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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 171 Documents
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AN ANALYSIS OF LANGUAGE STYLES USED BY NADIEM MAKARIM IN SINGAPORE SUMMIT 2020 Taufik Ramadan; Istianatul Hikmah; Novita Sumarlin Putri; Poppy Indriyanti
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.12838

Abstract

This research is conducted in order to analyze the language styles which are used by Nadiem Makarim in Singapore Summit 2020. This research is used talk-show as the source of data. The object of this research is the utterances of Nadiem Makarim which is delivered in Singapore Summit YouTube channel. This study is analyzed the language styles and the language function uttered by Nadiem Makarim using Martin Joos and Janet Holmes theory. Nadiem Makarim utterance was intentionally chosen as a research object because the researcher found that the data was interesting and also can contribute to the comprehensive understanding related to language styles and language functions. In addition, Nadiem Makarim was chosen because he is one of many people who can use an English language close to a native speaker. In order to make systematically analysis, the researcher will use qualitative descriptive method
An Investigation of Teachers’ Challenges on The Aspects of Challenges in Online Learning Cahayu Sari; Atikah wati; Nasori Effendi
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.12644

Abstract

The unexpected shift in English language teaching from face-to-face classroom interaction to online learning activities using digital platforms has resulted in several challenges for English teachers and students. These challenges include five aspects: online learning platform, designing materials, internet connection, motivating students, and professional development. Three English teachers participated in this research grounded on a qualitative approach with a case study design. The data was collected through a questionnaire and interview adapted from Dambhare (2020) and Korkmaz & Toraman (2020). The results revealed that operating the E-Learning platform, designing, delivering, and developing the material for online learning, and lack of motivation to students and engagement become the primary challenges of online teaching amidst the global pandemic. Additionally, the participants stated that they encountered problems with an unstable internet connection and the need for professional development programs about ICT integration. The result also shows that the teachers were unfamiliar with the mandatory application for teaching. They still need a guide to learn the application. The impact of this situation is that the teachers should improve themselves to learn more about the technology and find their teaching solutions.
Pre-Service Teachers’ Challenges in Managing Students’ Interaction and Students’ Participation Using the Zoom Application in Teaching English During Apprenticeship Practice Roihatul Jannah; Natalia Anggrarini; Indra Yoga Prawiro
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.12721

Abstract

Various applications or online learning media are scattered during the Covid-19 pandemic. One of them is Zoom which is beneficial for communicating remotely; all teacher explanations can be conveyed clearly without having to meet physically. This study aims to discover the challenges in managing students’ interaction and the level of student participation by using the Zoom application in teaching English during the Covid-19 pandemic. This descriptive case study reported that the preservice teachers’ challenges in managing student-to-teacher interaction while learning English using the Zoom application were the lack of feedback given by students to the teacher, the lack of immediacy between students and teachers, and the internet connection. Meanwhile, in managing student-to-student interaction, the challenges are lack of interaction, motivation, and social presence. The student participation in learning English using zoom was at the level of inbound participants. The students use verbal or oral as their way to contribute and participate in online discussions. In addition, students also provide interesting questions and meaningful feedback so that the three indicators refer to the characteristics possessed by inbound participants. This study concludes that feedback and immediacy by teachers are consistently needed during online meetings. To build meaningful interaction among students, interaction, motivation, and social presence should be maintained. Students’ awareness of interaction, motivation, and social presence in online meetings is essential. Although teachers and students have online meetings, inbound participation is reflected. The students do their verbal and oral online as they do in offline meetings. 
Perceptions of Undergraduate Students on the Implementation of Oral Peer-feedback in Microteaching Classroom Gina Larasaty; Nasir; Mochamad Reza
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.12820

Abstract

In teaching and learning, oral peer feedback has been used as an alternative learning strategy. Involving the students in the teaching and learning process can hopefully improve their skills, especially in improving their critical thinking. Studying this subject was challenging. This study purposed to find out the students’ perception of oral peer feedback in a microteaching classroom. This qualitative study was conducted in a descriptive case study design. 15 undergraduate students participated in this study. All of them were in the 7th semester of the English Education Department for the 2020/2021 academic year, Wiralodra University, Indramayu. To obtain the undergraduate students’ perceptions, the questionnaire was used to get data. The result of the research revealed that knowing what to do before conducting oral peer feedback helps a lot in peer commenting; providing oral peer feedback to my peers gives me new knowledge. Then, the students feel interested and challenged to conduct oral peer feedback. Moreover, the undergraduate students perceived oral peer feedback as having many benefits, such as increasing their teaching skills, helping them manage the class and time, and also helping them how to communicate with students. This study can also be used as a guide for oral peer- feedback in the Micro teaching classroom.
EFL Students’ Perception of Mobile Technology-Mediated Task-Based Language Teaching Siti Muhibbatul Maufuroh; Elih Sutisna Yanto; Totoh Tauhidin Abas
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.12869

Abstract

Technology in education makes it easy for us to find various sources of knowledge quickly and can be done anytime and anywhere. However, teachers must have appropriate methods to implement during teachings, such as providing media, teaching techniques, or learning strategies. This encourages researchers' interest in utilizing the Hello English application in the classroom as mobile technology students can use to learn English. This study aims to determine EFL students' perceptions of the use of mobile technology in task-based language teaching. A case study was used to conduct the research in a qualitative way. The participant in this study is three students from junior high school in Karawang. Data collection in this study used student observations, interviews, and documentation. The data analysis uses the thematic analysis of Braun & Clarke (2006); there are six steps: get to know the data, produce initial codes, search for themes, review themes, define and name themes, and write the report. The results show that EFL students' perceptions of mobile technology in task-based language teaching received a positive response. Also, affect students' learning, specifically in the context of vocabulary learning, which is the primary issue in English classes.
Reviewing on Grammar Learning Strategy Use: A Case Study of EFL Darussalam Polytechnic Muhammad Bambang Purwanto; Ariya Agustin
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.13029

Abstract

It was undoubted that studies on grammar instruction have long been discussed. However, there remains a dearth of research on how English as a foreign language (EFL) students learn grammar. Reviewing this line of grammar research, the researchers explored how EFL students experienced grammar learning at Darussalam Polytechnic. The researchers conducted a qualitative multiple case study and used semi-structured individual interviews as the main instrument for data collection in this study. EFL students were interviewed regarding their views on the role of grammar and their use of grammar learning strategies. Grounded on pedagogies of grammar instruction, the study showed that most participants still learned English grammar through the traditional approach, i.e., grammar instruction. Findings from the inductive content analysis indicated that all participants acknowledged the essential role of grammar in learning English, and demonstrated a strategic approach to grammar learning, with environmental and behavioral management and cognitive strategies being the most popular strategies. The findings can help English teachers adjust their teaching approach and techniques to maximize students’ grammar achievement and enhance their effective grammar learning strategies for long-term benefits. The study contributes to research on Asian EFL students’ attitudes toward grammar learning and their use of grammar learning strategies.
The Representation of Feminism in "Tomboy" Song Lyrics by Destiny Rogers Laely Rohmatin Nuriana; Estri Oktarena Ikrarini
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.13037

Abstract

This study deals with the representation of feminism found in “Tomboy” song lyrics by Destiny Rogers. The aims of this study are to find out the kinds of feminism and to find out the portrayal of women in the song lyrics of “Tomboy” by Destiny Rogers. The data in this research were taken from the song lyrics of “Tomboy” sung by Destiny Rogers. This study analyzed the types of feminism by using the theory of feminism by Rosemarie Tong. This study used a qualitative method to discover the result of this research. The result of this study indicated that the writer found 19 data in the lyrics that contain some words or phrases that support 7 types of feminism including liberal feminism, radical feminism, Marxist and socialist feminism, care-focused feminism, psychoanalytic feminism, ecofeminism, and post-modern feminism. In addition, women are portrayed as being dominant, talented, productive, beautiful, tomboy and feminine, wealthy, charming, brave, hard worker, and independent human beings in this song. Thus, the portrayal is in line with the title of the song “Tomboy” which defines women as having a manner consider manly or boyish. Moreover, the song lyrics of “Tomboy” by Destiny Rogers indicate that they support feminism and represent the freedom of women.
An Analysis of Zach Sobiech's Personality as the Main Character in Clouds Movie Kayla Gabriela Bit; Adria Vitalya Gemilang; Afria Dian Prastanti
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this analysis is to find out the main character, Zach Sobiech, personality in Clouds movie. The researcher discussed the personality and nature of the main character in the Clouds movie directed by Justin Baldoni and distributed by Disney+, which was released on October 16, 2020. This study contains the personality of Zach Sobiech in Clouds movie. The types of personality and its factors of Zach Sobiech are analyzed using the theory of Paul Costa and Robert McCrae. The analytical method used is the descriptive qualitative method. Data collection is done by repeatedly watching and analyzing the evidence from the dialogues and his actions in the movie and the analytical theory here is obtained from books from library research and the internet in the form of electronic books. The results of the analysis in this study indicate that Zach has 11 personalities and, four personality traits from Zach, namely, openness, conscientiousness, extraversion, and agreeable.
Teacher’s Self-perception of Resilience among Junior High School English Teachers in Gunungkidul Regency Ranggi Mulia Bestari; Ouda Teda Ena; Consilianus Laos Mbato
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.13237

Abstract

Being resilient increases teachers’ quality in their educational process. Resilience becomes one of the professional matters. Resilience means bouncing back or returning and accepting necessity, so teachers adapt to difficulties. In teaching, teachers might face many challenges in many aspects. Novice teachers and experienced teachers face difficulties, but they have their own beliefs about resilience The aim of this research was to investigate teachers’ self-perception of resilience. The researchers applied mixed methods to collect and analyze the data. The researchers used close-ended and open-ended of questionnaire for the instrument. There were 52 participants. The participants were English teachers who joined an English teacher’s discussion group in Gunungkidul Regency. The result of the research is novice teachers and experienced teachers in the resilience scale more dominant have a moderate level. Based on the interview, the experienced teachers have passed the challenges, not only about in teaching process but their process of being resilient.
The Influence of Epistemic Beliefs on Master’s Students’ Critical Thinking in Academic Reading Mia Dreina Antira Pujiningtyas; Paulus Kuswandono
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.13246

Abstract

The understanding of how an individual perceives knowledge and knowing is called epistemic beliefs. Moreover, Epistemic beliefs are also closely related to critical thinking. This study investigates the effects of epistemic beliefs on critical thinking, specifically in reading. There are two research questions formulated in this study which are: (1) What are the master’s students' epistemic beliefs level in reading? and (2) How do epistemic beliefs affect their critical thinking in reading? The participants of the study consisted of 12 graduate students from a private university in Yogyakarta. Descriptive quantitative and descriptive analysis were employed. The data were collected using a close-ended questionnaire and open-ended questions. The Justification for Knowing Questionnaire (JFK-Q) from Ferguson et al. (2013) was adapted for this study. Open-ended questions functioned as the follow-up of the questionnaire. The result showed that the graduate students’ epistemic beliefs were classified as sophisticated. The possessed beliefs helped to activate, hone, and improve the student’s critical thinking in reading.

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