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ELS Journal on Interdisciplinary Studies in Humanities
Published by Universitas Hasanuddin
ISSN : 26210843     EISSN : 26210835     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
ELS-JISH is, a journal on Interdisciplinary Studies in Humanities: Linguistics, Literature, Language Teaching, Translation, and Culture, a scholarly peer-reviewed international scientific journal published quartely by the Faculty of Cultural Sciences Hasanuddin University Publication, focusing on theories, methods, and materials in Linguistics, Literature, Language Teaching, Translation, and Culture (study and research). It provides a high profile, leading edge forum for academics, professionals, educators, consultants, practitioners and postgraduate students in the field of English Language Studies (ELS) to contribute and disseminate innovative new work on the disciplines. JISH was started in 2017 and first published in 2018. It invites original, previously unpublished, research and survey articles, plus research-in-progress reports and short research notes, on both practical and theoretical aspects of Linguistics, Literature, Language Teaching, Translation, and Culture.
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol. 2 No. 4 (2019): DECEMBER" : 15 Documents clear
Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy Syariful Imam Hadi Cahyono; Nur Arifah Drajati; Ngadiso Ngadiso
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (616.698 KB) | DOI: 10.34050/els-jish.v2i4.8138

Abstract

The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.
Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate Sabri Thabit Saleh Ahmed; Bushra Thabit Ahmed Qasem
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (652.106 KB) | DOI: 10.34050/els-jish.v2i4.7458

Abstract

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.
The Representation of Amy Tan's Background in Her Novel The Joy Luck Club Mardliya Pratiwi Zamruddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (723.144 KB) | DOI: 10.34050/els-jish.v2i4.9156

Abstract

Discourse stylistics focuses upon the largely implicit and highly ideological ‘background’ of the text. Mind style that is one of the traits of stylistics is going to be taken into account of doing the analysis since this research aims to find out about how the mind style of Amy Tan is shaped by her background in her way of writing and producing the novel The Joy Luck Club. The term ‘mind style’ (Leech and Short, 2007) is particularly appropriate where the choices made are consistent through a text or part of a text.  This research is questioned whether or not Amy Tan’s Chinese background have influenced the novelist’s style as represented in her novel, The Joy Luck Club. This research describes the novel with a focus on the characters’ mind style in a stylistic and narrative approach. This research aims to attain the influence from the backgrounds of the novelist and the way the background affect the novelist’s style in producing literary work. The descriptions and explanations of scrutinizing the novel are hoped to provide examples of doing discourse stylistics to literary works. The specific use of Chinese words, the repetition use of pronouns, the presentation of Chinese superstitions have put so much contributions in shaping Amy Tan’s style in her works. Through her literary works, the novelist is able to show her readers linguistic journey through her wordplay style.
Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading Muhammad Ansori; Joko Nurkamto; Suparno Suparno
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (733.462 KB) | DOI: 10.34050/els-jish.v2i4.8164

Abstract

Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, & Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.
The Effects of Technology Abuse to Social Life as Reflected in Mary Shelley's Frankenstein Muhammad Ardiansah; Burhanuddin Arafah; Herawaty Abbas
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (565.08 KB) | DOI: 10.34050/els-jish.v2i4.8075

Abstract

This study aims to describe and to elaborate the form of technological abuse effects to social life as reflected in Shelley’s Frankenstein. The researcher used a sociology literature approach to find out the forms of technological abuse effects to social life as reflected in the novel. The primary data were taken from Frankenstein's novel and the secondary data were taken from library search including articles and journals. The researcher used note-taking in collecting data. The result of this research found two forms of technological abuse effects to social life that are illustrated in the novel, namely: Anti-Social and Procrastination.

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