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Indonesian Journal of English Language Teaching and Applied Linguistics

ijeltal
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Published by Institut Agama Islam Negeri Samarinda

ISSN : 25276492 EISSN : 25278746 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

Indonesian Journal of English Language Teaching and Applied Linguistics, e-ISSN: 2527-8746; p-ISSN: 2527-6492, published by English Department, Teacher Training and Education Faculty, State Islamic Institute of Samarinda (IAIN Samarinda). It is a peer-reviewed journal of Language and Linguistics, including: Applied Linguistics and English Language Teaching. The journal is published twice a year; May and November

Arjuna Subject : -

Articles 214 Documents

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An Investigation into the Teaching Practices and Material Effects on Student Outcomes: A Case Study from Oman Sarath Withanarachchi Samaranayake; Suneeta Kositchaivat; Vachira Jantarach
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1253

Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor’s instructional variables and in-house materials influence tertiary-level Omani students’ academic writing proficiency in Omani technological education. The study used a quasi-experimental research design in which two treatment (N = 60) and comparison (N = 60) groups and two instructors were included. The researchers selected participants for the current study using a random purposive sampling technique. The treatment groups received writing instruction via in-house materials, while the comparison groups were instructed using the prescribed textbook by two instructors for two semesters. The study employed four research instruments (a pretest, mid-semester, final exam, and intervention instrument) to gather data, which were analyzed using descriptive and non-parametric tests (Mann-Whitney U test). The results of an MNOVA test that comprised three components (class, instructor, and comparison or treatment group) revealed statistically significant effects on all three factors; class (F = 6.18, p =.001), instructor (F = 2.83, p =.001), and group (F =1. 15, p =.001), indicating that an instructor’s effective instructional procedures and in-house materials, influenced the study groups’ outcomes. Given the findings, it can be concluded that different instructional strategies and in-house materials can affect students’ academic writing proficiency differently.

Apologies and Compliment Responses: A Case of Pre-service EFL Teachers Burcu Turhan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 7 No. 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1182

Apology may be defined as “a compensatory action for an offense committed by the speaker which has affected the hearer” (Marquez-Reiter, 2000, p. 44), and a compliment is another speech act "which explicitly or implicitly attributes credit to someone other than the speaker... which is positively valued by the speaker and the hearer" (Holmes, 1986, p. 485). The focus of this paper is to find out which strategies are employed by Turkish pre-service EFL (English as a Foreign Language) teachers while apologizing and responding to compliments especially with equal-status interlocutors, and whether these strategies show differences between females and males. Written Discourse Completion Test (WDCT) was administered to 27 pre-service EFL teachers. The WDCT included six apology and seven compliment response scenarios. The data were analyzed mainly by using the framework of Blum-Kulka and Olshtain (1984) for apologies, and the coding scheme by Ruhi (2006) for compliment responses. Main findings of the study suggest that the participants frequently used the strategy of regret while apologizing, and they preferred to use appreciation strategy while responding to compliments. In addition, chi-square test was applied to see any significant differences between the strategies of females and males in apologizing and responding to compliments. This gender-based comparison resulted in no statistical difference except for only one of the apology scenarios. The overall results imply that investigating pragmatic knowledge of students majoring in ELT through their speech act realizations is vital and may be the first step for organizing appropriate interventions aiming at improving and expanding their pragmatic knowledge.

EAP Courses in Joint-Venture Institutions: A Needs Analysis Based on Learner Perceptions John Harper; Yachao Sun
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1282

With the increase in English medium instruction (EMI) in non-English-speaking countries, the role of EAP in preparing learners for the academic tasks that they will face is enhanced. Joint-venture universities (JVUs), institutions formed in collaboration between foreign universities and universities in the host country, pose even greater challenges for EAP programs. Learners in JVUs are expected to meet the requirements of the collaborating institution while simultaneously developing skills in an additional language. Critical to the success of EAP programs in JVUs, then, is the careful analysis of learners’ needs and wants. The present study aims to provide insights into the needs and wants of EAP students at a China-based JVU by focusing on the perceptions of learners who have completed their EAP studies. Data were obtained through a narrative research method based on semi-structured interviews with 16 former EAP students and compared with stated program goals in an effort to discover areas in which students’ perceptions aligned or did not align with program goals. The paper presents cases of alignment and cases of mismatches. An analysis of the mismatches leads to the following pedagogical implications for EMI programs in JVUs: (1) Programs may better cater to learners’ interests by implementing a semi-negotiated curriculum; (2) programs may better cater to learners’ discipline-specific needs by providing broad writing topics for learners to refine in accordance with their particular disciplines; (3) programs may better promote the integration of EAP students and international students by consciously providing the initial “push” toward integration

Teacher Mentoring: Definitions, Expectations and Experiences from International EFL Teachers Aydin, Dogus; Arslan, Sezen
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1272

This study aims to investigate pre- and in-service EFL teachers' definitions, expectations, and experiences concerning teacher mentoring. The study sample included EFL teachers from 41 countries: 49 pre-service and 187 in-service EFL teachers teaching at various levels from kindergarten to university. A qualitative research design was employed throughout the study. Data were collected via a questionnaire-based survey and semi-structured interviews. For the analysis of this qualitative data, an in-depth thematic analysis was conducted. Overall, the findings suggest that most of the participants found their mentoring experiences positive. In addition, the participants defined teacher mentoring as a master-apprentice relationship, problem-solving, assisting teachers, and collaboration among them. The study also points out that teachers have different expectations about the necessary knowledge, skills, and attitudes from teacher mentoring. The study's findings have important implications for teacher mentors in EFL teacher training. Implications include, among others, that designing teacher mentoring based on context and needs instead of a master apprenticeship would promote their professional development. Apart from that, the active participation of the stakeholders, such as school directors, would better facilitate the teacher-mentoring process.

Use of Glosses for Reading with Computers by Turkish Pre-Service English Language Teachers Umut M. Saliho?lu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 7 No. 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1246

The purpose of the study is to investigate the dictionary and glossary use of pre-service English language teachers while reading on the computer. The participants of the study were 26 first- and second-year pre-service English language teachers at a large Turkish public university. In order to explore their clicking and gloss-use behavior while reading, a web page with a pop-up glossary window was designed, and a screen capture tool was used to record the participants' actions. The findings of the study suggested that pre-service teachers were usually careful about their selection when they were looking up a word with. However, the results showed a discrepancy between the words that were claimed to be known and the words that were actually checked when reading with glossed texts. The study also confirmed learners' tendency for more look-ups with pop-up glosses mentioned in the literature.

A Comparative Corpus-based Analysis of Boosters in NESs and NNESs' Academic Articles Oz, Gulsah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1128

The purpose of the current study was to examine the frequently used boosters in academic articles written by Native (NESs) and Non-native (NNESs) Speakers of English (Turkish researchers) in the field of English Language Teaching. Investigating whether differences exist in the use of these markers between NESs and NNESsâ€™ academic articles was another aim of the study. Within this purpose, data was collected from one hundred academic articles (NESs= 50, NNESs= 50 articles) published between 2016 and 2021 in two different international journals indexed in ERIC by using the keyword â€˜English Language Teacher Educationâ€™, and the data were analysed using AntConc concordance tool. Log-likelihood statistics were run to find out whether any significant difference exists between NESs and NNESsâ€™ use of boosters in terms of frequency. The analysis revealed that statistically significant underuse of boosters by NESs writers in terms of their use of types of boosters was found.

The Students' Responses on Learning English Phonology Deploying Scaffolding: How does This Technique Support Higher Linguistics Stages? Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1271

The indicated research aimed to identify pupilsâ€™ reactions to the deploying scaffolding technique to learn English phonology. In this research, the data were assembled for 5 months, starting from February to June 2022, and they were gained through observation and distributing questionnaires by individual and group assessment. It involved 48 Indonesian college students in the second semester who were majoring in English and joining English phonology classes as well. The students and lecturers conducted demonstrative school room reciprocal action in English interaction phases in UIN SATU Tulungagung, East Java, Indonesia. The inputs could be figured out by adopting a qualitative way. From the results, it can be discovered that the implementation of scaffolding techniques in understanding English phonology influenced students deeply. The result showed that some studentsâ€™ perspectives included: the students â€˜handling difficulties in conducting teamwork for scaffolding technique, studentsâ€™ ability in understanding English phonology, and studentâ€™s attitudes towards the implementation of scaffolding during the learning process.

Formulating Research Problem in Academic Writing: Indonesian Expert Authors' Cognitive Experience Fadhly, Fahrus Zaman
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 1 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i1.1262

This research aims to reconstruct the cognitive process in formulating research problems in writing scientific journal articles. Through a grounded theory approach, this study reveals six important findings related to the formulation of research problems in scientific journal articles, i.e.: a gap between expectations and reality; intensive search by finding possibilities, norm testing results and case studies; mapping global structure of issues; and data replication. This research concludes that the formulation of research problems in writing scientific journal articles is identical to the research gap (RG). As an empty space or a vast space of possibilities, RG can be entered and examined more deeply and seriously by researchers in various disciplines so that they can explore and discover new knowledge. This research has an important and significant impact on the development of science and technology. It offers a new approach to how cognitive experiences were constructed. The results of the construction of this cognitive process have tangible benefits for many people regarding how research problems and research questions are formulated.

Online Communicative Speaking Tasks to Enhance Students' Speaking Skills Adhelia, Shafira; Triastuti, Anita
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1365

This study aimed to know whether the use of online communicative speaking tasks can enhance the speaking skills of the ninth graders of a private junior high school in Mungkid, the Province of Central Java, and how well their speaking skills improved. This research was action research that was divided into four stages. Those were reconnaissance, plan, action and observation, and reflection. The research involved 24 students in 9A class of a private junior high school in the academic year of 2022/ 2023. The research was done in two cycles, consisting of eight meetings. The data of the research were collected through quantitative and qualitative data. The quantitative data were from speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from interviews and observation. The quantitative data were analyzed by comparing students' mean scores that were gained from students' speaking performance pre-test and post-test. The qualitative data analysis employed Miles, Huberman & Saldana's (2014) interactive model that consists of data condensation, data display, and drawing and verifying conclusions. The research findings showed that using online communicative speaking tasks effectively enhanced studentsâ€™ speaking skills and engagement. The result of the post-test showed that there were consistent improvements in students' mean scores in pre-cycle (10.48), cycle I (13.69), and cycle II (18.50). The total improvement from pre-cycle to cycle II was 8.02 points. It indicated that the students had improved in some aspects of speaking skills.

Learning Loss in ELT: Impact of Google Classroom for the Secondary School Students During Pandemic Teguh Budiharso; Bulent Tarman; Imroatus Solikhah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 2 (2022): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i2.1433

This research explores the impact of implementing google classroom on online learning for secondary school students in learning English during the pandemic outbreak. This research used cyber ethnography and content analysis. Three schools, 12 English teachers and 15 students were involved in this study. Checklist and interview were used to collect data. Cyber ethnography analysis was used for data analysis. Results show that google classroom activities are restricted to apply g-meet as a consequence of limited infrastructure and internet access. Google classroom practices are perceived unsatisfied by teacher and students, making the teaching quality is low. Barriers in the application of google classroom are indicated by hardware barriers, software barriers, school barriers, electronic and IT barriers. The learning loss occurs in four different concerns: seasonal breaks, absence from school, covid-19 outbreak, low quality of teaching, and school service. This study has its novelty because it involves learning loss theory and implements cyber ethnography methods.

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Location Kota samarinda, Kalimantan timur INDONESIA

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Contact Name
Umar Fauzan

Contact Email
dr.umarfauzan@gmail.com

Phone
-

Journal Mail Official
ijeltalj@gmail.com

Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA