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<![CDATA[ANALYSIS OF HUMAN STRUGGLE OF MAIN CHARACTERS IN INDIAN DRAMA FILM “BLACK” (2005) ]]>
<![CDATA[Tira Nur Fitria]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.6373
<![CDATA[This study describes the struggle of the main characters in the Black movie. This study is descriptive qualitative. The analysis shows that 1) Sahai convinces Michelle's parents, especially her father to help Michelle. 2) Sahai controls Michelle's emotional disturbance by ignoring her anger and refusing to speak through finger-spelling. 3) Sahai teaches fingerspelling by touching and forming letters on Michelle's hand. 4) Sahai teaches Michelle good manners in eating with a spoon. The impact of Sahai's struggle on Michelle's life is 1) Michelle can spell letters and words. 2) Michelle gets a college education and can graduate. 3) She can become fully human is physically limited. The film shows human struggle trapped in the darkness that surrounds Michelle's life makes her behave like an animal because she can't catch and understand the teachings and attention of her parents. Michelle as a disabled child since birth, can't see and hear, which makes her mother look for a teacher to educate her. Sahai teaches her how to communicate through hand and mouth gestures. So, we can understand the struggles of the parents, teacher, and Michelle's struggle to find light in her life.]]>
<![CDATA[Exploring Upper Primary School Novice EFL Teachers Application of Pedagogical Content Knowledge during Speaking Lessons: The Case of East Shawa Zone, Ethiopia ]]>
<![CDATA[Wakjira Gabisa Dhinsa]]>;
<![CDATA[Melaku Wakuma Duguma]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.6333
<![CDATA[There have been contentions on the significance between content and pedagogical knowledge among language scholars. The introduction of PCK (Pedagogical Content Knowledge) seems to merge the disparity. PCK is a special amalgam between content and pedagogy, which is unique to teachers and especially to experienced teachers. However, teacher training institutions place different emphasis on content and pedagogy. As a result, novice teachers encounter various challenges in their professional career in applying appropriate PCK in the classrooms. This study was aimed at exploring EFL novice teachers’ implementation of PCK in upper primary schools during speaking lessons. The results show that upper primary school EFL novice teachers had gaps in Subject Matter Knowledge (SMK) and PCK to teach EFL speaking skills though they believe that they are equally important to teach speaking skills which they consider as one of the most difficult areas for them to teach. Hence, teacher training colleges need to provide trainees with strong content and pedagogical backgrounds.]]>
<![CDATA[Reducing EFL Learners’ Speaking Anxiety through Selective Error Correction and Group Work ]]>
<![CDATA[Zulfikar Zulfikar]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.6391
<![CDATA[This quantitative study aimed to examine the level of speaking anxiety experienced by second-year high-school Acehnese EFL learners in their oral performance in L2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. The Foreign Language Speaking Anxiety Scale (Horwitz et al., 1986) was used as a means to survey and evaluate the learners’ speaking anxiety, and their oral performance was assessed through speaking performance rubric as adopted from Ismailia (2021) before and after the learners’ exposure to selective error correction and group work. The findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. The findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with L2 and to establish close-knit learning communities that promote authentic interactions in L2 and provide opportunities to be more engaged in oral language use.]]>
<![CDATA[ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM ]]>
<![CDATA[Nida Husna]]>;
<![CDATA[Khairunnisa Fitri]]>;
<![CDATA[Wiwi Rhamadina]]>;
<![CDATA[Fahriany Fahriany]]>;
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Afifah Linda Sari]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.6400
<![CDATA[This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.]]>
<![CDATA[Cheshm ‘eye’ Expressions in Persian: A Different Perspective ]]>
<![CDATA[Muhammad Salehi]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.4668
<![CDATA[This study seeks to explore the conceptualization of the word Cheshm ‘eye’ which constructs a vast part of spoken discourse in Persian expressions. Taking a close look at a number of modern Persian expressions in Iranian culture, containing the body-part term Cheshm, one can easily become aware of lack of a definite pattern in those expressions. Given that this shortage makes a lot of misunderstandings among non-native speakers, the present exploration is done as a kind of a qualitative research which is based on a library-oriented study as well as general and theoretical scholarship that aims to bridge the gap by categorizing the conceptualization of the word Cheshm ‘eye’ under the classification of desire and ambition, vice versus virtue, hope and expectation, affection versus aversion as well as vision and outlook. After the introduction of Persian expressions and the context in which they are used, the assumed cultural factors which are thought to have motivated such conceptualizations are discussed. It is hoped that the study at hand aids anyone learning Persian as a second/foreign language in order to better understand the expressions and also shed enough light on some of the major aspects of conceptualization of the body-part term Cheshm ‘eye’ in Persian language.]]>
<![CDATA[EMOTIONAL GEOGRAPHIES OF EFL SENIOR HIGH SCHOOL TEACHERS IN ONLINE TEACHING IMPLEMENTATION DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Muhammad Zaid Muttaqin]]>;
<![CDATA[Puji Sri Rahayu]]>;
<![CDATA[Fajrianor Fajrianor]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v11i1.6975
<![CDATA[This study was carried out to know what emotional geographic experiences EFL senior high school teachers experienced while teaching online during the Covid-19 pandemic and how they dealt with these emotional geographic problems. This research is qualitative research using the descriptive method. The participants in this study were 4 high school EFL teachers from 4 different high schools in Banjarmasin. Data were collected through an interview process. The study results show that of Hargreaves' 5 emotional geographies frameworks, each participant expresses various emotions. Some negative emotions such as anger, irritation, or dissatisfaction, and some positive emotions such as satisfaction or pleasure. In addition, the participants also shared their various ways of dealing with the emotional geographies problems according to each of the problems they raised such as reporting the problem to the counseling teacher, giving the student motivation, and more.]]>
<![CDATA[NEEDS ANALYSIS FOR ENGLISH FOR ACADEMIC PURPOSES: IMPORTANCE OF ACADEMIC LANGUAGE SKILLS FOR UNIVERSITY STUDENTS IN ETHIOPIA ]]>
<![CDATA[Sileshi Chemir]]>;
<![CDATA[Tamene Kitila]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.6377
<![CDATA[This study aims to investigate undergraduate students’ needs analysis in English for Academic Purposes. In this study, three hundred-eight first-year students and forty-one EAP and subject area instructors at Wachemo University participated. The research employed a mixed-methods approach that utilized a questionnaire and a semi-structured interview to ascertain the important academic English language skills and sub-skills prioritized by participants. The findings revealed that the participants indicated all the academic language skills as important for students' academic study in the university. The instructors prioritized the academic language skills (academic reading and academic vocabulary) as important, whereas the students ranked the language skills (academic writing and academic speaking) as the first importance. The study emphasized the importance of conducting learners’ needs analysis before developing any English for Academic Purposes course. Findings in the current study could be provided as implications for course designers and recommendations for future studies. Keywords: Needs Analysis; English for Academic Purposes; Academic language skills; Ethiopia;]]>
<![CDATA[INVESTIGATING CAUSES OF CULTURE SHOCK EXPERIENCED BY INTERNATIONAL STUDENTS ]]>
<![CDATA[Widya Pramesti]]>;
<![CDATA[Nurhaeni Nurhaeni]]>;
<![CDATA[Nurul Imansari]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.6335
<![CDATA[This study aims to investigate the causes of culture shock experienced by international students of Indonesia who study abroad as well as how is the culture shock and how to cope with it. This study employed qualitative research. The research subjects comprised ten international students who study in three different countries; eight in China, one in Australia and one in Netherland. They were selected utilizing purposive sampling techniques and collected through a semi-structured interview. The results of this research showed there are three main conditions of culture shock experienced by international students, that categorized in three dimension of culture shock; affect, behaviour and cognitions. Moreover, it was found that there were several causes of culture shock revealed in academic and non-academic settings. The causes of culture shock in academic settings indicated affecting students GPA score, like language barriers and learning process. While in non-academic settings the culture shock experienced by the international students cause by food, seasons and weather, payment system and people behavior in their host country. Also, the subjects showed the way to cope with culture shock using their own coping strategy and it was revealed that having pre-departure orientation helped students cope with culture shock.]]>
<![CDATA[THE IMPACT OF DISCRIMINATION FROM LEGITIMATE POWER LEADS ANDREA SACH TO EXPERIENCE IDENTITY NEGOTIATION THROUGH FASHION IN THE DEVIL WEARS PRADA ]]>
<![CDATA[Annisa Intan Purnama]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 12, No 1 (2022) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v12i1.6374
<![CDATA[According to Ting-Toomey, the identity negotiation theory underlines the dialectical tensions and problems that immigrants and minorities face while crossing cultural boundaries from one environment to another. In individuals' numerous boundary-crossing travels, the theory emphasizes the significance of elastically negotiating sociocultural membership identity and personal identity features. Identity negotiation can work. It can be caused by personal identity and social identity. In The Devil Wears Prada by Lauren Wisberger (2003), this negotiation occurs because of discrimination in the workplace, where pressure and the work environment play a significant role in Andrea Sach's fashion changes. This film is the primary data used by researchers to dig deeper into this aspect of literature. In this study, researchers will focus on the character of Andrea Sach. Through qualitative analysis assisted by a semiotic approach, information will be obtained regarding the negotiated identity problem caused by direct discrimination by legitimate power and supported by the influence of social identity, which led Andrea to change her fashion appearance as a secretary to suit Miranda's wishes.]]>
