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Indonesian Journal of English Language Teaching and Applied Linguistics
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
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Articles 226 Documents
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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

Abstract

Although peer review can never substitute teacher feedback, it can become an alternative way for assessing EFL students’ 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 students’ translation analysis and questionnaire completion in data collection. Students’ 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 students’ translation improvement in which it was regarded as an acceptable translation. Personal empowerment dealt with students’ 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

Abstract

Promoting critical thinking skills should more adapt to critical thinking strategies. The determined investigation aimed to pinpoint groups’ 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 students’ 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  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

Abstract

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

Abstract

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 students’ and teachers’ 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 participants’ 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 student’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

Abstract

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

Abstract

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

Abstract

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

Abstract

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 study uses the instrument 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.
Self-Efficacy and Self-Regulated Learning’s Role in Self-Directed Learning’s Impact on Academic Writing Problem-Solving for EFL Undergraduates Mujiono, Mujiono
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.v9i1.1667

Abstract

The study examined the role of self-efficacy and self-regulated learning on the effect of self-directed learning on academic writing problem-solving for EFL undergraduates. The study applied a cross-sectional design to evaluate 213 students from the Departments of English Education and English Literature of a private university in Malang, Indonesia. Participants aged 18 to 24 years were randomly selected to ensure representative samples. This study assessed undergraduate students' writing problem-solving using custom instruments inventory of problem-solving in academic writing. Self-directed learning, self-efficacy,  and self-regulated learning are evaluated on different scales. Methods such as confirmatory factor analysis and structural equation models are used to ensure the instrument's validity and reliability. The study found that self-directed learning had a significant impact on self-efficacy and self-regulated learning and on writing problem-solving. The study also found an important relationship between self-directed learning and the ability of EFL undergraduates to solve academic writing problems through self-efficacy and self-regulated learning. This research contributes to ongoing discussions on the relevance of self-directed learning for personal and professional development. It encourages re-evaluating educational and organizational strategies to maximize self-directed learning's benefits and minimize potential challenges.
Pragmatic Discourse of Givenness through A-Movement Constructions of Thai EFL Learners Wongkittiporn, Abhinan
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.v9i1.1670

Abstract

The current study examined Thai EFL Mattayom learners’ pragmatic discourse of givenness via A-movement constructions. While previous studies focused on Thai undergraduate students and their error production in passive voice, this study innovatively contributes to the field by selecting a different group of participants. The participants in this study were 67 Mattayom students in Thailand, of which 45 were from public schools and 22 were from private schools. The participants were asked to write an academic essay on the topic of Thai Soft Power, which is the Thai government's campaign for tourism and culture from 2023 to 2024. The data analysis follows the principle of pragmatic discourse of givenness. The SPSS version 29 was used for the data analysis to seek a correlation between the production of passive voice by EFL learners and pragmatic discourse of givenness via A-movement constructions. The study showed that there is no statistically significant relationship between the production of passive voice by EFL Mattayom learners and pragmatic discourse of givenness where the p-value is reported at 0.79. It seems that Thai EFL Mattayom learners have not yet acquired the pragmatic discourse of given and new information in producing A-movement constructions in English. The discussion is given in the scope of a lack of experience of writing passive voice with other discourses. In addition, the traditional styles of teaching active and passive voice as interchangeable structures in Thai schools do not support the actual use of A-movement constructions in practicality. It is recommended that pragmatic discourse of givenness via A-movement constructions should be built into the curriculum for Thai EFL learners to develop cohesion in writing academic texts.

Page 19 of 23 | Total Record : 226

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