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All Journal Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Language Teaching, Linguistics, and Literature Studies ELOQUENCE: Journal of Foreign Language Journal of English Teaching and Linguistic Issues (JETLI)
Ismail, Abdul Kadir
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Content Analysis on Cultural Context of Junior High School English Textbook Lembah, Sri Ulfa Dwi Yana; Jusuf, Harni; Ismail, Abdul Kadir
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2750

Abstract

Textbooks have important roles in learning, including learning English. English textbooksare not only a source of information about the material studied but also provide anoverview of the culture contained in the textbook. Concerning to culture, this researchaims to determine the culture portrayed in the English textbook "Think Globally ActLocally" used by SMP MUHAMMADIYAH 2 Gorontalo students in Grade IX and todetermine the teacher’s way to implement the culture in textbooks. This research usedqualitative descriptive. The data collected through observation check list, interview, anddocumentation. The steps in analyzing the data are: (1) reading the textbook "ThinkGlobally Act Locally"; (2) grouping culture into several aspects according to the theoryused by Cortazzi and Jin and Adaskou, Briten and Fahsi; (3) analyzing the most dominantculture in textbooks. The research findings shown that the culture described in textbooksincludes source culture, target culture and international culture. The culture that appearsmost often is the source culture. This is evidenced by the results of 50% source culture, 38% target culture and 12% international culture.Keywords: Textbooks, Cultural, Source Culture, Target Culture, International Culture
Global Research Trends of Role-play Method in English Language Teaching: A Bibliometric Analysis Saleh, Yuwin Rustam; Ismail, Abdul Kadir; Ayuba, Hasan; Ladja, Witan
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 1 (2025): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i1.1850

Abstract

This study examines global research trends, thematic development, and prospective directions of the role-play method in English Language Teaching (ELT) from 2000 to 2025 via an extensive bibliometric analysis. 81 Scopus-indexed publications were methodically chosen based on established inclusion and exclusion criteria. The analysis, conducted using VOSviewer and Bibliometrics (Biblioshiny), indicated substantial post-pandemic growth in publications, propelled by incorporating digital assessment, task-based learning, and online communicative methodologies. The results indicate a thematic shift in role-play from an auxiliary technique to a fundamental educational strategy associated with 21st-century skills. Furthermore, international collaboration networks and theme clusters underscore the method’s versatility across educational and cultural settings. This study presents theoretical, methodological, and practical contributions, offering significant insights for researchers, educators, and policymakers in the dynamic English Language Teaching (ELT) field.
Improving students’ reading comprehension by using listen, read, and discuss strategy at 5th semester English education department, IAIN Sultan Amai Gorontalo Lamala, Dewi Astuti; Pakaja, Marina; Ismail, Abdul Kadir
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 2 No. 3 (2023): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v2i3.1389

Abstract

This research aim to improve students’ reading comprehension using Listen-Read-Discuss strategy. Two cycle of classroom action research were used in this research. Each cycle included two meetings. There were 15 students from 5th semester English Education Department, IAIN Sultan Amai Gorontalo that served as research participants. 20-question multiple choice tes and observation sheets of student and teacher activities were used as research instruments. Observation, tests, and documentation were enployed as data collection methods. The findings suggested that using Listen-Read-Discuss strategy coul enhance students’ reading comprehension. Before using Listen-Read-Discuss strategy, the average pre-tes score increased by 46.66 points, and after using Listen-Read-Discuss strategy, the average post-tes score increased by 71.33 points or 40% in cycle 1, and by 84.66 points or 87%, in cycle 2. It is suggested that English language teachers and learners can use Listen-Read-Discuss strategy in the classroom. For future research, it is recomended to obtain students’ vocabulary using Listen-Read-Discuss, namely through the text they read.
Bibliometric Analysis of English Language Students' Perspectives on Difficulties in Translation Agusdayanti; Prasetyo, Hazairin Eko; Ismail, Abdul Kadir
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 3 No. 1 (2024): Journal of English Teaching and Lingustic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v3i1.1841

Abstract

This study aims to analyze the perspectives of English majors on the difficulties they face in translation using the bibliometric analysis method. This method allows for a quantitative evaluation of academic publications to provide a holistic view of selected research topics over a period of time. Data was collected from the Scopus database, and search results were processed using VOSViewer to generate data visualizations. The analysis results show significant fluctuations in the number of publications related to translation difficulties in recent years, reflecting the ever-changing academic interest in this field. The most frequently discussed topics include translation errors, translation strategies, cultural influences in translation, and the use of technology in translation. Students identified several major difficulties in translation, including linguistic and structural differences between the source and target languages, as well as understanding cultural contexts, which are major obstacles, especially in translating idioms and cultural expressions. Additionally, the lack of knowledge about effective translation techniques is also a significant barrier. This study suggests the need for improvements in the translation education curriculum, the development of more advanced translation tools, and international collaboration between higher education institutions to address translation difficulties. The findings of this study provide a solid foundation for improvements in translation education and the development of more effective strategies to help students overcome translation challenges.
Analisis Validasi Soal Tes Hasil Belajar Pada Pelaksanaan Pembelajaran Bahasa Inggris Otoluwa, Moon Hidayati; Ismail, Abdul Kadir
ELOQUENCE : Journal of Foreign Language Vol. 2 No. 2 (2023): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v2i2.1453

Abstract

Background: The teaching staff is not only responsible for the process of knowledge transactions but more than that, the teaching staff, in this case, lecturers, are also required to make assessment and measurement instruments to find out the extent to which students are able and able to master the English material in an evaluation process or rather a test. Purpose: To find out how the validity analysis of learning outcome tests made by English lecturers at the IAIN Sultan Amai Gorontalo Language Development Center Method: This research is evaluative research that evaluates question items using a quantitative approach. Results and Discussion: IAIN Sultan Amai Gorontalo lecturers tend to make learning outcome test questions in objective form based on practical courses' characteristics. With accurate tests, developing questions that can reveal students' applicative abilities, analysis, synthesis, and evaluation is more accessible than objective tests. In designing learning outcome test questions, not all lecturers (around 76%) make a grid of questions used as a reference for writing question items. Even though the grid is essential in writing good questions, in addition to writing questions, most lecturers use a combination of last year's questions and new ones. Making further questions related to the development of science and technology will be more meaningful. Conclusions and Implications: Not all lecturers of English courses at IAIN Sultan Amai Gorontalo have conducted a theoretical review regarding the quality of the questions that have been asked. However, one thing that is quite good and positive in the review that has been carried out by most lecturers, namely the most re-examined aspect, is the suitability of the question material with the competence of learning outcomes. There are still some weaknesses in several question sets, namely for objective tests. The aspect that is still weak is the non-uniformity of the short length of statements between answer choices and the separation of the main question page from the answer page. Another drawback to this form of the test is that there are still pictures accompanying the questions that are not clear.
Co-Authors Agusdayanti Harni Jusuf Hasan Ayuba, Hasan Hazairin Eko Prasetyo, Hazairin Eko Ladja, Witan Lamala, Dewi Astuti Lembah, Sri Ulfa Dwi Yana Otoluwa, Moon Hidayati Pakaja, Marina Saleh, Yuwin Rustam