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JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT)
ISSN : 25796038     EISSN : 25796046     DOI : -
Published twice a year (June and November), the aim of this journal is to promote a principled approach to research on English as EFL and related concerns by encouraging enquiry into relationship between theoretical and practical studies. The Journal welcomes contributions in such areas of current analysis as EFL Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Material Development, Multilingual Education, Discourse Analysis, and Translation.
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Articles 12 Documents
Search results for , issue "Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)" : 12 Documents clear
THE IMPLEMENTATION OF COLLABORATIVE TEACHING MODEL IN TEACHING GRAMMAR AT SMK MUHAMMADIYAH PIYUNGAN Solikhah, Umi
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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This research aims to 1) describe the implementation of collaborative teaching model in teaching grammar at SMK Muhammadiyah Piyungan.and 2) describe the strengths and limitations of the collaborative teaching model implemented in teaching grammar at SMK Muhammadiyah Piyungan. The research was categorized into descriptive qualitative using case study design. The subjects of this study were 18 students of class X TKR A of SMK Muhammadiyah Piyungan in Academic Year 2018/2019. The main data of this research were gained by conducting classroom observation and questionnaire for the students that were analyzed descriptively qualitatively. The findings of the study indicated that the implementation of collaborative teaching model in teaching grammar at SMK Muhammadiyah Piyungan followed teaching procedures of PPP method. They were Presentation, Practice, and Production. Besides, the researcher found the strengths and limitations of the collaborative teaching model implemented in teaching grammar at SMK Muhammadiyah Piyungan. The strengths were 1) The students had more opportunities in asking the materials; 2) The students got their attention back when the pre-service teacher 2 (LZ) and pre-service teacher 3 (DM) approached them; 3) The pre-service teachers helped each other in managing the students; 4) The students felt happy toward the learning process. Otherwise, this model also brought the limitation such as the students might get confused because there was more than one teacher in the classroom.
THE IMPLEMENTATION OF VIDEOS TO IMPROVE THE EIGHTH YEAR STUDENTS’ SKILL IN WRITING RECOUNT TEXTS AT SMP N 1 PLERET Wati, Vivi Fajar; Subekti, Nanang Bagus
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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The aims of this research are to describe (1) students? writing skill before using video, (2) the implementation of using video technique to improve students? writing recount text, (3) the improvement of the students? writing skill after using video, and (4) the significant of differences between the students? writing before and after using video. This study is action research. The researcher collected the data by doing observation during the implementation, interviews with the teacher and the students, and test for the students and documents. The finding of this research consisted of two cycles. First and second cycle provided five stages, they are observing, questioning, experimenting, associating, and communicating. In observing stage, the researcher showed the example of recount text to the students. In questioning stage, the researcher asked the students to give their opinion about the text. In experimenting stage, the researcher explained material about recount text to the students. In associating stage, the researcher provided the activities and asked the students to make recount text as a test 1. In communicating stage, the researcher asked the students to communicate their work. And second cycle, in observing stage, the researcher showed video about recount text. In questioning stage, the researcher asked the students to give their opinion about the video. In experimenting stage, the researcher explained about the generic structure and language feature of the video. In the associating stage, the researcher provided the activities and asked the students to make recount text as a test 2. In communicating stage, the researcher asked the students to communicate their work. The results of this study in teaching writing recount text using video were that firstly, teaching writing recount text improved the students? writing in three aspects: content, organization, and language features. Secondly, the students became motivated in teaching and learning process using video.
AN ANALYSIS OF CODE SWITCHING USED BY THE LECTURER OF INTERMEDIATE ENGLISH GRAMMAR CLASS IN UNIVERSITAS SARJANAWIYATA TAMANSISWA Andari, Sifa Rizki; Kristanto, TMA.
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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This research investigates code switching used by the lecturer of Intermediate English Grammar. The objectives of this study were to (1) describe the types of code-switching used by the lecturer of Intermediate English Grammar in Universitas Sarjanawiyata Tamansiswa, (2) describe the functions of code switching used by the lecturer, and (3) find out the most dominant type of code switching used by the lecturer. The theories proposed by Poplack and Mattson and Burenhult about types of code switching and functions of code switching were employed to analyze the data collected from the lecturer?s utterances. This research was a qualitative descriptive and the analysis was conducted by using coding table to categorize the types and functions of code switching. The findings showed that the lecturer used tag code switching (7%), inter-sentential code switching (55%), intra-sentential (38%). Then, the functions used by lecturer were: topic switch (54%), affective function (33%), and repetitive function (13%). Therefore, the most dominant type that is found is inter-sentential code switching (55%). The most dominant function used by the lecturer was topic switch. It can be summarized the lecturer used code switching to dissociate the lecturer?s utterances, so the students could receive the learning materials without having any misinterpretation.
IMPROVING STUDENTS’ WRITING SKILLS THROUGH SEMANTIC MAPPING TECHNIQUE IN GENRE-BASED APPROACH Yanur, Windi Isnandi; Supriani, Nanik
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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The aims of this study are (1) to find out the problems of the students in writing, and (2) to find the effective ways of teaching applying semantic mapping technique in genre-based approach to improve writing skill for the tenth graders in SMK Nasional Berbah, Sleman. The study belongs to classroom action research. The object of this research was class X TP of SMK Nasional Berbah, Sleman. The researcher used semantic mapping technique that was combined with genre-based approach to resolve the students? problem in writing. The researcher used qualitative analysis. The finding showed that (1) The problems in writing were (a) most of the students thought that writing was difficult task,(b) the students had difficulties to write a text, (c) the students still lacked of vocabulary, (d) the students had difficulties in developing ideas, (e) the students often made errors in grammatical rules when they wrote a text. (2) The effective ways of teaching applying semantic mapping technique in genre based approach consisted of four stages. (a) In BKOF, the researcher showed the picture about Parts of Motorcycle and drilled about specific words to the students. (b) in MOT, the researcher gave example of recount text and also some questions related to the topic. (c) in  JCOT the researcher asked the students to make a list of main points and developed each point into some sentences. (d) in  ICOT, the researcher asked the students to write a recount text individually based on their own ideas. The result of this study showed that semantic mapping technique could help the students to generate ideas, develop students? ability in writing, and increase the students? knowledege.
INSTRUCTIONAL DESIGN OF READING MATERIALS FOR THE ELEVENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL IN LUBUKLINGGAU Ramasari, Maria; Triyogo, Agus; Ardayati, Ardayati
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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The aim of this research is to develop the English reading materials in textbook used for students at Senior High School in Lubuklinggau, and to describe the efficacy of instructional design of reading materials for Students at Senior High School in Lubuklinggau. The Eleventh Grade Students of SMA Negeri 5 Lubuklinggau was the sample of this research. In addition, this research applied an Educational Research and Development (R & D) by using a simplified six steps of Borg and Gall?s model. The six steps were: (1) collecting the research information,(2) planning and drafting the data of research, (3) developing the data of research based 2013 curriculum combined with the result, (4) giving tryout (field testing) to the 11th grade students of SMA Negeri 5 Lubuklinggau, (5) evaluating the English reading materials by the experts, and (6) producing the final product (English reading materials in textbook). The findings of this research showed that the English reading materials in textbook that were developed in this research fulfilled the criteria of R & D model. The instructional design as the specific English reading materials was very important and useful to support the students? reading activities that put not only building the intensive practice for reading comprehension, but also linking to grammar, enriching the vocabulary, and applying the students? knowledge. Moreover, through the English reading materials in textbook, the students could use it with the suitable and the valuable materials, and they must be motivated to increase their reading proficiency.
INTERACTIVE MULTIMEDIA AND MOBILE APPLICATION FOR LANGUAGE LEARNING (MALL) VIEWED FROM MOTIVATION Nugroho, Andhi Dwi
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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The study aims at providing the empirical and theoritical evidence for  the effect of multimedia and motivation on speaking skills. The quassi experimental study involved 40 students under investigation, determined randomly through multistage random sampling technique. The results of the research indicate that there is an interaction effect between multimedia and motivation on the speaking skills; there is no significant difference in the speaking skills between the group of students who learn using Interactive Multimedia and those who learn using Mobile Assisted Language Learning (MALL); the students with high motivation have better speaking skills than those with low motivation; the students with high motivation who learn using Interactive Multimedia have better speaking skills than those who learn using MALL; and the students with low motivation who learn using MALL have better speaking skills than those who learn using Interactive Multimedia.
AN ANALYSIS OF TRANSLATION TECHNIQUES USED IN TRANSLATING CULTURAL CATEGORIES IN BROWN’S ORIGIN INTO INDONESIAN Noftariani, Sherli
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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The objectives of this study are (1) to identify some cultural categories used in the novel entitled Origin by Dan Brown and its Indonesian version and (2) to describe the translation techniques used in translating cultural terms found in the novel entitled Origin by Dan Brown and its Indonesian version. This study used descriptive qualitative method. The data were gathered by document analysis of words, phrase and sentences found in the Origin novel and its Indonesian translation that contain cultural categories. The researcher used some theories by Newmark, Molina and Albir, and Nida and Taber to analyze the data related to the cultural terms and the translation techniques. The results showed that there were 112 data which were divided into five kinds of cultural categories proposed by Newmark theory namely (1) ecology, (2) material culture, (3) social culture, (4) organizations, customs, activities, procedures, concepts and (5) gestures and habits. Meanwhile, there were 16 types of translation techniques found in 222 data in translating those cultural categories. The translation techniques were namely (1) Addition, (2) Adaptation, (3) Amplification, (4) Borrowing, (5) Compensation, (6) Description, (7) Deletion, (8) Discursive Creation, (9) Established Equivalence, (10) Generalization, (11) Literal, (12) Modulation, (13) Particularization, (14) Reduction, (15) Transposition, (16) Variation. In addition, the most dominant translation technique used by the translator was borrowing technique.
METACOMMENTARY IN ENGLISH VINGLISH MOVIE Hikmah, Isti?anatul; Hussein, Mohammad Saddam
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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This study analysed David Fischer?s utterances in English Vinglish movie using metacommentary. His utterances will be classified based on six types of metacommentary namely metacommentary type 1, 2, 3, 4, 5, and 6. The aims of this study were describing types of metacommentary used by David Fischer and explaining reasons behind it. This study used qualitative method which was divided into three those were method of collecting data using simak method; method of analysing data using descriptive analytic method; and method of presenting data analysis using informal method. Findings of this study showed that all six metacommentary types were found in David Fischer?s utterances. Metacommentary type one-marking code was used when his students started to use their native language, so it was a control for them to continue using English. Metacommentary type two-marking the sounds of language was used when his students pronounce English using their native language pronunciation, and it appeared in compliment because it aimed to appreciate and improve students? self-confidence using English. Metacommentary type three-marking address term was used when his students have sufficient English skills, and it aimed to minimize negative effects of his utterances which he gave comments to his students. Metacommentary type four-gesture was used to clarify his utterances and to reduce bad effect of his utterances to his students. Metacommentary type five- comments on clothing, appearance was used to improve his students? confidence. Metacommentary type six-irony contained implied meaning, and it was used to cover students? weakness in English therefore students will not be hurt.      
A DISCOURSE ANALYSIS ON CONTEXT CLUES USED IN READING SECTION OF NATIONAL EXAMINATION (CBT) OF SENIOR HIGH SCHOOLS Santoso, Vidha Puri
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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The objectives of this study were to find out the kinds of context clues and the most frequent of them and also to describe the context clues used in reading section of National Examination (CBT) of Senior High Schools. The design of this research was discourse analysis using qualitative research to describe data in form of documents. The data that containing 70 questions were collected and categorized based on the kinds of context clues. The finding shows that there were eight types of context clues used which were frequently presented in reading section of the national examination namely indirect definition, reference, restatement, synonym, direct description, comparison/contrast, cause/effect, and tone/mood/setting which had direct definition as the most frequent of context clues used. In conclusion, the researcher concluded that there were some benefits of the context clues uses particularly as a strategy for the reader to answer the reading comprehension questions in test.
AN ANALYSIS OF GRAMMATICAL ERRORS IN THE TRANSLATION MADE BY THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION PROGRAM Khoirunida, Shafira
JOURNAL OF ENGLISH LANGUAGE AND LANGUAGE TEACHING (JELLT) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
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This research analyzed the types of grammatical error that occur in the translations made by the fourth semester students. The objectives of this research are 1) to describe the types of grammatical errors and 2) to identify the most dominant types of grammatical errors that occured in the translations made by the fourth semester students in English Education Program at UST in Academic Year 2017/2018. This research applied descriptive qualitative research method. The data were collected using a test. In the analysis process, the theory proposed by Dulay was applied including the identification, description, explanation, and evaluation of the occurrence of errors. There were four types of grammatical error found in students? translation made by the fourth-semester students, they were omission, addition (double marking, regularization, simple addition), misformation (regularization, archi-forms, alternating form), and misordering errors. Meanwhile, the total data were about 116 errors which showed that the students made 80 times (69%) of omission errors, 27 times (23%) of misformation error, 8 times (7%) of addition error, 1 times (1%) of misordering error. The most dominant type of grammatical error that occured in the student?s translation was omission.

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