Indonesian Journal of English Language Studies (IJELS)
The Indonesian Journal of English Language Studies (IJELS, online and print versions, is a journal dedicated to contribute to the improvement of English Language Studies in Indonesia. It is intended to contribute to human progress and development by way of English Linguistics, Literature, Education and other relevant sub-disciplines. It is expected that IJELS will bring a new color of knowledge sharing to enrich the flourish of English Language teaching and studies. Hopefully, the journal would reach as many people as possible.
Articles
186 Documents
<![CDATA[English Passive Voice: An X-Bar Theory Analysis ]]>
<![CDATA[Aprilia Wittaningsih]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 4, No 2 (2018): September 2018 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v4i2.2305
<![CDATA[English passive voice has its own pattern. Some says that the pattern comes from the active form then it is changing. However, it is rather difficult to memorize the pattern, especially for the non-native people. X-bar theory is one way that can be used in understanding the passive form. By using X-bar diagram, the D- structure of the sentence can be seen and then moved into certain position which makes the S-structure of passive form. This study aims to see what movements exist in the English passive constructions and if there is any of special case. By giving the examples and the X-bar diagrams of basic form of passive, passive form of fu- ture tense, passive form of continuous tense, the special case inserting the word ‘by’, and also the use of word ‘get’; the construction of passive form will be clearly and easily understood.]]>
<![CDATA[An Evaluation Model of Problem-Based Learner Assessment in Curriculum 2013 ]]>
<![CDATA[Yunita Rizky Wijayanti]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.345
<![CDATA[Curriculum 2013 has just been implemented at schools in Indonesia, and its implementation has brought pros and cons among academicians. One of the major constructive criticisms related to the implementation of curriculum 2013 deals with the application of the creation. Bloom claims that creating places the top level among the thinking skills (Pohl, 2000). Furthermore, Dyers (2011) states that the main goal of each learning process is to improve the learners‟ creativity. This paper focuses on the evaluation of learner assessment; hence, it aims to propose an alternative model of learner assessment based on curriculum 2013 by focusing on the concept of scientific approach especially on creation and also the concept of positivism. Moreover, the result of Forum Group Discussion (FGD) shows positive feedback. The findings obtained from FGD generally show more positive feedback than the negative one. In brief, it can be concluded that the model has been better because it provides creation, clear description, and it may encourage building positive characters of the learners.]]>
<![CDATA[The Application of Leechs Politeness Maxims in Shakespeares The Merchant of Venice ]]>
<![CDATA[Mahmood K. M. Eshreteh]]>;
<![CDATA[Huda Badran]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 6, No 2 (2020): September 2020 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v6i2.1091
<![CDATA[This study aims to investigate Shakespeares The Merchant of Venice in light of the application of Leechs politeness maxims. The study uses a qualitative method in analyzing the utterances of the major characters in the play; Shylock, Antonio and Bassanio, since most of the events within the play focus on their demands, personalities and behaviors. The purpose of this study is to reveal the degree of politeness reflected in the characters speeches. 17 extracts from Act 1 scene 3 (a street in Venice) and 6 extracts from Act 4 scene 1 (the court scene) are explored due to their importance in the plot development. In light of the analysis, some of the factors are highlighted according to their significant role in determining the use of politeness or impoliteness strategies. These factors are power, psychological aspects, personal values, irony principle, social status and religion. The study also examines the way in which the six maxims are employed in the extracts. To conclude, politeness strategies can be used to reveal much about peoples identities, values and psychology.]]>
<![CDATA[The Circulation, Translation, Adaptation, and Production of Vedya’s the Mahabharata and Pramoedya’s Selected Writings ]]>
<![CDATA[Garini Ardya Sophia]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 3, No 1 (2017): March 2017 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v3i1.573
<![CDATA[The paper aims to show how non-Western literature works are integrated into World English Literature. It highlights two non-Western literature works, one from India and the other from Indonesia. The object of this study is Mahabharata and Pramoedya’s selected writings. The analysis focuses on comparing them from the process of circulation, translation, adaptation and production to depict the values and portrayal of women in different time spans. The result of the analysis is that the values in Mahabharata are still relevant until today, therefore people may learn from its philosophical life meaning about brotherhood and loyalty. Meanwhile, Pramoedya’s selected writings show the value of nationalism, loyalty, and humanity. The similarities of both literary works also lie in portraying the issue of feminism in responding towards the life challenges.]]>
<![CDATA[An Analysis of Politeness Strategy Done by North Koreans Seen in “My Brothers And Sisters in the North” Documentary ]]>
<![CDATA[Handayani, Widi]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 7, No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v7i1.3173
<![CDATA[It is a study on politeness strategy proposed by Brown and Levinson (1987). It focuses on the utterances spoken by North Koreans. Negative and positive politeness strategy are found in the study. North Koreans perform negative politeness when dealing with the things related to works or their leaders. It shows by the use of the word “please” to give a command, pronoun “we” to indicate exclusiveness which exclude the host as a person comes from different land, pronoun “our” to show their possession towards a particular things, and the use of specific names to refer to their leaders. It is applied to present their professionalism towards their works and loyalty to their leaders. It aims to create distant to people outside the country in dealing anything related to the nation. Positive politeness is used to reveal their solidarity towards the host. It indicates that they share the same origin and personalities. It functions to convey their feelings to the host towards particular things. Telling their feelings to people from different place suggests that they trust the host and want her to understand them. It gives an affirmation that even they live in isolation, they can be close to people they barely meet.]]>
<![CDATA[The Cutting Age Literature, from Romanticism to Victorian Age: A Study on Victor Hugo and Alfred Tennyson ]]>
<![CDATA[Elizabeth Thadeus Mashao]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 4, No 1 (2018): March 2018 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v4i1.1632
<![CDATA[This study compares the features of poetry works of Victor Hugo from the Romantic Movement to those of Alfred Lord Tennyson from the Victorian Age of literature who lived in cutting age of the two periods of literature. These two ages experienced great expansion of industrial and agricultural revolutions, expansion of British as a super power nation with many colonies and the French revolution which to a great extent influenced the writings of these authors. Romanticism style of portraying themes of imagination, natural beauty and individual emotions over reasoning and sense of intellect influenced the poets of the age of Victorian literature though they still addressed the problems of the Victorian age. Both poets composed short and long poems, used description and sentimental styles, used nature metaphorically to create imagery and describe the emotions of appreciating beauty of the nature and reflecting peoples struggle in different situations of life.Key words: Literature of the Romantic period, literature of the Victorian Age, Victor Hugo,Alfred Tennyson.]]>
<![CDATA[A Holistic Model of English Lesson-Unit Assessment for Junior High School Students ]]>
<![CDATA[Desi Rochmawati]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 1 (2015): March 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i1.337
<![CDATA[Assessment in the learning process is very important. It is useful to know whether the teaching and learning process succeed or not. It can help to identify the students‘ achievement. An assessment is usually done by teachers and it covers the three aspects; knowledge, skills, and attitude (social and spiritual). In accordance with curriculum 2013, this study develops the model of assessment which is simpler and integrated. Moreover, teachers right now have many things to do related with administration affairs and other portfolios. They do not want to be burdened with some kinds of evaluation or assessment forms which will take too much of their time. This study, therefore, is aimed at designing a holistic model of assessment, which is designed for the unit lesson. The model is a holistic assessment model. In the model, Core Competence 1 (CC1) and Core Competence 2 (CC2) are not indicated explicitly because they are integrated in Core Competence 3 (CC3) and Core Competence 4 (CC4). The data were collected by having group discussion and sharing a questionnaire to the students in English Language Studies. The result of this study is a holistic model of assessment to assess Junior High School students‘ achievement in learning English. This model of assessment is designed especially to assess students‘ achievement in every unit lesson. The model is presented in a table with likert scale scoring of 1 to 4. Some explanation is also needed in certain points. The assessment is conducted by the students, they do self-assessment and peer assessment. The teacher does portfolio assessment of the student‘s work. A Holistic Assessment for Junior High School is the appropriate form because in the model, a holistic approach has been implemented: the contents are not too complex but they already represent the whole competence.]]>
<![CDATA[Equivalence in the Translation of Joko Pinurbo’s “Tuhan Datang Malam Ini” into “God Came Tonight” ]]>
<![CDATA[Aurelia Reza Hayuwardhani]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 6, No 1 (2020): March 2020 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v6i1.2692
<![CDATA[The paper presents an analysis of Joko Pinurbo’s “Tuhan Datang Malam Ini” translated into “God Came Tonight”. In this paper, the translation of the original version is seen closely to see its equivalence strategies, referring to Nida’s framework, applied to the production of the translation. The equivalence explained in the discussion covers both formal and dynamic. The discussion in the paper leads to three major conclusions, namely: (1) figurativeness in a poem can be preserved by the help of formal equivalence, (2) the type of equivalence depends on how far translators bring it to the translation, and (3) translators need to have broad knowledge to supply their work in translation, especially in that of poetry.]]>
<![CDATA[The Collocations of the English Words Heart and Mind: Similarities and Differences ]]>
<![CDATA[Nadia Ananda Herianto]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 2, No 2 (2016): September 2016 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v2i2.553
<![CDATA[Understanding collocations is essential to interpret meanings. This study aims to analyze the similarities and differences between the collocations of the English words heart and mind. About 99 data were taken from Corpus of Contemporary American English. The collocations were categorized based on the grammatical patterns. Then, the lexical meaning of each collocation was analyzed based on the context. The collocation patterns of the words heart and mind are almost similar. Seven categories of the collocations of the word heart include heart + noun (23.24%), heart + verb (20.20%), preposition + heart (16.16%), heart of + noun (15.15%), verb + heart (12.12%), other phrases (8.08%) and adjective + heart (5.05%). Meanwhile, seven categories of the collocation of the word mind include other phrases (33.33%), preposition + mind (30.30%), verb + mind (11.11%), noun + of mind (10.10%), adjective + mind (8.08%), mind + verb (6.06%) and mind + noun (1.01%). Collocations in the form of phrases tend to have idiomatic meanings. However, there is no clear relationship between the collocation patterns and meanings of both words.]]>
<![CDATA[Types and Frequencies of Written Corrective Feedbacks in Adult ESL Classroom ]]>
<![CDATA[Wimbo Pambudi Wicaksono]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 3, No 2 (2017): September 2017 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v3i2.1065
<![CDATA[Feedbacks have been seen as an effective way to help language learners acquire second language competence. This study aims to find out how the written corrective feedback (CF) has been used in the adult ESL classroom. In this study, the data were generated through the learner’s writing. Then the data were put into direct, coded and uncoded type of the written corrective feedback. In addition, those types of feedback were categorized into content and form category to find the scope of the written corrective feedback. As the result, the direct written corrective feedback was mostly used by the teachers. Interestingly, the teachers only used the uncoded written corrective feedback when it refers to the content of the writing. Besides, the dynamic corrective feedbacks that occur several times can be a proof that the teachers not only focus on the form the writing but also the content.]]>
