https://jela.stkippasundan.ac.id/index.php/jela/issue/feed 2024-03-28T07:29:41+00:00 Martina martina@stkippasundan.ac.id Open Journal Systems https://jela.stkippasundan.ac.id/index.php/jela/article/view/97 2024-01-16T05:53:05+00:00 Ikrimah ikri12jaliha@gmail.com Elanneri Karani elannerikarani@gmail.com Elanneri Karani elannerikarani@gmail.com

This study's goal is to find out the different result of the students who taught using podcast and conventional in teaching listening. Listening is when someone pays attention to what a speaker is saying and tries to understand and make sense of what the speaker is saying. Since there are still many students think that listening is very hard to them, so the teacher should also be focused on how to create an environment that is conducive, fun, exciting, and fascinating to learn in order to improve learning outcomes for their students. One attempt is to incorporate media into the educational process, the media that could be used in teaching listening is by using podcast. A podcast is an online audio file that may be downloaded onto a personal computer or mobile device. Podcasts are often presented as part of a series, and listeners can sign up to get new episodes of the series automatically when they are released. The researcher used a quantitative method for this work. The study was quasi-experimental: Pre- and post-test, non-randomized control group. The samples are the students from XI IPS 1 dan XI IPS 2, which consist of 70 students. In this study, the research tool was used a test. The test here was multiple choice with 15 items of question. Based on the findings, the alternative hypothesis (Ha) which said there is a difference results between classes taught using podcast and classes taught using conventional to develop students’ listening skill at the eleventh grade of MAN Kota Palangka Raya was accepted. The null hypothesis (H0), which stated that there is no difference results between classes taught using podcast and classes taught using conventional to develop students’ listening skill at the eleventh grade of MAN Kota Palangka Raya was rejected. It indicates that the implementation of podcast as a media is more effective in listening activities than conventional style of teaching.

2023-10-31T00:00:00+00:00 Copyright (c) 2023 JELA (Journal of English Language Teaching, Literature and Applied Linguistics) https://jela.stkippasundan.ac.id/index.php/jela/article/view/111 2024-03-07T08:34:55+00:00 Ida Lisdawati ida_lisdawati@ikipsiliwangi.ac.id Ula Nisa El Fauziah ulanisa@ikipsiliwangi.ac.id Gartika P. Bhuana gartika@ikipsiliwangi.ac.id

ABSTRACT Students needed to gain comprehension of the material to participate in reading activities. Many students still struggled to read English-language texts, nevertheless. They encountered unfamiliar words regularly. Consequently, contextual guessing and project-based learning emerged as a method that students may use to deduce the text. The goals of this study were to: (1) ascertain how students felt about using the technique to raise their reading comprehension levels; and (3) look into the challenges that students faced when using the technique to understand the text. An explanatory sequential design with mixed methodologies was employed in the study. The instruments included an open-ended interview, a closed-ended questionnaire, and a multiple-choice exam. Thirty-two students from one of the junior high schools in Cimahi served as the research subjects. These two conclusions are the result of this research: The use of the contextual guessing technique and project-based learning had an impact on students' reading comprehension, according to the following findings: (1) the questionnaire data; and (2) the interview data, which indicated that students' positive responses to the use of the contextual guessing technique in teaching reading comprehension were based on two factors: (1) a lack of vocabulary and (2) weak English proficiency.

2024-01-16T05:45:42+00:00 Copyright (c) 2024 JELA (Journal of English Language Teaching, Literature and Applied Linguistics) https://jela.stkippasundan.ac.id/index.php/jela/article/view/110 2024-03-07T08:24:18+00:00 Novandy Adhitya valkryenov@gmail.com Vega Valiansyah 6092001033@student.unpar.ac.id

ABSTRACT This research tries to analyze nonverbal communication types employed by native speaker teachers when teaching English as a Foreign Language (EFL) classes and the effect of those nonverbal communications on students. This study employed descriptive methodology. Two native-speaking teachers in English and fifteen students comprise the study's participants. Observation and interviews were utilized to acquire data. This study found that teachers frequently employ six types of nonverbal communication. These included the application of kinesics, proxemics, ocelusics, chronemics, paravocalics, and physical appearance. The data analysis also revealed that the teachers’ nonverbal communication had both good and bad effects on the pupils. The teachers’ use of appropriate hand gestures, eye contact, and voice emotion when teaching the topic significantly helped to develop healthy teacher-student relations, particularly in motivating and appreciating students. However, eye contact can induce anxiety in students. Keywords: Nonverbal Communication, Effects of Nonverbal Communication, EFL Classroom, Native Speaker Teacher

2024-03-07T08:24:17+00:00 Copyright (c) 2024 JELA (Journal of English Language Teaching, Literature and Applied Linguistics) https://jela.stkippasundan.ac.id/index.php/jela/article/view/113 2024-03-07T14:15:25+00:00 Setya Resmini setyaresmini@ikipsiliwangi.ac.id Siska Rizkiani siska.rizkiani@ikipsiliwangi.ac.id Angga Maulana anggamaulana1985@unpas.ac.id

This study investigates students' responses to utilizing discovery learning using PowToon for writing recount texts. The students' responses include four variables from Muhlisin (2018): attention, relevance, confidence, and satisfaction. Moreover, the challenges encountered by students are also examined. This research utilizes a descriptive qualitative approach. This research focuses on tenth-grade students from a vocational high school in Cimahi. Data is gathered through questionnaires, tests, and interviews. The findings indicated that the research was well-received by the students. The methodology and instructional materials facilitated the student's comprehension of the course, leading to increased motivation in producing a well-written recount text. The integration of PowToon in teaching recount text had a favorable response from the students. They continued to have difficulties in grammar and vocabulary, as indicated by the low scores on the test results. The assessment labels most students' writing exam results as good or high percentages. The study determined that students comprehend the topic effectively using the discovery learning approach and PowToon. Keywords: challenge; discovery learning; recount text, response; writing

2024-03-07T09:27:26+00:00 Copyright (c) 2024 JELA (Journal of English Language Teaching, Literature and Applied Linguistics) https://jela.stkippasundan.ac.id/index.php/jela/article/view/116 2024-03-28T07:29:41+00:00 Susie Kusumayanthi susiekusuma7@gmail.com Suminto A Sayuti susiekusuma7@gmail.com Maman Suryaman susiekusuma7@gmail.com Margana susiekusuma7@gmail.com Agus Widyantoro susiekusuma7@gmail.com

This study aims to explore Elizabeth Gilbert's repertoire on the island of Bali in the novel Eat, Pray, Love and to reveal what Elizabeth Gilbert wants to convey through the novel. Eat, Pray, Love tells the story of Gilbert's journey in seeking inner peace in three countries, namely Italy, India, and Indonesia where each country gives her a different aspect of life. This research focuses on Elizabeth Gilbert's repertoire on her trip to the island of Bali in terms of Wolfgang Iser's Aesthetic Response theory. The data source of this research is a novel by Elizabeth Gilbert which was published in 2006 by Viking Penguin, USA. This research was conducted by tracing the reality of terrorism that had occurred in America in 2001 and in Bali in 2002 as the background. The data collection technique was carried out by reading notes accompanied by a careful and thorough recording of the entire novel related to Elizabeth Gilbert's repertoire. This research technique is carried out through the following steps: reading, identification, classification, interpretation, and inference. The results of this study are not directed at static and absolute meanings, but meanings that continue to move according to the expectations of each reader. Thus, science will continue to roll as the process of reading each at different times and socio-cultural realities.

2024-03-28T07:29:41+00:00 Copyright (c) 2024 JELA (Journal of English Language Teaching, Literature and Applied Linguistics)