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Results in Journal Journal of Research on English and Language Learning (J-REaLL): 28

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Benny Kurnianto
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 170-177; doi: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
Nuriyatul Hamidah
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 149-155; doi: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.
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; doi: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
Nur Jamilah
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 209-215; doi: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
Chairuddin Chairuddin, Maulana Yusuf Aditya
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 184-192; doi: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
Indra Yoga Prawiro
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 178-183; doi: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
Parichart Charernwiwatthanasri
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 193-201; doi: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
Herlianto A
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 156-163; doi: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
Napacha Prapawadee
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 216-223; doi: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
Irma Dewi Isda, Imran Imran, Purwati Purwati, Rahmiati Rahmiati
Journal of Research on English and Language Learning (J-REaLL), Volume 2, pp 202-208; doi: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
Isbandi Isbandi, Nurma Dhona Handayani
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 142-148; doi: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).
Besral Besral, Sari Yustina Luli, Yola Veranita Putri
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 101-112; doi: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.
Theresia Adventris Ndohna Ruru, Teguh Sulistyo
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 127-132; doi: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; doi: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.
Putri Rindu Kinasih
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 87-100; doi: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.
Nurhayati Irmawan, Rahmi Aulia Nurdini
Journal of Research on English and Language Learning (J-REaLL), Volume 1; doi:10.33474/j-reall.v1i2.6860

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Neni Nurkhamidah
Journal of Research on English and Language Learning (J-REaLL), Volume 1; doi:10.33474/j-reall.v1i2.6756

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Ehsan NamazianDost, Meisam Ziafar
Journal of Research on English and Language Learning (J-REaLL), Volume 1; doi:10.33474/j-reall.v1i2.6432

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Siti Aisyah, Chairuddin Chairuddin, Tera Athena
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 113-118; doi: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.
Isrokijah Isrokijah
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 133-141; doi: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.
Iin Baroroh Ma'arif, Akhmad Kanzul Fikri, Atik Husna
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 1-11; doi:10.33474/j-reall.v1i1.5424

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Abdul Muhith, Ulfa Wulan Agustina, Yuyun Bahtiar, Nurul Afidah
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 17-22; doi:10.33474/j-reall.v1i1.4904

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Achmad Kholil
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 41-45; doi:10.33474/j-reall.v1i1.5614

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Fitrotul Maulidiyah
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 37-40; doi:10.33474/j-reall.v1i1.5116

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Ayu Rizki Septiana
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 46-52; doi:10.33474/j-reall.v1i1.5610

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Nur Laili Rizky Rahmawati, Muhammad Yunus
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 12-16; doi:10.33474/j-reall.v1i1.5115

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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; doi:10.33474/j-reall.v1i1.6116

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Nanik Shobikah
Journal of Research on English and Language Learning (J-REaLL), Volume 1, pp 23-36; doi: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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