypothesis. The population of this research was all of the students at X grade of Senior High School 3 Padang Panjang, consisting of 96 students who spread in 3 classes. Two classes were taken as sample by using cluster random sampling. Writing test was used to collect the data. The treatments were done in six meetings. The data of this research were analyzed by using Statistical Product and Service Solution (SPSS) Program. The result showed that the mean score of students’ post-test at experimental class was (65.94) higher than those of control class (58.16). The calculation of the test showed that t-calculate was (8.27) higher than t-table (1.67) at the significant level of .05 meaning that students who were taught through Mind Mapping technique produced better writing skills in descriptive text. It can be concluded that teaching writing by using mind mapping technique gave significant difference on students’ writing ability at X grade of Senior High School 3 Padang Panjang. Therefore it is recommended that English teachers should use this technique to improve students’ writing ability.
Sueb Sueb, Ririn Pusparini, Anis Trisusana, Esti Kurniasih, Nur Chakim
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 53-61; https://doi.org/10.33474/j-reall.v1i1.6116

Abstract:
Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. Almost all teachers say that increasing professionalism as an English teacher is the main motivation. In detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among English teacher professions. With diverse backgrounds ranging from English teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism.
Achmad Kholil
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 41-45; https://doi.org/10.33474/j-reall.v1i1.5614

Abstract:
Teaching children still becomes a challenging task today and copying with that is quite necessary. Although the strategies have been implemented to be successful language learning for the children, however, it sometimes still fails due to lack of several practical approaches in the teaching process. This paper is presented to shed light on some practical approaches to teaching English to young learners. It covers intellectual development, attention span, sensory input, affective factors, and authentic meaningful language. These approaches are offered so as to make the goal of learning attainable. The teachers are strongly recommended to apply this in English language teaching to their children.
Nur Laili Rizky Rahmawati, Muhammad Yunus
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 12-16; https://doi.org/10.33474/j-reall.v1i1.5115

Abstract:
This research was designed to improve students pronunciation at MTs Almaarif 01 Singosari, Malang through songs. In the preliminary study, the researcher found that the students have trouble pronouncing words correctly and confirmed by the result of their English test in oral test that was 57.20. Besides 43 students were taken in VIII A class at MTs Almaarif 01 Singosari, Malang as the sample of the study, this research consists of two cycles; Cycle One with three meetings and Cycle Two with two meetings. In the planning stage, the researcher designed a lesson plan, preparing material, and formulating the criteria of success. The criteria of success that was 70 or more. Additionally, the first result of Cycle One got 63.25. At the final, the result of Cycle Two showed another increase, there were 71.16. In the research finding, it is concluded that the use of songs in teaching pronunciation can improve the pronunciation of the students. All in all, for the teacher should give English songs according to their level; beginner, intermediate, or advanced, for students are suggested to choose other genre of the song for their learning media, such as jazz, rock, and etc. For future researchers are suggested to conduct similar studies on using songs in a different context, subject, or method.
Abdul Muhith, Ulfa Wulan Agustina, Yuyun Bahtiar, Nurul Afidah
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 17-22; https://doi.org/10.33474/j-reall.v1i1.4904

Abstract:
Researchers aim to develop Interactive Magic Card as a medium that is suited to learning needs. There are 2 objectives in this study; 1) developing Interactive Magic Card as a learning medium; 2) find out the feasibility of the media. This research uses the Research and Development method which was adapted from Borg and Gall. This English learning media is an HTML5-based Flash Card application that was developed to help students in mastering vocabulary and improve their Speaking and Writing skills.The results of this study indicate that; 1) the results of the material expert validation are 89; 2) the results of media expert validation are 84; 3) main field test results are 91. Based on the results of the study, the researchers concluded that Interactive Magic Cardis suitable for use as a medium for learning English
Ayu Rizki Septiana
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 46-52; https://doi.org/10.33474/j-reall.v1i1.5610

Abstract:
This research was aimed to find out what factors of the occurrence of Indonesian grammar interference in EFL students’ writing and what type of Indonesian grammar interference occur in EFL students’ writing. To answer the research problem on Indonesian grammatical interference, a descriptive qualitative was done by taking the fourth semester students of English Department STKIP PGRI Tulungagung as the subject of the research. Further, the data related to the Indonesian grammar interference were taken using test and observation. The result of data analysis shows that the students still got interference from Indonesian grammar as their native language. The grammatical interference in this research is classified into two; syntactical interference and morphological interference. The syntactical interference consists of word order, preposition, extra word and missing word. The most interference in syntactical interference is on preposition. The morphological interference consists of omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, singular and plural form. The most interference in morphological interference is omission of determiner. From the observation, it was found that the cause of interference is the different structure of Indonesian and English grammar. Moreover, the students usually wrote it first in Indonesian and later translated into English.
Nanik Shobikah
Journal of Research on English and Language Learning (j-Reall), Volume 1, pp 23-36; https://doi.org/10.33474/j-reall.v1i1.5280

Abstract:
This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.
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