This research is aimed to know meaning and Feminism in Sylvia Plath’s Poems. The objectives of this research were to find out the general meaning and detailed meaning and to find out kinds of feminism in poems. This research used qualitative descriptive method using content analysis as the research method. This research used reading and taking note as collecting the data, and technique of analysis data in this research are reading the whole poems, interpreting poems, and making the conclusion. The data source of this research were taken from Sylvia Plath’s poems, they are; Daddy, Lady Lazarus, and Last word. The result of this research were findings showed that there were 64 data contained, 59 data in general meaning and detailed meaning in poems and there were 5 data in kinds of feminism in poems. This research concluded the kinds of feminism, they are Liberal Feminism, Radical Feminism, Psychoanalytic Feminism, Marxist Feminism, Socialist Feminism, Multicultural Feminism, Eco feminism, and Postmodern feminism, this research also concluded the kinds of feminism in the poems, they are; poem Daddy (Radical feminism, Marxist feminism, Socialist feminism), poem Lady Lazarus (Marxist feminism), poem Last word (Marxist feminism).
{"title":"AN ANALYSIS OF FEMINISM IN SYLVIA PLATH’S POEMS (THE CONTENT ANALYSIS OF GENERAL MEANING, DETAILED MEANING AND INTENTION)","authors":"I. Damayanti, Hendra, I. Rohiyatussakinah","doi":"10.47080/JELTL.V2I1.548","DOIUrl":"https://doi.org/10.47080/JELTL.V2I1.548","url":null,"abstract":"This research is aimed to know meaning and Feminism in Sylvia Plath’s Poems. The objectives of this research were to find out the general meaning and detailed meaning and to find out kinds of feminism in poems. This research used qualitative descriptive method using content analysis as the research method. This research used reading and taking note as collecting the data, and technique of analysis data in this research are reading the whole poems, interpreting poems, and making the conclusion. The data source of this research were taken from Sylvia Plath’s poems, they are; Daddy, Lady Lazarus, and Last word. The result of this research were findings showed that there were 64 data contained, 59 data in general meaning and detailed meaning in poems and there were 5 data in kinds of feminism in poems. This research concluded the kinds of feminism, they are Liberal Feminism, Radical Feminism, Psychoanalytic Feminism, Marxist Feminism, Socialist Feminism, Multicultural Feminism, Eco feminism, and Postmodern feminism, this research also concluded the kinds of feminism in the poems, they are; poem Daddy (Radical feminism, Marxist feminism, Socialist feminism), poem Lady Lazarus (Marxist feminism), poem Last word (Marxist feminism).","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130914442","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}
The objective of this research is to gain a deep understanding and to know the use of code-switching done by lecturers and students in interaction when learning process in English class. Sub focus in this study is to determine the factors behind the use of code switching used by both speakers and partners said that in this case the interaction between lecturers and students when learning process in English class. This research was conducted on campus of State Islamic University Faculty in second semester.This research is a qualitative research using ethnographic method. The researcher examines the factors behind the use of code switching in interaction when learning process in the classroom. The research procedure by collecting data, processing, analyzing, and then presenting data objectively about the phenomenon of code switching in the interaction of teaching in English class. The use of documents on the grounds that: for a stable source, useful as a proof, because of its scientific, non-reactive nature, and the result of document review will open up the opportunity to further expand the growth and development of knowledge of something investigated. (4) The data in the research are: words, phrases, and sentences from informants as mentioned above. Data collection techniques are: (1) Observation. The tool used to assist this observation is the tape recorder. (2) Interview. (3) Documentation. The result of the research shows that there are seven factors that have been found related to the use of code switching: (1) factor of language limitations, (2) habit factor, (3) factor explaining something, (4) reflex factor, (5) base factor (entertainment), (6) factors of concern, (7) factors influenced by good speech partners between lecturers with students or students with other students.
{"title":"THE USAGE FACTORS OF CODE SWITCHING IN TEACHING INTERACTION OF ENGLISH CLASS","authors":"Aa Qona'atun","doi":"10.47080/jeltl.v1i1.21","DOIUrl":"https://doi.org/10.47080/jeltl.v1i1.21","url":null,"abstract":"The objective of this research is to gain a deep understanding and to know the use of code-switching done by lecturers and students in interaction when learning process in English class. Sub focus in this study is to determine the factors behind the use of code switching used by both speakers and partners said that in this case the interaction between lecturers and students when learning process in English class. This research was conducted on campus of State Islamic University Faculty in second semester.This research is a qualitative research using ethnographic method. The researcher examines the factors behind the use of code switching in interaction when learning process in the classroom. The research procedure by collecting data, processing, analyzing, and then presenting data objectively about the phenomenon of code switching in the interaction of teaching in English class. The use of documents on the grounds that: for a stable source, useful as a proof, because of its scientific, non-reactive nature, and the result of document review will open up the opportunity to further expand the growth and development of knowledge of something investigated. (4) The data in the research are: words, phrases, and sentences from informants as mentioned above. Data collection techniques are: (1) Observation. The tool used to assist this observation is the tape recorder. (2) Interview. (3) Documentation. The result of the research shows that there are seven factors that have been found related to the use of code switching: (1) factor of language limitations, (2) habit factor, (3) factor explaining something, (4) reflex factor, (5) base factor (entertainment), (6) factors of concern, (7) factors influenced by good speech partners between lecturers with students or students with other students.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117349232","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}
The objective of the research was to gain deep understanding of the translation procedures that occurred at the students’ translation texts from English to Indonesian language in English Study Program of Teachers Training and Education College of Syekh Manshur in 2017. This research was conducted through qualitative content analysis. Data of the research were taken from the documentation of students’ translation text; then, they were analyzed through the model of inductive category development. The result of the research showed that from total of 18 translation texts that had been analyzed, it was found there were 9 texts or 49.99 % applied source language emphasized procedures, and 3 texts or 16.66 % applied target language emphasized procedures. The research concludes that the existence of translation procedures in the translation process depends on either a problem in translating or the intention of naturalness.
{"title":"SOURCE LANGUAGE VERSUS TARGET LANGUAGE TRANSLATION PROCEDURES","authors":"A. Baihaqi","doi":"10.47080/jeltl.v1i1.8","DOIUrl":"https://doi.org/10.47080/jeltl.v1i1.8","url":null,"abstract":"The objective of the research was to gain deep understanding of the translation procedures that occurred at the students’ translation texts from English to Indonesian language in English Study Program of Teachers Training and Education College of Syekh Manshur in 2017. This research was conducted through qualitative content analysis. Data of the research were taken from the documentation of students’ translation text; then, they were analyzed through the model of inductive category development. The result of the research showed that from total of 18 translation texts that had been analyzed, it was found there were 9 texts or 49.99 % applied source language emphasized procedures, and 3 texts or 16.66 % applied target language emphasized procedures. The research concludes that the existence of translation procedures in the translation process depends on either a problem in translating or the intention of naturalness. \u0000 ","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133007630","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}
I. Handayani, Sisca Wulansari Saputri, Aa Qonaatun
In constructing correct passive voice, students need to master grammar. In this case, learning passive voice always creates errors. The objectives of this research were to know the types of Passive Voice that taught in SMK Pasundan 1 kotaSerang ateleventhgrade and to find out the causes of errors made by the student’s Writing Passive Voice especially Simple Past Tense. The subjects of this research consisted of 15 students at eleventh grades of SMK Pasundan 1 Kota Serang. The method of this research was Qualitative by using Case Study Method. To collect the data the writer used test as an instrument, while the writer was analyzed errors of the students it is based on the Surface Strategy Taxonomy. The results of this research are Misformation errors consisted 41 errors or 58,57 %, followed by Omission errors consisted 23 errors or 32,58 %, Misordering error consisted 5 errors or 7,14 % and Addition error consisted 1 errors or 1,43 %. Based on the result of the research the dominant errors was Misformation consisted 58,57%. The conclusion of this research was this research related to a cause error made by the students and one of the cause was less understanding about grammar especially Simple Past Tense.
{"title":"AN ERROR ANALYSIS OF THE STUDENT’S WRITING IN PASSIVE VOICE AT SMK PASUNDAN 1KOTA SERANG","authors":"I. Handayani, Sisca Wulansari Saputri, Aa Qonaatun","doi":"10.47080/jeltl.v1i1.160","DOIUrl":"https://doi.org/10.47080/jeltl.v1i1.160","url":null,"abstract":"In constructing correct passive voice, students need to master grammar. In this case, learning passive voice always creates errors. The objectives of this research were to know the types of Passive Voice that taught in SMK Pasundan 1 kotaSerang ateleventhgrade and to find out the causes of errors made by the student’s Writing Passive Voice especially Simple Past Tense. The subjects of this research consisted of 15 students at eleventh grades of SMK Pasundan 1 Kota Serang. The method of this research was Qualitative by using Case Study Method. To collect the data the writer used test as an instrument, while the writer was analyzed errors of the students it is based on the Surface Strategy Taxonomy. The results of this research are Misformation errors consisted 41 errors or 58,57 %, followed by Omission errors consisted 23 errors or 32,58 %, Misordering error consisted 5 errors or 7,14 % and Addition error consisted 1 errors or 1,43 %. Based on the result of the research the dominant errors was Misformation consisted 58,57%. The conclusion of this research was this research related to a cause error made by the students and one of the cause was less understanding about grammar especially Simple Past Tense.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134546744","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}
Code-switching is a phenomenon that exists in bilingual societies where people have the opportunity to use two or more languages to communicate. Being able to speak more than one language, bilinguals can code-switch and use their languages as resources to find better ways to convey meaning. Code-switching occurs in English Study Program, Faculty of Lecturer Training, University of Banten Jaya, Serang, Banten. Therefore, the aim for this paper was to investigate when and why the lecturer in the class “English for a Group Activity” used code-switch when teaching L2 English. It has also looked into what language the learners preferred in different classroom situations. Alecturer were interviewed and 32learners taking the class. The results showed that the lecturer generally tried to code-switch as little as possible but that they did code-switch in some of those situations where the learners preferred either a combination of Bahasa Indonesia and English or only Bahasa Indonesia. Two of these situations were grammar instructions, where a majority of the learners preferred a combination of English and Bahasa Indonesia, and one-to-one situations, where a majority of the learners preferred Bahasa Indonesia.
{"title":"CODE SWITCHING IN THE ENGLISH CLASS ACTIVITY IN THE SUBJECT “ENGLISH FOR A GROUP ACTIVITY” IN ENGLISH EDUCATION STUDY PROGRAM, UNIVERSITY OF BANTEN JAYA BANTEN","authors":"H. Hendra","doi":"10.47080/jeltl.v1i1.103","DOIUrl":"https://doi.org/10.47080/jeltl.v1i1.103","url":null,"abstract":"Code-switching is a phenomenon that exists in bilingual societies where people have the opportunity to use two or more languages to communicate. Being able to speak more than one language, bilinguals can code-switch and use their languages as resources to find better ways to convey meaning. Code-switching occurs in English Study Program, Faculty of Lecturer Training, University of Banten Jaya, Serang, Banten. Therefore, the aim for this paper was to investigate when and why the lecturer in the class “English for a Group Activity” used code-switch when teaching L2 English. It has also looked into what language the learners preferred in different classroom situations. Alecturer were interviewed and 32learners taking the class. The results showed that the lecturer generally tried to code-switch as little as possible but that they did code-switch in some of those situations where the learners preferred either a combination of Bahasa Indonesia and English or only Bahasa Indonesia. Two of these situations were grammar instructions, where a majority of the learners preferred a combination of English and Bahasa Indonesia, and one-to-one situations, where a majority of the learners preferred Bahasa Indonesia. \u0000 ","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124844619","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}
The objectives of this study were to identify whether the students make errors and to find the types of errors made by the second grade of SMAN 1 Ciomas in Simple Past Tense in their Narrative Text. The classification of the types of the error of the study was based on Dulay, and the procedure of error analysis used Ellis’ procedure. In this study, the writer used content analysis method to describe students’ error and analyze the data. The data which were taken from the test focus on Simple Past Tense. The sample of this study was the students of second grade of SMAN 1 Ciomas, in academic year 2015/2016, the class XI IPA consisting of 33 students. Procedure of this study was 68 errors and identifying, describing, recapitulating. The result of this study made errors in misformation (30 or 44.11%), addition (14 or 20.58%), misordering (13 or 19.11%), and omission(11 or 16.17%). Based on the study, the writer concludes that the second grade students of SMAN 1 Ciomas, most of students made errors in using Simple Past Tense, and the classification type of error was in misformation.
{"title":"AN ERROR ANALYSIS OF SIMPLE PAST TENSE IN WRITING NARRATIVE TEXT AT SECOND GRADE SMAN 1 CIOMAS","authors":"Chotibul Umam","doi":"10.47080/jeltl.v1i1.113","DOIUrl":"https://doi.org/10.47080/jeltl.v1i1.113","url":null,"abstract":"The objectives of this study were to identify whether the students make errors and to find the types of errors made by the second grade of SMAN 1 Ciomas in Simple Past Tense in their Narrative Text. The classification of the types of the error of the study was based on Dulay, and the procedure of error analysis used Ellis’ procedure. In this study, the writer used content analysis method to describe students’ error and analyze the data. The data which were taken from the test focus on Simple Past Tense. The sample of this study was the students of second grade of SMAN 1 Ciomas, in academic year 2015/2016, the class XI IPA consisting of 33 students. Procedure of this study was 68 errors and identifying, describing, recapitulating. The result of this study made errors in misformation (30 or 44.11%), addition (14 or 20.58%), misordering (13 or 19.11%), and omission(11 or 16.17%). Based on the study, the writer concludes that the second grade students of SMAN 1 Ciomas, most of students made errors in using Simple Past Tense, and the classification type of error was in misformation.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131695895","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}
The study is aimed to explain the using of Inquiry-based learning for teaching reading at English Department UNBAJA 2016/2017. The researcher got the data of this research from events, informant and document. This research is descriptive qualitative research. The method of collecting data is observation, interview and document. The technique of data analysis is data reduction, data display and conclusion drawing/verification. The result of the analysis show that: 1) For learning objective there are two kinds namely: general learning objective and specific learning objective. 2) In the classroom procedure, the researcher found that the lecture used Inquiry based learning in teaching Reading at Literal Reading Class. Any three steps, there are: Exploration, Elaboration and Confirmation. 3) The classroom technique that the researcher found during the observation such as oral repetition, identifying key-words, answering the questions, free writing, problem solving and reading passage. 4) The researcher found four kinds of Instructional materials during the observations, there are (a) textbook, (b) picture in the monitor, (c) slide of power point, and (d) video. 5) There are two of lectures’ role that the researcher found in the English Department UNBAJA during the observation. 6) media that used in English Department UNBAJA, which is used in teaching learning process at Literal Reading class such as: (a) picture, (b) Board, (c) Laptop, and (d) tape recorder. And 7) Type of Assessment tools used are daily test, midterm examination and final examination. The results showed thatstudents who were instructed through Inquiry-Based Learning (IBL) were achieved higher score than the ones which wereinstructed through the traditional method.
{"title":"TEACHING READING BY USING INQUIRY BASED LEARNING (IBL) SISCA WULANSARI SAPUTRI","authors":"Sisca Wulansari Saputri","doi":"10.47080/JELTL.V1I1.104","DOIUrl":"https://doi.org/10.47080/JELTL.V1I1.104","url":null,"abstract":"The study is aimed to explain the using of Inquiry-based learning for teaching reading at English Department UNBAJA 2016/2017. The researcher got the data of this research from events, informant and document. This research is descriptive qualitative research. The method of collecting data is observation, interview and document. The technique of data analysis is data reduction, data display and conclusion drawing/verification. The result of the analysis show that: 1) For learning objective there are two kinds namely: general learning objective and specific learning objective. 2) In the classroom procedure, the researcher found that the lecture used Inquiry based learning in teaching Reading at Literal Reading Class. Any three steps, there are: Exploration, Elaboration and Confirmation. 3) The classroom technique that the researcher found during the observation such as oral repetition, identifying key-words, answering the questions, free writing, problem solving and reading passage. 4) The researcher found four kinds of Instructional materials during the observations, there are (a) textbook, (b) picture in the monitor, (c) slide of power point, and (d) video. 5) There are two of lectures’ role that the researcher found in the English Department UNBAJA during the observation. 6) media that used in English Department UNBAJA, which is used in teaching learning process at Literal Reading class such as: (a) picture, (b) Board, (c) Laptop, and (d) tape recorder. And 7) Type of Assessment tools used are daily test, midterm examination and final examination. The results showed thatstudents who were instructed through Inquiry-Based Learning (IBL) were achieved higher score than the ones which wereinstructed through the traditional method.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133420490","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}
This research is aimed to describe the jargonitis created by PT Danone as the company producing “Aqua.” Then, the analysis was based on the cohesion and coherences provided on the label of “Aqua.” The jargonitis was created by the company to attract the market target, in this case the teenagers as the largest consumers in the world. In a business world, there are some efforts conducted by a company for the products released can be effective for some people, inthis case, to attract some people. The effective method to conduct the efforts is by marketing. One of the methods done by a mineral water company is by creating jargonitis. Therefore, some people will remember the jargon with the purpose of the company that “someone could not focus if the were dehydrated.” The study used content analysisi method. As the results of the research are the meaning of Jargontitis that it can be divided into three parts; 1) Onomatopoeic based Jargon; 2) Blend and Acronym based Jargon; and 3)Pidgin Based Jargon. Therefore, some teenagers will use the jargons in their activities and indirectly they will remember “Aqua” as the focus maker.
{"title":"JARGONITIS AS SEEN ON “AQUA” BOTTLE","authors":"H. Hendra","doi":"10.47080/jeltl.v1i1.116","DOIUrl":"https://doi.org/10.47080/jeltl.v1i1.116","url":null,"abstract":"This research is aimed to describe the jargonitis created by PT Danone as the company producing “Aqua.” Then, the analysis was based on the cohesion and coherences provided on the label of “Aqua.” The jargonitis was created by the company to attract the market target, in this case the teenagers as the largest consumers in the world. In a business world, there are some efforts conducted by a company for the products released can be effective for some people, inthis case, to attract some people. The effective method to conduct the efforts is by marketing. One of the methods done by a mineral water company is by creating jargonitis. Therefore, some people will remember the jargon with the purpose of the company that “someone could not focus if the were dehydrated.” The study used content analysisi method. As the results of the research are the meaning of Jargontitis that it can be divided into three parts; 1) Onomatopoeic based Jargon; 2) Blend and Acronym based Jargon; and 3)Pidgin Based Jargon. Therefore, some teenagers will use the jargons in their activities and indirectly they will remember “Aqua” as the focus maker. \u0000 ","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131983155","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}
Writing as productive skill is closed with learner in university. They should do lots of writing. English for Academic Purposes programme such as English for Environmental Engineering can be involved in keeping issue logs which are kind of project work. This research investigated of using essay in teaching English as media to improve students’ writing skill. The writer conducted a classroom action research as a method in this research. Writer used Essay as media that was implemented in Environmental engineering class at Banten Jaya University. The class consisted of 25 students. This research was conducted in two cycles. Before doing the treatment, writer gave students pre-test. The mean score of students’ pre test was 65. It indicates that their writing was low. After that, the writer implemented the treatment and gave students post-test. The result of test in cycle one shows that there was improvement, the score was 75. It indicates that there was an improvement from pre-test and post-test one. But, it is still not maximal. Thus, the writer conducted the next cycle (cycle two) in order to reach the target that the students could reach score 80. The result of test in cycle two (post-test two) shows that mean score of students writing was 85. Thus, the using Essay model in teaching writing is excellent to improve students’ writing skill. They was able to gathering ideas, organising the ideas and make essay paragraph with varieties topic that related on their field.
{"title":"IMPROVING ESP STUDENT’S WRITING SKILL BY USING WRITING ESSAY MODEL","authors":"I. Rohiyatussakinah, F. Oktaviana","doi":"10.47080/jeltl.v1i1.120","DOIUrl":"https://doi.org/10.47080/jeltl.v1i1.120","url":null,"abstract":"Writing as productive skill is closed with learner in university. They should do lots of writing. English for Academic Purposes programme such as English for Environmental Engineering can be involved in keeping issue logs which are kind of project work. This research investigated of using essay in teaching English as media to improve students’ writing skill. The writer conducted a classroom action research as a method in this research. Writer used Essay as media that was implemented in Environmental engineering class at Banten Jaya University. The class consisted of 25 students. This research was conducted in two cycles. Before doing the treatment, writer gave students pre-test. The mean score of students’ pre test was 65. It indicates that their writing was low. After that, the writer implemented the treatment and gave students post-test. The result of test in cycle one shows that there was improvement, the score was 75. It indicates that there was an improvement from pre-test and post-test one. But, it is still not maximal. Thus, the writer conducted the next cycle (cycle two) in order to reach the target that the students could reach score 80. The result of test in cycle two (post-test two) shows that mean score of students writing was 85. Thus, the using Essay model in teaching writing is excellent to improve students’ writing skill. They was able to gathering ideas, organising the ideas and make essay paragraph with varieties topic that related on their field.","PeriodicalId":180232,"journal":{"name":"Journal of English Language Teaching and Literature (JELTL)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127651973","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}
Pub Date : 1900-01-01DOI: 10.47080/jeltl.v4i2.1434
I. Rohiyatussakinah
The current trend of globalization and development in information technology had boosted the new curriculum of Merdeka Belajar, Kampus Merdeka (MBKM), which has become a universal issue in higher education at several universities in Indonesia. In this demanding and challenging information era in which we live, EFL instruction at higher education institutions needs to offer the students more than general proficiency in English. However, it is not an easy task to design a curriculum at the university level to address these issues. The aim of the research to design a communicative language teaching program developed for teaching English as a foreign language (EFL) at X University. It aims to illustrate the rationale and process of designing a flexible curriculum for university students. This study used a Qualitative research design to present the data. The result clearly showed about The curriculum presented in this paper is intended to be a model for teaching EFL or other foreign languages at higher education institutions based on the case of EFL education in Japan related to MBKM, still relevant to adopt Japan Education policy in our Higher educational program most of them need communicative language teaching for their proficiency in English at higher educational level.
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