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JELLT (Journal of English Language and Language Teaching)
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 25796038     EISSN : 25796046     DOI : 10.36597
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JELLT (Journal of English Language and Language Teaching) is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol 8 No 2 (2024)" : 8 Documents clear
Language Impairments Experienced by Jack Hurley with Broca Aphasia Shifa Nur Fadillah; Syafrizal Syafrizal; John Pahamzah
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.17649

Abstract

Aphasia refers to language impairment caused by the brain injury which happens after stroke. This can happen even to a young people. In this study, the researcher discussed the study related to language impairments experienced by Jack Hurley, a young man aged 15, who suffers from Broca’s aphasia after stroke. This study used a qualitative descriptive method on the utterances produced by Jack Hurley, as the data sources, in Tom Hurley’s YouTube channel which is uploaded on 2010. The researcher collected the data by watching the video of Jack Hurley’s speech and transcribing the utterances which contain language impairments. The theory used to analyze the data is from Halowell (2017) and Ardila (2014) regarding language impairments in aphasia patient. Based on the results, it is indicated that Jack Hurley represents several language impairments which belongs to Broca’s aphasia including phonological literal paraphasia, verbal paraphasia, agrammatism, and repetition in thirty-three utterances produced.
Goarno, A Web-based Application to Assist Duolingo English Test Takers : An Analysis based on Teachers’ Perspectives Rahayu, Setya Putri; Sri Rejeki
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.17963

Abstract

Duolingo English Test (DET) has become quite popular recently. It has answered the challenge of language test which previously placed IELTS or TOEFL IBT as the most reliable forms of English test after the popularity of TOEFL ITP. Based on the components of the test, Duolingo includes speaking and writing as productive skills into it; however TOEFL ITP does not include those skills. The most significant tacit that makes Duolingo as the choice of English proficiency test is that within its complete tested skills covering speaking, writing, reading, and listening, DET offers a lower price than IELTS and TOEFL IBT. It prices only a third of those tests. With a relatively new form of test, the availability of practice test and materials related to DET is still limited. Goarno, a web-based application which contain complete simulation tests and feedbacks, can help DET takers to boost their English capability in taking a DET. The study aims to investigate the significance of Goarno to boost DET takers in increasing their targeted score (1); it also aims to examine teachers effort to support students in using Goarno as an autonomous learning media (2).
Unveiling Speech Styles : A Sociolinguistics Analysis of Steve Harvey’s Talk Show Prastowo, FR Suluh Adiguna; Fiani, Ani; Syafitri, Dewi
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18001

Abstract

This research analyzed the types of speech style used by Steve Harvey in his talk show videos. The objectives of this research were to describe types of speech style based on Joos’s theory occurred in Steve Harvey’s talk show videos. The method of the research was a descriptive qualitative. The technique for collecting the data was audio-visuals. The researcher used videos talk show of Steve Harvey uploaded in January 2024 on Steve TV Show YouTube channel. There were 9 talk show videos uploaded on January 2024. In this research, the researcher found some types of speech style contained in talk show videos consist of 177 (90,77%) casual styles, 9 (4,62%) intimate styles, 5 (2,56%) formal styles, and 4 (2,05%) consultative styles. In conclusion casual style 177 (90,77%) is the most dominant used by Steve Harvey in his talk show videos in January 2024. Keywords: Sociolinguistics, Speech Styles, Talk Show
A Scaffold-Based Approach for Developing an English Coursebook for Young Learners Kristanto, Barlian; Setia Sandi A., Arif; Putri, Diannike; Ferianda, Sandy; Dung, Le Hoang
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18045

Abstract

This study aimed to develop and evaluate the effectiveness of a scaffolding-based English coursebook for 3rd-grade elementary students in Indonesia. The research was conducted in response to the challenges faced by teachers and young learners in , English language education, such as lack of contextualized materials and student engagement. A mixed-methods design was employed, involving a needs assessment, coursebook design, and a quasi-experimental study with 120 students from two schools in Purwokerto, Central Java. The experimental group used the scaffolding-based coursebook, while the control group used existing materials. The results revealed significant improvements in English proficiency scores for both groups, with the experimental group outperforming the control group. Qualitative data from classroom observations and interviews indicated increased student engagement, motivation, and positive perceptions of the scaffolding approach in the experimental group. The findings suggest that the scaffolding-based coursebook effectively enhanced young learners' English language proficiency and engagement compared to existing materials. The study highlights the potential of scaffolding techniques in designing contextualized language learning materials and supporting English language education in Indonesia. Further research is recommended to explore the long-term effects and applicability of scaffolding-based coursebooks across different grade levels and regions.
Grammatical Errors on Final Paper Abstracts Composed by Students of Pharmacy Diploma Atur Semartini
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18114

Abstract

English has become one of the most important languages used globally. To produce effective sentences in English, EFL learners, such as in Indonesia, must master English grammar. However, the differences of grammar in English and Bahasa cause EFL learners to often produce grammar errors. Even though technology is increasingly developing and translator machines can assist students in writing English, grammar errors are still found. This research aims to investigate grammatical errors produced by Pharmacy Diploma students on their final paper abstracts. This research is a descriptive study. Data was obtained from 30 final paper abstracts of students of Pharmacy Diploma at Sekolah Tinggi Ilmu Kesehatan (STIKES) Nasional. The abstracts were taken randomly from the library of STIKES Nasional. Data was analyzed using Surface Structure Taxonomy by Dulay, Burt, and Krashen. The results of the analysis discovered 154 grammar errors. The dominant errors were Omissions with the number of errors is 54 errors (35,1%), followed by 44 errors of Additional (28,6%), 42 errors of Misformation (27,3%), and lastly, 14 errors of Misordering (9,1%). The results of this research imply that teachers and institutions need to prepare learning materials that can minimize errors made by students in the future
Developing TPACK based Assessment Instrument for Teaching Practice of English Education Students Hamid, Syifa Fadhilah; Shopia, Khilda; Isnaniah, Isnaniah
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18125

Abstract

This study aimed to develop and validate a TPACK-based assessment instrument for English Education students during their teaching practice. Utilizing the Technology, Pedagogy, and Content Knowledge (TPACK) framework, this instrument evaluates pre-service teachers' competency in integrating technology into their instructional practices. A mixed-methods approach was employed, with qualitative data informing item development and quantitative methods used for validation. The instrument was refined through expert interviews, literature analysis, and cognitive interviews with target users, resulting in a 34-item survey covering seven TPACK-related factors: Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). The final assessment tool is organized into five components: Teaching Ability, Lesson Planning, Social Competence, Personality Competency, and Implementation Report. Each component integrates various TPACK constructs, ensuring a comprehensive evaluation of pre-service teachers' skills. This instrument is essential for enhancing TPACK proficiency in teacher education programs, aligning with educational standards and supporting the development of globally competitive teachers. Future research should explore the long-term impacts of TPACK proficiency on teaching effectiveness and student outcomes, further validating the framework's significance in modern education.
Developing Critical Literacy Scoring Rubrics to Assess EFL Student's Critical Literacy Skills Rizqiani, Diyah Ayu; Sailun, Betty; Herlina, Sari
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18136

Abstract

Critical literacy skills are essential for EFL students to effectively engage with and analyze diverse texts in an increasingly globalized world, yet assessing these skills in non-native English speakers presents unique challenges. This study aimed to develop and validate comprehensive rubrics for assessing critical literacy skills in EFL contexts, addressing a significant gap in current assessment practices. This study employs 4D model (Thiagarajan et al. (1974) on instructional development. It consisted of four phases: Define Phase, Design Phase, Development Phase, and Dissemination Phase. The instrument of this study was a set of a critical literacy rubrics encompassing five dimensions: clarity of format, clarity of content, clarity of scoring, readability, and clarity of language. The research participants in the current study were 50 students of English Language Education Study Program, two Critical Reading lecturers, and two experts as the instrument validators. The rubrics demonstrated sensitivity to different proficiency levels and effectively captured the multifaceted nature of critical literacy in EFL contexts. This study contributes a validated, comprehensive tool for assessing EFL students' critical literacy skills, with significant implications for enhancing critical literacy instruction, curriculum development, and further research in EFL education, ultimately equipping students with the necessary skills to become critically engaged global citizens. Keywords: critical literacy, critical literacy skills, critical literacy rubric, EFL students.
Students' Perception on Project-Based Learning in Teaching Speaking at Vocational High School Johanes Climacus Setyo Karjono; Sabrina Sintyasakti, Nimas; Vitalya Gemilang, Adria
JELLT (Journal of English Language and Language Teaching) Vol 8 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i2.18592

Abstract

The aim of this study lies in its potential to revolutionize the way speaking skill is developed in vocational high schools. By exploring the students’ perception of Project-Based Learning, teachers can gain new perspectives on how to engage students in meaningful and practical speaking activities. This approach not only helps students prove their speaking skills but also prepares them for real-world situations where effective communication is crucial for success. This study used a descriptive qualitative approach. The qualitative data in this study come from a variety of sources, including an observation checklist, field notes, and interviews. The data were collected using semi structured- interview. The data were gathered from 72 students. In classroom activities, Project-Based Learning frequently necessitates access to technology, materials, and resources that may not easily available in vocational high school. To be able ensure fair access to high-quality education for schools, this issue must be resolved.

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