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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 226 Documents

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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 Muharrem Salihoğlu; Işıl Yalçın
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.

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.

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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
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Journal Mail Official
ijeltalj@gmail.com

Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA