Articles
<![CDATA[Writing Anxiety among EFL Students of John Senior High School ]]>
<![CDATA[Alvian Adhi Nugroho]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i1.1885
<![CDATA[The objective of this is to examine the level of deep writing anxiety experienced by high school students in learning English as a foreign language for various reasons and consequences of the anxiety. Many results of research on scientific papers in this decade indicate that writing anxiety in foreign languages has negative effects on attitudes, success, student achievement, hinders the writing process, and reduces interest in writing. In this study, the quantitative research method is used to measure the level of anxiety experienced by students. This study adapted the Second Language Writing Anxiety Inventory questionnaire compiled by (Cheng, 2004). The results showed that the participants had high and moderate writing anxiety. Cognitive anxiety showed the highest result. Whereas, avoidance anxiety was reported in the second position of writing anxiety. The lowest score was performed by somatic anxiety that occurred in the result. They have problems in choosing a topic to write on, finding helpful ideas, time constraints, and a lack of effective feedback are the most worrying factors, followed by grammar, brainstorming, idea organization, and topic sentence writing.]]>
<![CDATA[Using Narrative to Improve Students’ English Reading Skill in School Literacy Movement ]]>
<![CDATA[Viska Violita]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i2.1961
<![CDATA[The objective of this research is to design a set of instructional reading material for the school literacy movement. The reading material developed is expected to support school literacy movement and to improve students’ English reading skill. The reading material designed is based on narrative. Narrative is a sequence of series of events that is fictional and nonfictional that aims to entertain the readers at once to educate the readers about attitudes and behavior through moral values that are contained in the story (Abbot, 2008). The developed material consists of three chapters. These chapters are designed based on the three kinds of narrative text, there are romance, legend, and adventure. Each chapter consists of four parts, namely preparing for the journey, starting the journey, exploring the journey, and finishing the journey. Preparing for the journey part is aimed to activate students’ prior knowledge about the learning topic and to help the students understand the learning material before the students do school literacy movement activity. Starting the journey and exploring the journey parts are designed to develop students’ reading skills and to improve students’ English. Finishing the journey part is aimed to help the students draw the conclusion and master the learning material better. The writers used the research and development method in conducting the study and designing the reading material. Then, the instruments of this research were open-ended questionnaires, close-ended questionnaires, and interview. The English reading material had been evaluated and deemed as very good after the revision. The reading material and the reading tasks are appropriate for school literacy movement activity. By mean of this research, it is expected that the instructional reading material will be beneficial to support the school literacy movement. ]]>
<![CDATA[Pre-service Teachers’ Perceptions on the Relationship between Learning Program Design Course and Their Teaching Preparations ]]>
<![CDATA[Elizabeth Liza]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 8, No 2 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v8i2.2329
<![CDATA[Learning Program Design is one of the compulsory courses offered to the English Language Education Study Program (ELESP) students to prepare for their teaching. This study is aimed to find out and to identify the possible relationship between Learning Program Design course and students’ teaching preparations. A survey study was conducted. The instrument used was questionnaire. A total of 30 students participated in this study. The perceptions of the pre-service teachers were obtained from their self-evaluations. The results of this study showed that most of the respondents had positive attitudes. They perceived that Learning Program Design Course had positive contributions to their teaching preparations.]]>
<![CDATA[The Use of Code Switching in General English Classes for Non-English Department Students in Indonesia ]]>
<![CDATA[Thomas Wahyu Prabowo Mukti]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(2), November 2018 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v3i2.80
<![CDATA[The issue of the use of code switching as instructional languages in the class has already become a worldwide concern. Some experts may say that it is beneficial while others believe that it is not since it may become the interference for the learning. Through this paper, the researchers want to investigate the use of code switching in General English Classes for non-English Department of Sanata Dharma University. Employing a quantitative approach, specifically observation method by recording the class activity, this study tries to find out the types and analyse code switching employed by lecturers in the classes. The data analyses revealed that tag switching, intra-sentential and inter-sentential code switching are employed by lecturers and the code switching itself functions as the topic switch, repetitive and affective function. The inter-sentential code switching was mostly used by the lecturer and it mostly served as a repetitive function to explain and show their affection to students]]>
<![CDATA[Gender Representation in Men’s and Women’s Fashion Magazine ]]>
<![CDATA[Marselus Suarta Kasmiran]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(1), April 2019 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v4i1.179
<![CDATA[This research aims to study the use of basic and specific color terms used in men’s and women’s magazines. The use of specific color terms was proposed by Lakoff (1973). The specific and basic color terms may distinguish the gender of the writers in the magazines. The study analyzed women’s writings in Cosmopolitan Magazine published electronically by https://www.cosmopolitan.com/ and men’s writings in GQ Magazine published electronically by https://www.gq.com/. The data was analyzed using Lakoff’s (1975) and Steinvall’s (2002) theoretical frameworks. Lakoff (1973) argued that women used language features differently. One of the language features stated by Lakoff (1973) was the use of specific color terms. The findings of the research show that there has been a change of specific color term usages, both genders are now using basic and specific color terms. However, men use less specific color terms. The use of language features may be affected by values – ideology, culture and personality from the language users.]]>
<![CDATA[IMPLEMENTING GUESSING MEANING FROM CONTEXT PROCEDURE FOR VOCABULARY LEARNING IN JUNIOR HIGH SCHOOL IN INDONESIA ]]>
<![CDATA[Dyah Ayu Kusuma Wardani]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ Journal of English Education Vol 4, No 2 (2019): JEE ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jee.v4i2.1011
<![CDATA[AbstractVocabulary learning often implies that there is no other way of learning than to memorize the words. This research showed that guessing meaning from context procedure can accommodate students in learning new vocabulary items. Since students were not equipped with a dictionary all of the time, it is essential to seek for an alternative in learning vocabulary. One of the alternative techniques in vocabulary learning was guessing meaning from context. The purpose of the study was to investigate the implementation of the guessing the meaning from the context in junior high schools in Yogyakarta. The research participants of this study were 30 students from different classes from a junior high school in Yogyakarta, Indonesia. The researcher conducted a pre-test at the beginning and a post-test at the end of the research. The result of the pre-test and post-test showed that there was an increase of students’ vocabulary mastery. The questionnaire was used to confirm the result of pre-test and post-test comparison. The result of the questionnaire showed that guessing meaning from context procedure was helpful for the students to understand word meaning.]]>
<![CDATA[Incorporating Local Culture in English Language Teaching for Papuan Junior High School Students ]]>
<![CDATA[Abel Yohanis Romrome]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ Journal of English Education and Teaching Vol 6, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.6.2.207-221
<![CDATA[Local culture is a crucial aspect in human life. Local culture relates to the way of human life such as thinking, feeling, and acting. It is undeniable that local culture could be used in the academic context as the medium in learning English. By using local culture, students will be able to empower their ability in thinking, speaking, and writing. Therefore, the teachers are required to design the learning process by providing local culture contents or materials that the students are familiar with. This research aimed to analyse whether Junior High School's teachers have implemented three ways in a local culture based on teaching English which was proposed by Goldberg and to find out whether the students feel more enthusiastic in learning by using local culture content. Besides that, this study was to investigate and measure the influence of local culture on students’ skills before and after using local culture contents in learning English. The data of research were collected from two Junior High Schools in Timika-Papua, Indonesia. They were SMP N 2 and SMP N 8. The method of this research was both quantitative and qualitative. In gaining the data, the researcher distributed the questionnaire to 107 students and interviewed two teachers and two students. After that, the researcher collected the data, identified, and analysed it by using SPSS 26.0. The findings revealed that Papuan English teacher have used local culture contents in providing the English materials for the students. On the other hand, students’ skills can be improved to be better by using local culture contents in learning English. ]]>
<![CDATA[CURSING, SEXUAL HARASSMENT, PROFANITY, OBSCENITY AND EPITHET IN DALLAS BUYERS CLUB MOVIE ]]>
<![CDATA[Imelda Woa Wene]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 5, No 1: February 2020 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v5i1.8920
<![CDATA[Taboo words are words that are strictly prohibited to be used due to the fact that they may cause misunderstanding or conflict and are not appropriate. Therefore, it is important to understand taboo words in order to avoid using inappropriate words.This studyexamines the use of taboo words by the characters in Dallas Buyers Club movie. It focuses on the types of taboo words and reasons that influence the characters to use taboo words in the movie. This study used content analysis method as the research method. The sources of data were the movie and its transcription. The researchers obtained the data from the characters’ utterances. This study finds there are five types of taboo words, namely cursing, profanity, obscenity, epithet and sexual harassment. Cursing is the most frequently taboo word used by the characters in the movie. The researchers also find that he reasons for using the taboo words are humor, psychological condition, ethnic group identity and social class. Psychological condition is the dominant reason for the characters’ use of taboo words. The result of this study provides an in-depth understanding of the usage of English taboo words in movies that might influence young English learners.]]>
<![CDATA[Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading ]]>
<![CDATA[Niko Albert Setiawan]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2019.8.2.26-37
<![CDATA[Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.]]>
<![CDATA[INACCURATE PRONUNCIATIONS OF ENGLISH VOWEL SOUNDS BY ONLINE INDONESIAN ENGLISH TEACHERS ]]>
<![CDATA[Maria Dewi Rosari]]>;
<![CDATA[Ouda Teda Ena]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v7i2.2557
<![CDATA[Many English learners use English Teaching Channels on YouTube as an alternative source of learning. Most of those channels were organized by Indonesian teachers. The qualities of the teaching presentations on these channels are varied. Inappropriate use of vocabulary, inaccurate grammar, and mispronunciations are often found in these channels. This research attempts to study the inaccurate pronunciations of the English teachers. The study is deemed necessary due to the fact that learners consider online English teachers as good language model and as an alternative to access English learning materials. The result of the study shows that there are nine types of English vowels that are pronounced inaccurately by the teachers. Most of them are absent in Indonesian vowel system. Cautions should be made when using English Teaching channels on YouTube and some suggestions for Indonesian English teachers are presented.]]>
