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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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Racism in social media: A Critical Discourse Analysis of YouTube Comments Shafa Shafa
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.v7i2.1307

Social media plays a role in forming a digital public space that can accommodate all groups, classes, races, or groups to communicate freely, without boundaries, and opens up greater opportunities to reach more interests such as political, economic, cultural, religious, and ethnic. This study explores fundamental difficulties in researching social media texts from a discourse analytic viewpoint. It gives a rationale and framework for analyzing social media conversation based on Critical Discourse Analysis. The study aims to understand how individuals use racism to express themselves on YouTube, one of the most popular websites. The research aimed to determine (1) the types of racism used in YouTube comments and (2) what racism as critical discourses implies. The observation led to the selection of four racist remarks from a YouTube video, which were subsequently evaluated in three phases: textual analysis (description), processing analysis (interpretation), and social analysis (explanation). YouTube comments contain every racist speech outlined by Neubeck and Glasberg (Personal and Institutional racism).

Peer Review and Corrective Feedback to Improve the Quality of Students' Article Writing Budiharso, Teguh
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.v7i1.1437

The purpose of this study was to analyze the effect of peer review and corrective feedback on the quality of scientific article writing of the students, either partially or simultaneously. The research design was a correlation. The research sample was 85 English education students at Mulawarman Samarinda. The process of collecting data was a survey method with the help of google forms. Data analysis was operated using SPSS application. Results show the following. First, there is a significant effect of peer review on the quality of student scientific writing with an R2 of 0.392. Peer review contributes to the quality of student scientific papers by 39.2%. Second, corrective feedback has a significant effect on the quality of student scientific writing, with an R2 of 0.615. This means that corrective feedback has an effect of 61.5% on improving the quality of student scientific work. Third, there is an effect of peer review and corrective feedback together on the quality of student scientific writing with an R2 of 0.638. This means that peer review and corrective feedback together contribute to the quality of student writing by 63.8%.

Examining Speaking Anxiety of Indonesian Learners of English: A Case of University Students Iwan Fauzi; Natalina Asi
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.v7i2.1338

Anxiety or nervousness is one of the affective factors that affects anyone learning and practicing English as a foreign language, especially when speaking the language. Anxiety in English speaking is commonly related to apprehension, fear, and worry that the learners experience when using the language. Most researchers in Indonesia studied speaking anxiety in terms of psychological and linguistic factors, but not specifically to relate with variables such as gender and number of years for learning the target language. This study is in addition to examining the speaking anxiety level of Indonesian learners of English, and the dominant factor triggering the anxiety, and also to attest the difference of anxiety levels related to gender and the number of years in learning English. By using a quantitative method of case study research design, this study revealed that female learners are more anxious than males in speaking English which mean gender is affected by foreign language anxiety. Besides, the number of years in learning English also influences learners controlling their anxiety during speaking which means the longer they learn English the less anxious they speak the language. Then, test anxiety most dominantly contributes to the uneasiness factor for students in speaking English. The result of this study implies that teachers or lecturers of English must provide a space for female students to feel more secure in speaking class by avoiding negative evaluation so that they feel comfortable while learning and acquiring the language.

An Expression of Fear Realized in the Form of Sentences in the “Stranger Things” Movie Arbain Arbain
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.v7i2.1356

This study aims to investigate the types and functions of expressions of fear realized in the form of sentences. With a special context in horror movies, the researcher attempted to reveal the types and functions of fear expressions such as directive, commissive, expressive, assertive, and declarative. This research focuses on the subtitles of the Stranger Things season 1 series with 8 episodes, one of the best-selling serial films on the Netflix application. As research aids, the researcher used the Aegisub application and live transcript to ensure the accuracy of speech data. Findings suggest the dominance of the use of directive speech acts as a form of expression of fear. Then, commanding speech is the function of most utterances found as an expression of fear. This study concludes that expressions of fear realized in sentences do not only exist in expressive speech acts but also in other speech acts such as directive, assertive and commissive.

Exploring EFL Teacher's Agency and Self-efficacy in their Professional Practice among Indonesian EFL Teachers Utami, Artine Ayu; Kuswandono, Paulus
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.v7i2.1358

Studies on language teachers' agency and self-efficacy have shown that both are essential elements of teachers' identities and practices. However, only some researchers have explored how teachers perceive their agency and self-efficacy in the Indonesian context. Thus, this study aimed to investigate how English teachers perceive their agency and self-efficacy in their teaching practices and environments. This study employed a mixed method study in which both quantitative and qualitative data were utilized to answer the inquiry. The results shed light on how teachers perceive agency with school conditions, how they perceive their self-agency, and their aspiration to become agentic teachers. It was revealed that the majority of the teachers perform professional development to stimulate their agency and efficacy. Challenges were also explored in this article. The evidence of this study imparts policy and practice implications as well as future research direction to gain a deeper understanding of teachersâ€™ agency and efficacy as well as to foster the practice in school contexts.

The Effect of Picture and Text Prompts on Idea Formulation and Organization of Descriptive Text Cut Mukramah; Faisal Mustafa; Diana Fauzia Sari
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.v7i2.1386

A prompt can be used as a medium to help students write a descriptive text. There is a lack of research on the type of prompts which can help students formulate and organize their ideas. Therefore, this study aims to determine whether there was a significant difference in the score of idea formulation and organization in a descriptive text between students writing with text prompts and those given a picture prompt. This research was quantitative research with a non-experimental design. The sample consisted of 45 second-grade junior high school students in a public school in Aceh, Indonesia. The data was collected by instructing students to write a descriptive text using a text prompt and another descriptive text using a picture prompt, which was later graded for idea formulation and organization using rubrics. The students’ scores between the two tests were compared using inferential statistics for hypothesis testing at the significance level of 0.05. The findings show that the students obtained significantly higher scores when a picture prompt was used than when they used a text prompt. Picture prompts helped students with an imaginative picture to be interpreted into a descriptive text. The findings help teachers identify which prompt is better when this type of text is a concern. Therefore, it is suggested that teachers use a picture prompt to facilitate students in formulating and organizing ideas in a descriptive text.

Investigating the Use of Corpus-Informed Grammar Materials in Indonesian EFL Classrooms Ikmi Nur Oktavianti; Efit Eriani; Ifa Rolyna; Icuk Prayogi
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.v7i2.1415

Despite the growing recognition of corpus in language teaching and learning, the importance of teaching materials informed by corpus investigation has not been widely acknowledged, especially in the EFL context. In teaching grammar, it is essential to provide authentic materials for the learners indicating both grammaticality and appropriateness. This study investigates students’ perceptions of the use of corpus-informed grammar materials and the strengths and drawbacks of these materials. The participants were 40 Basic Structure students at their first-year university level. The data were collected using questionnaires and interviews after the participants attended seven meetings with Real Grammar as the book used in the classroom. The data were then coded, categorized, and analyzed to describe how the students perceived the materials. The present study showed that most students have a positive attitude toward the corpus-informed grammar book since it enables them to know the appropriate context of use related to the register (spoken or written). Corpus-informed materials have several strengths, such as describing the register-specific and frequency information, improving language learning awareness, learning motivation, critical thinking, and many more. However, corpus-informed materials should not be the only thing to rely on, so lecturers or instructors should provide adequate explanations for the materials and corpus research. These results show that it is necessary to promote the use of corpus-informed materials in EFL classrooms, including grammar classes. However, the teachers should also be trained on how corpus works, and corpus-related terms and the use of corpus-informed materials should be reconsidered for the lower level of learners.

Exploring the Implications of ChatGPT for Language Learning in Higher Education Risang Baskara; Mukarto Mukarto
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.v7i2.1387

Recent developments in natural language processing have led to the creation of large language models, such as ChatGPT, which could generate human-like text. In this paper, we explore the potential implications of ChatGPT for language learning in higher education. We first provide an overview of ChatGPT and discuss its capabilities and limitations. For instance, ChatGPT can generate coherent and fluent text on various topics but may have difficulties comprehending more complex or abstract ideas. We then consider how ChatGPT could be integrated into language courses and programs in higher education and the potential benefits and challenges of doing so. For example, ChatGPT could provide personalised language instruction or generate authentic language material for learners to engage with. However, using ChatGPT in language learning may also raise concerns about the potential substitution of human language teachers and the ethical implications of using a machine learning system to generate text. Finally, we offer suggestions for future research on using ChatGPT in language learning in higher education, such as studying the effectiveness of ChatGPT-assisted language instruction and exploring the pedagogical implications of using large language models in the language classroom.

Exploring the Indonesian EFL Students' Reading Anxiety and Attitude Before and After Covid-19 Pandemic Iftanti, Erna
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.v7i2.1441

The shifting mode of teaching reading comprehension from offline through online due to Covid 19 pandemic has changed the EFL studentsâ€™ anxiety and attitude of reading. This paper is then aimed at revealing their anxiety and attitude of reading and the implication towards their reading performance. This study was done through distributing online questionnaire to seventy-five students of an English Department at a state Islamic University in Tulungagung East Java Indonesia, who attended reading course through online mode dan had ever joined offline reading comprehension class. The online survey was carried out from Mei -June 2021 when the pandemic was at its peak. The collected data which were qualitatively analysed and interpreted exposed three important points. Firstly, the pandemic that leads to physical and social distancing is believed to be able to reduce anxiety among the EFL undergraduate students when they are reading English. It is also believed to improve their positive attitude toward reading English, even though reading is not anymore perceived as their hobby. Moreover, their reading anxiety and attitude after the pandemic implicates to reducing their performance of reading for some conditions, i.e., the increasing number of school tasks, the time limitation, boredom, and the decreasing focus of online reading. This research results are pedagogically implemented to build positive attitude and reduce anxiety in online or offline reading.

A Diachronic View into an Understanding of Technology Acceptance: Where to Go through TAM for Teacher Education from Global to Local? ; Nurdan Kavakl? Uluta?
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.v7i2.1394

Technology acceptance is rooted at the center of the growing body of research in lieu of education, educational technology, and teacher education. This is mainly occupied with the idea of integrating technology into the classroom setting in order to trigger learners to be advanced in higher-order thinking skills and be digitally literate in order to cope with the challenges of the information era. In doing so, teachers, as the gatekeepers of technology in the classroom, are renowned to be vital sources to deliver information. Thus, it is of critical importance to detect whether teachers are accepting technology with ease and as useful, which can be explained through the technology acceptance model (TAM). That said, this study adopts a diachronic view into an understanding of the role of TAM in teacher education. Accordingly, the aim of this article is to provide an overview of the lay of the land for the development of TAM together with the theories and variables beneath it by means of a review of existing literature. Conceptualizing where to go by means of a top-down approach from global (worldwide) to local (the Turkish context), this article scrutinizes the following results: (1) since new-age learners are expected to develop 21st-century skills, it is today’s necessity for future teachers to develop their knowledge and skills in technology; (2) this, in turn, holds the requirement for new teacher education programs to renew the already existing curriculum by providing multimodal learning and teaching environments; (3) herein, understanding how teachers perceive ease of use and usefulness of technology in order to employ it in the classroom environment is of critical importance to trigger teachers’ technology adoption through TAM as a credible model; however, TAM somehow falls short of unveiling what it means to adopt and integrate technology in classroom settings, though.

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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