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This Author published in this journals
All Journal Journal of Language and Literature TEFLIN Journal: A publication on the teaching and learning of English Lingua Scientia Research Collections English Review: Journal of English Education Dinamika Ilmu Indonesian EFL Journal Jurnal Bahasa Lingua Scientia Indonesian Journal of English Language Teaching and Applied Linguistics FOSTER: Journal of English Language Teaching Journal of English Language Teaching and Learning (JETLE) DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Asshika Proceeding International Conference on Education Indonesian Journal of English Language Teaching and Applied Linguistics
Erna Iftanti
English Education Department, UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of English Language Teaching and Learning (JETLE)

 1 
Exploring factors influencing phonological errors of Indonesian EFL students Marelita, Dema Finda; Iftanti, Erna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.27060

Abstract

For non-native English speakers, phonological errors posed a serious problem, especially for those from Indonesia, where the local language's phonological structure is very different from English's. The goal of the study was to determine the elements that lead to phonological errors in Indonesian EFL students' sound production. Using a descriptive qualitative methodology, the study examined the factors that lead to growing errors in English phonology by analyzing several article and process them into new idea. The researchers looked at a number of variables, such as the learners' exposure to English and linguistic background, that affect these errors. The study also looked at how these elements work together to affect how Indonesian learners produce sounds. This study found several factors emerging phonological errors of Indonesian EFL student, they are phonetic system gap, social condition, and lack of phonological awareness. The study's emphasized how crucial it is to teach English pronunciation while taking the learners' native tongue and cultural background. EFL teachers should be aware of the variations in the phonological systems of English and Indonesian and implement teaching strategies that take these differences. Furthermore, the sociolinguistic and socioeconomic circumstances of the students had an impact on the phonological errors,
A conceptual article: The teachers’ role in implementing cognitive reading strategies to enhance students' reading comprehension Pertiwi, Nestiti Lintang; Iftanti, Erna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.27136

Abstract

The ability to read well is essential for learning English. Students' reading comprehension can be influenced by the application of efficient reading practices. Cognitive reading strategies are one method that can be used to enhance reading comprehension abilities. By using cognitive reading strategies, students can visualize information, absorb information in a predictable way, make connections between the text and prior knowledge, and evaluate their understanding. This study investigates the teacher's role in implementing cognitive reading strategies to improve students' reading comprehension abilities. This article uses a descriptive qualitative approach with a literature study design. Data was gathered through literature searches on Sinta, Google Scholar, Neliti.com, and ResearchGate. By arranging and summarizing research findings from several chosen articles, a descriptive analysis of the data was conducted. The findings indicate that the role of teachers is essential in helping students apply cognitive reading strategies to improve their reading comprehension skills, such as providing direction and guidance on reading strategies, modeling strategies, providing a supporting learning environment, activating students' prior knowledge, assisting and providing feedback to students, facilitating cooperative practice. However, this article only used secondary data so that the weakness of this article is the limited availability of related literature. Concerning the consequences, it is advised that future researchers might investigate deeper into the specific aspects that determine the successful implementation of cognitive reading strategies.
Co-Authors Amrullah, Latif Anshori, Mohammad Isya Ary Setya Budhi Ningrum Awalin, Arpinda Syifa'a Awalin, Arpinda Syifa’a Binti Maunah Izza, Fatma Nuril Joko Tri Prastiyo Marelita, Dema Finda Mila Umil Habibah Musrikah, Musrikah Nany Soengkono Madayani, Nany Soengkono Pertiwi, Nestiti Lintang Ramadhani, Tria Rahayu Rany Raissa Palupi Retno Ayu Fitriani Rohmah, Anifatur Sherif , Nada Mohsen Said Ali Shofiya, Arina Shofiya, Arina Umami, Muhammad Sulung Mufty Umy Zahroh