JELE (Journal of English Language and Education)最新文献

{"title":"Student team achievement divisions technique to improve students’ behaviour engagement","authors":"Fajar Arif Herjayanto","doi":"10.26486/JELE.V4I2.380","DOIUrl":"https://doi.org/10.26486/JELE.V4I2.380","url":null,"abstract":"Student Team Achievement Divisions (STAD) is a teaching strategy where students work together in small groups on a structured activity and it is presumably able to improve students’ behaviour engagement and learning outcome. Collaborative learning and engagement (specifically behaviour engagement) are something considered important in learning, especially in language learning as they can promote the effectiveness of learning via active participation of students in the learning process. The data of this study were collected by using questionnaire, observation, interview and diary which used successively. The data analysis revealed that (1) STAD can improve students’ behaviour engagement (2) Difficulties of STAD when it was applied in enhancing students’ behaviour engagement. Taking sample of twenty one students divided into five small groups, the research was conducted by using classroom action research design. The results indicates that students in a class with caring atmosphere and supportive interaction managed by the teacher; who played active roles as prompter, participant, and/or tutor as well as addressed the students autonomy via group work activity, are engaged behaviourally to the instructional. In conclusion, the student team achievement divisions technique can be applied to enhance students’ behaviour engagement on the english class successfully. Keywords: Student Team Achievement Divisions, Students’ behaviour engagement.","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115055217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Values, rewards and job satisfaction: the case of turkish EFL teachers","authors":"F. Aydin","doi":"10.26486/JELE.V4I2.481","DOIUrl":"https://doi.org/10.26486/JELE.V4I2.481","url":null,"abstract":"The present study investigates what aspects of their work are valuable to Turkish EFL teachers working at a state university, and what sorts of rewards they get from their job. The present study also explores how satisfied Turkish EFL teachers working at a state university are with their careers and jobs, and whether gender, age and years of teaching experience play a role in their satisfaction with their careers and jobs. Lastly, the present study analyzes whether teachers’ values or teaching rewards or the interaction between values and rewards predict career and job satisfaction among Turkish EFL teachers working at a state university better. For the accomplishment of the present study, the data were collected by means of the adapted version of a scale instrument on EFL teachers’ values, teaching rewards and career/job satisfaction, created by Kassabgy, Boraie and Schmidt (2001), from a total of 66 English instructors working at Anadolu University School of Foreign Languages (AUSFL). The data were analyzed using a number of statistical procedures, and the findings were interpreted and discussed in accordance with the previous research","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129638403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical discourse analysis on nomophobie students at in private university","authors":"Elysa Hartati, A. Setyawan","doi":"10.26486/JELE.V4I2.609","DOIUrl":"https://doi.org/10.26486/JELE.V4I2.609","url":null,"abstract":"Nomophobie students have a major concern for current academic issues. Most mobile phone addiction is correlated with negative impacts. Hence, it is needed another descriptive result to know the whole impacts of nomophobie.The aim of this research is to know the critical discourse anlaysis for macro structure, superstructure, micro structure of the news articles by nomophobie students. This is a descriptive qualitative research of case studies which requires an exploratory method to examine, analyze and uncover certain cases.  This research was conducted at a private university in Yogyakarta during January - September 2018. The ability of smartphone users' discourse analysis to circulate news about New Yogyakarta International Airport in two articles has been known in several elements. The findings show that theme elements has been 100% known by the nomophobie students. The second is the rethoric elements which is 91.6%. The third is stylistics which is known for 41.6%. The fourth is syntax which is 16.6%. Scheme and Semantics have not been known at all (9%) by the nomophobie students. Thus, it was proven that all nomophobie students always bring negative impacts towards a certain issue.","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127491324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chinese literature students’ attitudes toward EFL learning at an indonesian university","authors":"Rafil Achmad Gabriel, D. Inayati","doi":"10.26486/JELE.V4I1.296","DOIUrl":"https://doi.org/10.26486/JELE.V4I1.296","url":null,"abstract":"Considering the importance of attitudes, this study was conducted to identify the attitudes of Chinese Literature Students toward learning English, which is divided into three specific aspects namely: cognitive, affective, and conative. 91 Chinese Literature Students at a University in Indonesia were chosen as the research participants. Using survey design to achieve the objectives of the study, 91 questionnaire sheets were administered to the participants. It was found that the participants have positive attitudes based on three aspects: mean score of 3.73 (74.59%) for cognitive, 3.40 (68%) for affective, and 3.61 (72%) for conative aspects. In terms of attitudes level, 16 (18%) students were low, 56 (62%) were high, and 19 (21%) students were very high. Based on the findings, it can be concluded that Chinese Literature students have positive attitudes towards EFL learning with mean score of 3.58 (72%). Some suggestions are provided regarding the finding and discussion of this research for Chinese Literature students, English teachers/lecturers, curriculum developers, and for future researchers.","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132400855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading Habits and Its Effect on Academic Writing Skill: A Study of Master Degree Students","authors":"Khoirunnisa Khoirunnisa, I. Safitri","doi":"10.26486/JELE.V4I1.298","DOIUrl":"https://doi.org/10.26486/JELE.V4I1.298","url":null,"abstract":"Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.Nowadays, students centered became a popular strategy in English Language Teaching (ELT). Teacher preferred to become a facilitator in the learning activity. Thus, as the learner, students should do an activity that had a big effect on their learning process. Reading was one of the important activity that had a great advantage to increase students writing skill. They should take reading as their habitual activity to get a significant improvement of learning achievement. In the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. Through reading, they could get new information from the text. Then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. The aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. Twenty students from the master degree of Sebelas Maret University, Indonesia were selected to participate in the study.The data collected through an e-survey analyzed qualitatively. The finding indicated reading habit was crucial for students’ academic writing skill. Furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner.","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132814926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' Interest in Learning English and Reading Understanding Ability Using Story Texts","authors":"Dzul Rachman","doi":"10.26486/JELE.V4I1.428","DOIUrl":"https://doi.org/10.26486/JELE.V4I1.428","url":null,"abstract":"This research analyzed the correlation of students’ interest and reading comprehension. The goals of the research are to realize the score of students’ interest in studying English, the score of reading comprehension, and to prove the giant correlation of students’ interest in studying English and reading comprehension capability. This research used quantitative research. The researcher implemented questionnaire to locate the score of students’ interest, and the researcher implemented a test to locate the score of studying comprehension of the 10th-grade students of SMAN 13 Samarinda. The result of this research showed that score of students’ interest of the 10th-grade students of SMAN 13 Samarinda is good. it could be seen from the end result of students’ interest score is 76.33. It showed that the students have interest in reading due to the fact they parents ask for reading English regularly, having a hobby in listening lyric songs and English movies increase vocabularies and that they take notes and recollect English difficult words then find out the that means. on this research also confirmed that score of reading comprehension the respondents is good. It additionally proved that there has been a correlation of students’ interest in getting to know English and their reading comprehension ability the use of narrative texts.","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128267522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Students’ Reading Comprehension through Cooperative Learning Strategies Using Numbered Heads Together","authors":"Nelli Nelli, Elysa Hartati","doi":"10.26486/JELE.V4I1.317","DOIUrl":"https://doi.org/10.26486/JELE.V4I1.317","url":null,"abstract":"This research aimed at improving students reading comprehension through cooperative learning strategies using numbered heads together in MTs Ma’arif 2 Muntilan. This was classroom action research with 3 cycles. There were 4 steps in conducting the research; (1) Planning; (2) Acting; (3) Observing; (4) Reflecting. This research involved 27 students of eight graders. The instruments used in this research were observation, interview, test (pre-test and post- test), field-notes, questionnaire, and documentation. It was found that the students’ average score in pre-test was 46, the first post-test was 59. The second post-test was 81 and the third post-test was 94. It meant that the post-test was higher than pre-test. Besides, the students also had been well interested during the learning process in each cycle. In conclusion, the findings of this research showed that through CL strategies using NHT could improve the students’ reading comprehension. Hence, it is recommended for the further researcher to use NHT as an alternative strategy in improving the students’ reading comprehension.","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116081006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of Role Play on Students' English Speaking Skill at Nine Graders","authors":"Ferawaty Puspitorini","doi":"10.26486/jele.v4i1.282","DOIUrl":"https://doi.org/10.26486/jele.v4i1.282","url":null,"abstract":"This research investigates the influence of using role-play as teaching technique in teaching English speaking at ninth grade students of SMP NEGERI 9 BEKASI. There are two variables, they are teaching technique of role-play as independent variable and students’ speaking skill as dependent variable.The population consists of 62 students from all classes (2 classes). This research used population sample because the amount of sample is same with the amount of population. By simple random sampling technique, the writer determined 1 class as experimental class and the other class as control class. The research method used quasi experimental research. The research design used post test only. Instruments consist 3 indicators with 4 sub indicators for each. Test used oral technique of students speaking skill in role-play.The result of instrument test is validity. it determines higher than 0,275 of pearsons correlation standard. The instrument is also reliability. It determines higher than 0,5000 of alpha scale. The normality test with Kolmogorov-Smirnov is lower than 0,240. it means that the population is normality. The result of hypothesis test with R-square is 0,743. It determines that the influence is 74,3 % by using role-play technique. The writer concludes that there is significant influence of using role-play towards students’ English speaking skill at ninth grade of SMP NEGERI 9 BEKASI. Keywords: Role play, Speaking Skill","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131314386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrective Feedbacks and Their Implications on Learners’ Uptakes in Academic Speaking Class","authors":"Didik Hartono","doi":"10.26486/JELE.V4I1.440","DOIUrl":"https://doi.org/10.26486/JELE.V4I1.440","url":null,"abstract":"This study attempts to investigate a study on corrective feedbacks and learners’ uptakes in adult EFL classroom. The study was aimed at finding the types of corrective feedbacks were used by the academic speaking lecturer, the types of oral feedbacks were the most effective in the lecturer’s opinion, the types of uptakes followed lecturer’s corrective feedbacks, and the  types of oral corrective feedbacks were mostly preferred by the students. The study employed a qualitative research design through a passive-participatory observation of patterns of error treatment in an adult EFL class. The research subjects were the lecturer and twenty seven students of the Academic Speaking Class, the English Department of Faculty of Culture Studies, Brawijaya University, Malang. The findings show that the lecturer applied explicit correction mostly (90%), compared to another five types of corrective feedbacks. Moreover, the lecturer said that explicit correction was the most effective type of corrective feedbacks. Meanwhile, the findings also show that most student applied repetition type of uptake. On the other hand, most of the students answered that their preference of corrective feedback type was repetition corrective feedback.","PeriodicalId":160899,"journal":{"name":"JELE (Journal of English Language and Education)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129514767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}