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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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Relevancies of Gender Equality in the Novel by Nawal El Saadawi with Literary Works in Indonesia Fadhillah, Dilla; Hikmat, Ade; Sukardi, Edy
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1694

The topic of gender equality in literary works is still a hot topic of discussion. Starting from awareness of the importance of gender equality in the context of social life, this research aims to examine the issue of gender equality in four novels by Nawal el Saadawi, an Egyptian feminist figure. Qualitative methods were used in this research, with the help of the semiotic approach of Charles Sander Peirce's trichotomy model, to analyze aspects of gender equality contained in literary texts. The research results show that the dominant aspects of gender equality that emerge from these novels are subordination, stereotypes and violence. There is a dominant role of men in the public sphere and in decision-making in a household, cultural stereotypes and societal habits that are biased towards women, and the occurrence of physical, sexual and verbal violence, whether perpetrated by men or fellow women against women. This aspect is relevant to Indonesian literary works with a gender theme published in the period 2017 - 2021. The implications and recommendations of research for contributions to learning activities on the subject of Literary Appreciation in Higher Education are also discussed in this research.

Barriers Prevent EGP Teachers from Becoming ESP Practitioners in the Context of an Indonesian Tertiary Education Suherman, Andri
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1596

It has been argued by scholars that ESP (English for Specific Purposes) has several absolute features which distinguish it from EGP (English for General Purposes). It is not surprising that many EGP teachers face difficulties when teaching ESP classes. This mixed-method study randomly recruited EGP teachers (N=50) to complete an online survey regarding barriers they have experienced in teaching ESP courses. Some of them (N=20) were then invited to participate in interview sessions to discover their strategies in breaking the barriers. The results from quantitative data in the online survey showed that the teachers have been dealing with five different barriers with Subject Knowledge being the most difficult barrier to handle (M=3.14, SD=0.86). Meanwhile, the qualitative findings from the interview process revealed several strategies employed by the teachers to break the barriers appeared to have been intercorrelated and affected to each other. As this finding revealed, university authorities need to provide EGP teachers with some supports (i.e. training programs, financial aid, and relevant textbooks) to minimize potential barriers when teaching ESP classes. Limitations and suggestions for future research are also presented.

Empowering EFL Learners in Translation through Peer Review-based Instruction: A Case Study in Higher Education Permana, Sudarya
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1591

Although peer review can never substitute teacher feedback, it can become an alternative way for assessing EFL studentsâ€™ completed tasks in view of that teachers often do not have enough time to give immediate feedback to the tasks. The present study aimed at finding out to what extent peer review was able to empower EFL learners, especially in translation classes. The research design was a case study which involved studentsâ€™ translation analysis and questionnaire completion in data collection. Studentsâ€™ translations were analyzed by using a content analysis technique which referred to the acceptability of translation, whereas student questionnaire with the technique of frequency count. The result showed that involving peer review in translation was able to empower EFL learners in two dimensions, i.e., lingual empowerment and personal empowerment. Lingual empowerment concerned studentsâ€™ translation improvement in which it was regarded as an acceptable translation. Personal empowerment dealt with studentsâ€™ psychological conditions in which they felt capable (empowered) of doing translation acknowledged from their positive responses to the involvement of peer review in translation. Considering the practical implications, teachers are suggested to employ a peer review in their translation classes. Peer review-based activities create translating opportunities where students can empower themselves, either lingually or personally.

The EFL Students' Viewpoints on the Contributing Critical Reading Strategies in Critical Reading Comprehension Class Nurhayati, Dwi Astuti Wahyu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, 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.v8i2.1629

Promoting critical thinking skills should more adapt to critical thinking strategies. The determined investigation aimed to pinpoint groupsâ€™ attention to the applying dominant popular Critical Reading Strategies, how to apply critical reading strategies (CRS), how to handle challenges and benefits in critical reading comprehension class. This investigation was disseminated by supervising interview and assigning survey to eighty-four pupils of UIN SATU Tulungagung who joined Critical Reading Comprehension Class by approving qualitative way. This study revealed that the Journaling rank first, Stop,Paraphrase, Questioning as well as Annotation and Marking the text as the second; but practicing several critical reading strategies frequently such as inferring, monitoring understanding, paraphrasing, critical lens, contrarian are desirable to boost studentsâ€™ critical reading skill. Admitting of arising challenges, equally the capacity of analysing data, ascertaining writers' intentions; evaluating the author's arguments, they claim that their skill of learning critical reading comprehension are getting enhanced through applying suitable CSR practice Â deploying cognitive process, cultures and linguistic.

Deconstructing Elon Musk's Rhetorical Prowess: A Pragmatic Analysis of Speech Acts in His TED Talk Bahrani, Bahrani; Irawati, Dini; Hadijah, Sitti; Erangga, Suwarid
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1473

This research comprehensively analyzes Elon Musk's speech acts during his TED Talk Show episode "Tesla, Twitter and How His Brain Works", employing an integrated speech act theory approach. The identified locutionary, illocutionary, and perlocutionary acts reveal Musk's strategic tactics for maintaining engagement, shaping perceptions, and influencing decision-making. A qualitative approach with a pragmatics perspective analyzed Musk's speech acts in the Talk Show, using a transcription from YouTube as data source for his utterances. The findings showed Musk's locutionary acts aligned with facework and politeness theories, fostering self-presentation. His illocutionary acts like assertions, accusations, questioning, promises, and commands resonated with persuasive discourse applications of speech act theory. Perlocutionary effects causing concern, amusement, persuasion, inspiration, and curiosity generation reflected perlocutionary act concepts influencing audience perceptions. Integrating these frameworks offers insights into Musk's multifaceted strategies, highlighting speech act components' interplay in achieving outcomes. The findings contribute understandings of effective leadership communication and persuasion. While acknowledging limitations, the research holds pedagogical implications for enhancing English learners' public speaking, persuasive discourse, and cross-cultural communication skills by integrating theory and applications.

Transitioning to L1 Instruction University: A Case Study of EMI Graduates in Indonesia Hutabarat, Pritz
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1606

The phenomenon of English as a medium of instruction (EMI) has spread across the globe with the promise of equipping students with high English proficiency levels. While a plethora of research has been done to explore studentsâ€™ and teachersâ€™ readiness for EMI, very few have dealt with the reverse phenomenon, EMI graduates transferring from English to first-language (L1) medium instruction. Therefore, conducted as a case study of six EMI graduates, this research project seeks to understand how the participant adapted to L1 instruction at higher education. The data was collected using semi-structured interviews and analyzed using thematic analysis. The findings reveal seven themes in the participantsâ€™ experiences namely, developing critical thinking skills, reading skills and the love of literature, language flexibility, challenges in transitioning to L1 instructions, essay writing challenges, challenges in socializing, and mentoring and tutoring as a learning strategy. The study concludes that the participants had a positive experience transitioning from EMI to L1 instruction. They also value English as their linguistic capital and employ various strategies to make the transitioning process go smoothly. This study helps EMI teachers, parents, and policymaker to mitigate the transition process for students who are moving from one language of instruction to another. Such mitigation is necessary to reduce anxiety and improve studentâ€™s readiness to study in the new linguistic environment.

The Meaning of the Nosi Verb "Binds" in Bima Language: A Study of Natural Semantic Metalanguage Adawiyah, Rabiyatul
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1640

To bind is one of the Bima language verbs. Verbs are one of the main classes of words that are central and complex. This is proven by the constant presence of verbs in speech, which determine the presence of arguments and have the authority to determine the semantic roles in each accompanying argument. The aim of this research is to determine the mapping and explication of the verb with the meaning 'to bind'. This research uses a qualitative descriptive method, which is based on post-positivist principles and is designed to investigate scientific conditions and phenomena. The data sources are in the form of oral data, written data collected from Bima language storybooks, and language intuition. The data collection techniques used are interviews and literature study. Meanwhile, the data analysis method used is the agih method which is used in analyzing semantic structures with the theory of Natural Semantic Metalanguage in the application of changing forms and insertion or paraphrasing techniques to express the original meaning with 65 items known as explication. The verb 'binding' is mapped based on: entity, process, tool, and result. The Bima language verb with the meaning 'to bind' is expressed in the lexicon: diki, leto, sarente, wura, nggambe, wole, buhu, oka, tongge.

Psycholinguistics and Metacognition Effect in Verbal Language Communication Ability on Practical Teaching of Physics Education Students Rozelin, Diana; Sukarno, Sukarno; Muhaimin, Muhaimin
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1549

This study aimed to determine and describe the influence of psycholinguistics and metacognition on the ability of physics education students to use verbal language in the learning process. Quantitative research is used to measure the level of influence between variables, and then the case study is used to determine the sample. Based on the data, it could be concluded that the ability of psycholinguistics had a positive correlation with language skills, with a correlation of 0.924 and a significance value (2-tailed) of 0.000 <0.05. Thus, it could be understood that there was a positive correlation between psycholinguistics toward language skills with a very strong correlation category. The correlation between metacognition and language skills was 0.874 with a significance value (2-tailed) of 0.000 < 0.05. Therefore, this article argues that the ability of psycholinguistics and metacognition, so the language skills of physics students in carrying out physics learning would be better. This meant that the two variables affected the verbal language skills in learning physics together and not separately. Because language skills are related to metacognitive abilities, including intellectual abilities, teachers need to consider the use of verbal language in the classroom for the cognitive development of students. To achieve this, a psycholinguistic skill development program was needed for physics education students and other prospective teacher students; they could use verbal language in both the declarative, imperative, and interrogative aspects appropriately and accurately.

Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher Mustofa, Muhammad Ibnu; Damayanti, Ika Lestari
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1623

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively

Positive Attitudes and Language Shift: Dynamics of Tae' Language Usage Rusdiansyah, Rusdiansyah; Kurniawan, Eri; Syihabuddin, Syihabuddin
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): 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.v9i1.1676

This research discusses the shift of the Tae' language through a case study of language attitudes and language usage in the city of Palopo, South Sulawesi. The Tae' language, as the identity of the Luwu people, in this case, the city of Palopo, is rarely used as the daily communication language of the people of Palopo. The use of the language in the family environment, which should be the closest domain to the regional language, has also been replaced. The method used in this research is a descriptive qualitative method. This studyÂ uses the instrumentÂ Cohn et al. (2013) in the form of scoring and social factors that can contribute to attitudes. Data analysis of language attitude employing the concepts of Garvin and Mathiot which encompass characteristics such as language loyalty, language pride, and awareness of linguistic norms. Based on the analysis of the data, the researcher found that the Tae' language as the regional language of the people of Palopo or Luwu has experienced a shift. The people in the city of Palopo have a positive attitude towards the Tae' language, but its usage is still minimal, even within the family domain. The Indonesian language dominates the language usage among the people. The positive language attitude does not align with the positive language usage, and it can even be negative in its usage.

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Umar Fauzan

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dr.umarfauzan@gmail.com

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Journal Mail Official
ijeltalj@gmail.com

Editorial Address
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Location
Kota samarinda,

Kalimantan timur

INDONESIA