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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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The Correlations among Reading Habit, Multiple Intelligences, and Writing Mastery of English Education Study Program Students of Sriwijaya University Ayu Lestari; Sofendi Sofendi; Ismail Petrus
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The objectives of this study were (1) to describe the students’ Reading habit, multiple intelligences, and writing mastery, (2) to find out whether or not there was significant correlation among the students’ Reading habit, multiple intelligences, and writing mastery, and (3) to find out whether or not the students’ Reading habit and multiple intelligences contributed to their writing mastery. In this study, 76 undergraduate EFL students of English Education Study Program of Sriwijaya University in the academic year 2017/2018 were chosen as a samples by means of purposive sampling. This study applied correlational research design. The data were collected by using questionnaires and test, and were analyzed by using Pearson Product Moment correlation coefficient and regression analysis. The results showed that (1) most of the students (50%) were in the average level of reading habit; most of the students (15.7%) had six dominant intelligences; most of the students (57.8%) were in the good level of writing mastery; (2) reading attitude was the only habit which had a negative and significant correlation to the students’ writing mastery (r= -271, p< 0.018); reading attitude also had positive and negative and significant correlation to the students’ ideas (r= 0.367, p< 0.001) and thesis voice audience (r= -0.236, p=< 0.040); logical intelligence was the only intelligence which had negative and significant correlation to the students’ writing mastery (r= -0.238, p= 0.038); ideas was the only the aspect of writing had a positive and significant correlation to the students’ logical intelligence (r= 0.267, p= 0.020) and intrapersonal intelligence (r= 0.250, p= 0.029); (3) reading attitude became the best predictor and influenced the students’ writing mastery with 7.3% contribution (R2 = 0.073).

Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education Rully Agung Yudhiantara; Andang Saehu
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Indonesian Journal of English Language Teaching and Applied Linguistics, 2(1), 2017
Publisher : State Islamic University Sultan Aji Muhammad Idris Samarinda

Mobile phone use has been studied in its connection with foreign language learning by many researchers concerned in Mobile Assisted language learning (MALL) for more than a decade. In Indonesian Islamic higher education context, the issues of MALL has not been discussed extensively. To respond to this need, this study was aimed at investigating the following research question: 1) How do students use their mobile phone to learn English Monolingual Dictionary (EMD) application?; 2)How do students use their mobile phone to support English language learning?. This study employed the qualitative method using case study. To collect data, this study applied observation to find out students’ engagement in using the mobile phone for learning EMD application. Students participated in this study were 40 students. Findings showed that students were able to use the mobile phone to use EMD application in English language learning (ELL). They demonstrated skill in operating EMD application which was realized in their knowledge concerning, pronunciation, grammar and meaning information when searching a particular word. In addition, there were many features that students seized from the mobile phone for English language learning. They used audio feature to operate EMD from mobile phone to boost listening skill. Their mobile phone facilitated them to record video project presenting their vocabulary learning. These activities could be done by their mobile phone existence as an introductory effort toward MALL implementation in ELL in Islamic Higher education.

Interlanguage Pragmatic Motivation in EFL Context Widya Caterine Perdhani
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This research sets out to explore the Interlanguage pragmatic motivation in EFL to their pragmatic production. This research is focus on the construct and impact of Interlanguage pragmatic motivation in EFL to their pragmatic production. The participants of the study were the university students chosen randomly from among intermediate EFL learners. There are three instruments in this study; there will be different types of analyses. Both general and speech-act-specific motivation questionnaires will be analysed by using factor analysis on a five-point Likert scale (1-5). Skewness and kurtosis will be calculated to investigate whether the questionnaires and the WDCT items fell within the normal range. Regression analysis will be done to measure how well general pragmatic motivation and Speech-act-specific motivation could predict pragmatic production. Several conclusions can be drawn from the resent study. First, language learners possess a specific type of motivation for the acquisition of interlanguage pragmatics, called pragmatic motivation, which refers to two interrelated types of motivation: general pragmatic motivation and speech-act-specific motivation. Second, EFL learners are strongly motivated to acquire and develop English pragmatic features, i.e. their pragmatic motivation is high; however, they do not have the necessary pragmatic knowledge. Third, predicting EFL learners’ pragmatic production based on their speech-act-specific motivation is somehow possible since both pragmatic production and speech-act-specific motivation focus on learners’ illocutionary competence, i.e. language functions and speech acts.

A Review of the IELTS Test: Focus on Validity, Reliability, and Washback Ali Hashemi; Samran Daneshfar
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The International English Language Test System (IELTS) is one of the most reputable English tests that is used to assess the language proficiency of those who intend to study or work in an English speaking context. It is one of the most large-scale proficiency tests which affects the lives of many students, as well as immigrants as the results of the test, are used for making critical decisions about the test takers. Moreover, the process of designing a good test requires a clear understanding of both validity and reliability of the test format. Therefore, in the current paper, we try to offer a descriptive review of the IELTS test by concentrating on various issues such as reliability, validity and washback.

Student Language Anxiety in Learning English (A survey to non-English Major students in rural area) Tuti Hidayati
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3,5. Communication apprehension and test anxiety were in the second and third rank with the average mean 3,3 and 3,1 respectively. Meanwhile, English classroom items were perceived to contribute the least to the students’ tense experience given the average mean 2,7. It is suggested that making the learners realize that they are not alone experiencing anxiety in learning a foreign language is crucial. Furthermore, it is important that teachers embrace a supportive and non-threatening role to provide a more effective foreign language learning.

An Analysis of Student’s Speaking Anxiety and its Effect on Speaking Performance Cucu Sutarsyah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This study was carried out to seek if there is a negative psychological factor known as anxiety could really affect students’ speaking performance and to find the difference in speaking performance between students with higher level of anxiety and students with lower level of anxiety and also to seek which of the factors of anxiety is dominant. The participants of this research were the first year students of SMPN 2 Bandar Lampung. There were 27 students in that class. The research design was ex post facto to seek the correlation between the variables. Questionnaire and speaking test were used as data collection and then they were analyzed by using Independent T-Test and Linear Regression to test the hypotheses. The results show that the students’ speaking performance significantly differs between the two groups. The mean score of higher level of anxiety students was 62.37 while the mean score for lower level of anxiety students was 83.81. Based on the analysis by using Mann-Whitney U Test, it shows that lower level anxiety students have higher score in speaking performance than those with higher level of anxiety as the computation resulted in p value at 0.005. The next analysis by using Linear Regression resulted in r2 (0.319). The data show that speaking anxiety may give negative contribution to the overall students’ speaking performance achievement. It also found that nervousness is dominant factor followed by worry and tension.

Thinking Maps to Promote Critical Thinking through the Teaching of Literature in the ESL Context Ainon Omar; Intan Safinas Mohd. Ariff Albakri
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The Malaysian education system has emphasized on the importance of producing students as thinking individuals in order to survive in the global era today. The i-Think program which was introduced in schools consists of eight cognitive teaching tools known as thinking maps that teachers can use to mediate students’ thinking, learning, and promote metacognitive behaviours in their lessons. The purpose of this qualitative research study was to determine whether the teachers’ implementation of the Thinking maps promoted critical thinking during the teaching of Literature in the ESL classroom. This case-study was conducted in a secondary school which was one of the pioneer schools selected by the Ministry of Education to implement the thinking maps in the teaching and learning of English language. Data were collected through observations, interviews and field notes. The findings revealed that the teachers were able to engage students to think critically through the use of the thinking maps during their literature lessons. The teachers also employed the Reader-Response strategies to complement the thinking maps in promoting critical thinking in the teaching of literature.

Analyzing Iago's Speech in Shakespeare's Othello Nimer Abuzahra; Rami Salahat
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This paper aims to reveal and analyze Iago's speech in Shakespeare's Othello. Iago's use of animal metaphors in Othello is analyzed through Conceptual Metaphor Theory (CMT). Moreover, Iago's words in the play are connected to race, gender and identity and analyzed through Critical Discourse Analysis (CDA). Finally, Iago's rhetorical discourse is analyzed through Rhetorical Theory to examine his use of rhetorical devices such as rhetorical questions. The findings of this study show that Iago's use of animal metaphors in the play is to dehumanize and degrade other characters. Further, Iago is able to alienate Othello because of his different identity and different color from the Venetian society. What's more, Iago has shown misogynistic attitudes toward women through the course of the play. In addition, Iago shows an exceptional ability in his rhetoric. He manipulates most of the characters in the play and was able to deceive all of them. It can be concluded, then, that Iago's use of animal metaphors is conceptualized and connected to his cognitive mind. Moreover, Iago's racist language in the play reflects the racist attitudes toward 'non-white' people in Shakespeare's time. Finally, Iago uses different rhetorical techniques such as rhetorical questions to manipulate other characters which shows how language can be exploited to achieve negative impact on others.

The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text Dewi Sartika; Rachmanita Rachmanita
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 1 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Writing is one of the four skills taught in the school which is used as communication in daily life. It is considered as a difficult subject by the eleventh grade of the senior high school students because of the limitation of the time provided and some aspects of language to be considered. Therefore, the purpose of this study was to find out whether or not there was a significant difference in students’ writing achievement of persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. By conducting a quasi-experimental investigation at senior high school level in South Sumatera, Indonesia, two classes consisting of thirty students in each class at SMA Negeri 1 Kandis were chosen as the samples by using purposive sampling method. To analyze the data, the t-test was used. The result findings showed that t-obtained (3.29) was higher than t-table (2.0017) at the significance level of p-value was lower than 0.05. It indicated that there was a significant difference in students’ writing achievement of writing persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. The students who were taught by using Self-Regulated Strategy Development had better improvement in their writing persuasive text because the students could write the persuasive text well based on the Self-Regulated Strategy Development which applied POW (pick, organize, write) and TREE (topic, reasons, explanation, ending).

The Use of a Commercial Textbook in English 1 Course at a University in South Korea Adaninggar Septi Subekti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This study investigated the use of a commercial textbook in English 1 Course at a university in South Korea seen from the framework of a sound curriculum development. Thus, the use of a commercial textbook was analysed and evaluated in relation to elements of curriculum development, such as needs analysis, learning aims, syllabus, methodology, and materials, as well as assessments. It was found that the use of the textbook drove what were taught in the whole course and thus practically “functioned” as its syllabus. However, it was found that the textbook could not facilitate learners to achieve all of the learning aims of English 1 course and it contributed to a disparity of learners' achievements across different classes. Furthermore, the reading assessment, derived from the textbook, was unable to assess learners’ achievements in all of the learning aims of English 1 course. Thus, it is suggested that teachers form informal workshop groups among teachers where they can share problems they face in class and possible solutions on how to address them in areas within their control. Based on the results of the study as well as the limitations, some recommendations for future studies are also presented.Keywords: commercial textbook, English 1 Course, curriculum, syllabus

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Umar Fauzan

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dr.umarfauzan@gmail.com

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Journal Mail Official
ijeltalj@gmail.com

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Location
Kota samarinda,

Kalimantan timur

INDONESIA