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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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Fostering Undergraduate Students’ Reading Performance in English Discourse through Problem-Based Learning Model Alek Alek
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Choosing and applying appropriate models or strategies in teaching and learning reading comprehension may lead to enhance the quality of both teacher and students’ performance or achievement. Fostering students’ reading performance is the primary endeavor to master other English skills. This investigation has done in five main stages which cover pre-test, planning, acting, observing, reflecting, and evaluation of the results. This recent study expects to reveal and describe the application of Problem-Based Learning (PBL) in fostering the students’ reading English discourses. The instruments used in gathering the data were the observation sheets, questionnaire, and tests. There were 32 participants chosen to form the fourth-semester students which majoring in English education program of UIN Syarif Hidayatullah Jakarta. The data were analyzed qualitatively and quantitatively. The results show that the students’ scores since the pre-action test, first cycle up to the second cycle undergo increasing which tends to ‘positive category’ and ended with ‘good level’ (78 scores or high qualification category). It could be summarized that the application of PBL model towards EFL undergraduate students is effective in teaching and learning of English discourse reading comprehension.

Learning Basic Grammar Using Task-Based Learning: A Perspective on Analyzing Online Media Text Dwi Astuti Wahyu Nurhayati
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their’ perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquring strategy, the experiencing process, the process of acquiring benefits, the pupils’ responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyzing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task.

Phatic and Politeness on Women’s Communication in Facebook: Humanistic Teaching Perspective of Being Polite in Social Media Rosita Ambarwati; Joko Nurkamto; Riyadi Santosa
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Technological developments have a wide impact on many things, one of which is the development of communication through social networking. The interesting thing about the Facebook phenomenon is that most of the users are women. Women who are identical with polite behavior are very interesting to study. This study aims to (1) Identify the form of women’s phatic speech acts on Facebook. (2) Describe the politeness strategy of women’s communication on Facebook, (3) to dig deeper into the extent of women politeness in Facebook through the humanistic teaching perspective. This research is descriptive qualitative research using pragmatic approach. The subjects of the study were women aged 25-50 years. Data is female speech on Facebook social networking. Data selection is done with certain consideration using purposive sampling. Data were collected using a method of referring and noting to a number of speeches containing a form of phatic expression. Test the validity of data is done through credibility test that is by extension of observation and member check. Data analysis was done based on Spradley's analysis model which was divided into 4 stages, namely domain analysis, taxonomic analysis, contextual analysis and cultural theme analysis. The results achieved are: (1) The form of phatic expressions seen from the analysis of speech acts in which the act of speech phatic ranked highest. (2) The characteristics of visible women language are, using polite expression, using indirect sentences, using adjectives, using question tags and humor. (3) The dominant function of the phatic is to maintain friendship and harmony of relationships. (4) Internet-based communication media provide flexibility for women to interact and establish relationships. (5) phatic communication on Facebook becomes dominant because the form of communication is not face to face directly so that the expression of the speaker cannot be seen and the comments that appear cannot be determined time so that the honesty of the less acceptable speech. This has a tendency as a form of introducing space. The women communication in Facebook through the phatic speech acts can be a source of learning approach to be polite in uttering utterances.

Second Language Interference towards First Language Use of Japanese Learners Zulfadli Abdul Aziz; Bukhari Daud; Syafira Yunidar
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

There have been many studies on first language interference towards learners’ second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners’ first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners’ first language (L1), which means that learning Japanese language had affected the learners’ first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner’s first language.

The Influence of Hypnoteaching Method on Students’ Reading Motivation and Achievement in Secondary School Lismalinda Lismalinda; Moriyanti Moriyanti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This pre-experimental research was aimed to examine the influence of hypnoteaching method toward students’ reading motivation and achievement. The sample was 40 students with purposive sampling technique. Motivation for Reading Questionnaire (MRQ) and test were the research instruments to gain the data quantitatively. Motivation for Reading Questionnaire (MRQ) adopted from Wigfield and Guthrie (1997) to examine students’ reading motivation levels. For reading achievement, pre-test and post-test were distributed to assess the students’ reading outcome about Narrative Text before and after applying hypnoteaching method. The results of this research showed that the implementation of hypnoteaching method affected students reading motivation and learning outcome. The mean score of pre motivation for reading Questionnaire (MRQ) was 40.2 indicated poor reader and it raised to be 81.1 showing good reader after the implementation of hypnoteaching method. Furthermore, hypnoteaching method also affects English reading result which the mean of pre-test was 45.30 indicating poor score criterion of English subject, meanwhile, after being taught applying hypnoteaching method, the score inclined to 90.25 which asserted good score criterion of English subject. The value of t test was 14.88 from data of pre-test and post-test, however the value of t table was 1.99. It represented that the alternative hypothesis (H1) was accepted and revealed that hypnoteaching method can influence students’ reading achievement. Finally, it was suggested that English teacher should implement this method in teaching English for secondary school students and can be conducted for further research.

Exploring Writing Anxiety of the EFL University Students in Pontianak Indonesia Aunurrahman Aunurrahman
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The purpose of the descriptive study is to explore the English as a foreign language second-semester students’ writing anxiety. The students were from a private university in Pontianak, West Kalimantan, Indonesia. A total of 92 students who were selected randomly filled the writing anxiety questionnaire. The writing anxiety questionnaire reports that 53.26 % (n= 49) of the students experienced low writing anxiety and 46.74% (n= 43) of the students experienced high writing anxiety. In terms of the components of writing anxiety, the students experienced anxiety in the component of evaluation (mean score of 19.86), product (mean score of 19.25), and stress (mean score of 16.52). This study also has shown that writing anxiety caused by stress can be considered less frequent anxiety component that has been experienced by the students. It is suggested that students should learn to manage their problems that are related to writing. To do so, the lecturer should guide the students to help them to reduce their writing anxiety and help improve the students’ writing skills.

The Oral Language Proficiency of Indonesian English Teachers Teguh Budiharso
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This study reports an observation of the competencies of Indonesian secondary English teachers. An intensive observation over a two-week workshop session was performed involving 38 English teachers, with this group comprising 18 SMP English teachers and 20 SMA English teachers. Three aspects of the observation were identified for this study: competence in oral English, competence in written discourse, and the ability to motivate students in the classroom. This study revealed that English teachers lacked practice in speaking, resulting in an insufficient mastery of the oral use of English. In written discourse, the teachers showed a lack of mastery with rhetoric and the linguistic aspects of writing. In terms of strategies to motivate students in the classroom, the teachers generally lacked self-confidence

Necessity and Obligation Modals in English Academic Discourse: A Corpus-Based Analysis Ikmi Nur Oktavianti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Modals are linguistic units that seem to be ubiquitous in nearly all genres and text categories. However, there are some tendencies in which some modals are more likely to occur in a particular text category than the others. It is said that modals are less frequent in academic texts compared to fiction and news. This paper then aims at describing the modals, focusing to those expressing necessity/obligation, by using corpus-based analysis. This study uses a general reference corpus, Corpus of Contemporary American English, and compiled the data from the academic subcorpus. The results show that statistically the usage frequency of necessity and obligation modals is negligible; however, no matter how small it is, it still purports to mark something. Among the modals in the same category there are some tendencies, e.g. modal should is the most frequent of all, followed by must, have to, shall, be supposed to, and have got to. The collocate analysis focuses on should and must and found out that the most frequent verb type following these two modals belong to thinking verbs (e.g., consider, learn, understand). However the most frequent modal constructions are should have and must have enabling a slightly different interpretation. Besides, due to the nature of language in an academic setting, it is thus predictable that the use of the core modals (e.g., should, must) is more frequent than the quasi-modals (e.g., have to).

The Influence of Instructional Syntax to Engage EFL Students in Online Learning Environment Darmawansah Darmawansah; Setyabudi Indartono
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This paper aims to analyse the instructional syntax for an online learning environment in English language learning. The data collection used lesson plans in a Spain-based English Academy. The research method used Hemphill’s engagement criteria to find the syntax characteristic in the lesson plans instructions. Also, the study analysed the factors of engagement during the learning session. The study revealed the frequencies of the instructional syntax used by EFL teachers and how these instructions engage the students. The lessons plans were coded to find the most syntax used and the engagement criteria. The result identified ‘ask’ is the most used syntax with 15.3% while inquiries method (38.9%) was using the most in teaching students online. Moreover, the distribution item of engagement factors as EFL online teachers’ focus group discussion shows how the engagement model can be used for English learners. This study will contribute as an expanding method of English language learning in an online setting widely.

A Review of the Interlanguage on Performance and Competence Representation: Universal Grammar Qurrata 'Ain; Pratomo Widodo
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 1 (2019): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Interlanguage has been the main development of field research on second language acquisition (SLA). According to Richard et al (1996) Interlanguage is one of the kinds of language that can be produced by second language learners in the process of acquiring or learning a new language. The influence of the universal grammar of the first language in learning the second language is still debated whether or not universal grammar takes part in second language acquisition. In this article has the aim to investigate the interlanguage of competence and performance representation. In second language acquisition, there is a confusion between the interlanguage of competence and performance. When people perform the second language, it will different from native speakers and argue that demonstrates defects in competence aspect. So, there is a lack of universal grammar. Interlanguage is natural when people acquire a second language based on the theory interlanguage. It might have the knowledge of grammar but when the people produced the sentence or words. It will be grammatical errors. There is some performance factor that the second language learners' competence is hidden such as parsing or demands of processing. It differences between pure knowledge and how people use the knowledge of its self. Both of them do not always coincide. This research tried to offer a descriptive review of the Interlanguage on performance and competence representation.

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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