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All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) English Journal
Aristia, Cendikia Flory
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Education Languange, Linguistic, Communication & Media

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Decolonizing The Learning Process In The English Language Education Study Program Farid, Rezqan Noor; Aristia, Cendikia Flory; Rahmaniah, Sovia
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 7, No 2 (2024): JETALL VOLUME 7 NUMBER 2 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v7i2.20802

Abstract

The English Education Study Program as a place of language learning is an institution where the paradigm of foreign language learning that is still thick with the practice of linguistic colonialism is likely to still take place. This study aims to reveal the existence of this paradigm in the teaching process in the study program as a material for future changes in order to achieve widespread and flexible learning. This change will also promote local culture in foreign language learning. This study uses qualitative descriptive method as a means of revealing the necessary facts. Interviews and observations of the learning process and the interaction between lecturers and students were used as data collection tools which were analyzed using the Interpretative phenomenological analysis (IPA) method. The findings of this study show that the phenomenon of language colonialization is still an aspect that lecturers and students are not aware of. Its existence in the context of teaching in the English department of the Faculty of Education is still at the stage of stratification of the language used as an introduction in class, unconscious restrictions on the use of certain languages, and the widespread use of certain languages over other languages.
VOCABULARY LEARNING THROUGH STUDENT-GENERATED GLOSSARIES IN EFL CLASSROOM Niwayan Sukraini; Pratika, Dellis; Cendikia Flory Aristia
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This study investigated vocabulary acquisition in an EFL classroom through student-generated glossaries, asking: which parts of speech students prefer, which semantic domains dominate, and how accurately and complexly students use target words in example sentences. Using purposive sampling, a descriptive content analysis was conducted on glossaries from three first-semester undergraduates. Entries and example sentences were coded in NVivo for part of speech, semantic domain, grammatical accuracy (error type), and sentence complexity; pilot coding and reliability checks informed the final codebook. Results showed nouns predominated (231 references), and high-frequency domains included idioms, people/relationships, technology, travel, and healthcare (390 references overall). Of 364 example sentences, simple sentences were most common (245), with complex (72), compound (38), and compound-complex (9) less frequent. Across sentences, 83 grammatical errors were identified, most often comma splices (10), missing verbs (9), and unclear meaning (9). These findings indicate learners' preference towards simple forms and struggle with clause boundary punctuation, verb form, and meaning clarity, underscoring the need for instruction that integrates form–meaning–use and sentence-level practice. Future research should enlarge the sample, examine proficiency and L1 effects, and test interventions that pair glossary building with guided example-sentence construction and feedback.
Co-Authors Dellis Pratika Niwayan Sukraini Rahmaniah, Sovia Rezqan Noor Farid