Journal of English Teaching, Applied Linguistics and Literatures (JETALL)
JETALL is published twice a year in the months of May and October. It publishes within the fields of teaching English as a second or foreign language, English language teaching and learning, English language teachers' training and education, and English language and applied linguistics and literary studies. This journal is managed by English Department of FKIP Universitas Lambung Mangkurat.
Articles
144 Documents
<![CDATA[STUDENT TO STUDENTS INTERACTION THROUGH TRADITIONAL GAMES IN ENGLISH CLASSROOM ]]>
<![CDATA[Yulieda Hermaniar]]>;
<![CDATA[Tri Winindyasari Palupi]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 Number 1 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v1i1.7363
<![CDATA[The study discusses the use of traditional games is English teaching which is considered important to promote learners-centered learning. Traditional games offer familiarities, fun, and create natural English environment which is not offered in students’ real environment in Indonesia, considered English as a foreign language. Therefore, the researcher is interested in carrying out the stages used in the teaching and learning process dealing with the stated topics. The observation and interview are conducted in Elite English Course Banjarmasin which uses games as the method in their classroom. The result of this study is under the discussion of what traditional games are used in 5 meetings, how the teaching stages are conducted, time allotment, teacher’s role, and how it promotes active students’ interaction.]]>
<![CDATA[AN INVESTIGATION OF STUDENTS’ MASTERY IN ENGLISH VOCABULARY AT INDONESIA EDUCATION STUDY PROGRAM IN STKIP PGRI LUBUKLINGGAU ]]>
<![CDATA[Agus Triyogo]]>;
<![CDATA[Syaprizal Syaprizal]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 1 (2019): JETALL Volume 2 Number 1 2019 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v2i1.7368
<![CDATA[The aim of this research was to describe how many word students able to write English vocabulary in a short time and to describe the students’ difficulties in mastery English vocabulary. This research designed in a qualitative descriptive method, the data collected through written tests and unstructured interviews by using Focus Group Discussion. The subject of this research was twenty students grade two of Bahasa Indonesia Study Program at STKIP PGRI Lubuklinggau. The results showed: in the writing English vocabulary test in three type Noun, verb and Adjective, students able to wrote average 10 word in each part and the students’ difficulties such as: Students seldom reading English text so their vocabulary mastery very low, Students has low ability to remember new English word caused of never practiced in the daily life and students confuse in using irregular word in arrange the sentence both writing and speaking.]]>
<![CDATA[HOW EMERGING CONCEPTS AND DIGITAL TECHNOLOGIES CAN RESPOND TO THE CHANGING NEEDS OF THE LEARNERS ]]>
<![CDATA[Siyaswati Siyaswati]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 Number 2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v1i2.7373
<![CDATA[Abstract: The goal of this paper is to know how emerging concepts and digital technologies can respond to the changing needs of the learners. Digital technologies offer us promising opportunities to respond to and incorporate into the practice of educational assessment some of the emerging epistemologies. Epistemologies that may be integral to the effort to deliver high quality education to learners with diverse characteristics and life circumstances in our society. Exploration on development on technology, applied to how we conceptualized and implement assessment may help in the education enterprise to prepare learners for the challenges of the twenty first century workplace. Gordon commissioner and senior scholar Eva Baker (2012) observe that there are at least three rational approaches to dealing with the unpredictability of job and learning requirement in changing global context: 1) educational systems must become both operational and politically agile. 2) Assessment should always include task that call for transfer or the application of learning to new unexpected task, 3) learning and assessment should focus on more pervasive skills that could be embedded in different context and changing subject matter directed toward new applications. Baker identifies two simple and clear policy actions. First transfer must be regularly included as part of test or assessment used to measure learning. Second is to investigate the use of cognitive, interpersonal and intrapersonal skills which is understand as a type of interaction we expect to be demonstrated with components that interact with one another. ]]>
<![CDATA[THE EFFECT OF THE USE OF VIDEO AS A MEDIUM OF LEARNING ENGLISH TO IMPROVE STUDENTS' SKILLS IN WRITING PROCEDURE TEXTS ]]>
<![CDATA[Helmi Helmi]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 2 (2019): JETALL Volume 2 Number 2 2019 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v2i2.7310
<![CDATA[The purpose of this study is to obtain evidence that there is an influence on the use of video on students' skills in writing procedure texts. This research was conducted in July 2019 in class IX of SMP Negeri 27 Banjarmasin. The method used is a quantitative method with a quasi-experiment design. The sampling technique used in this study is a purposive sampling method in which the researcher has had special consideration in choosing a research sample based on data provided by an English subject teacher at the school. The instrument used in this study is a test sheet that has been tested for validity and reliability. The two classes used as subjects in this study are called the experimental class and the control class which for the experimental class is taught through video and the control class is taught using audio media only by using speakers without image or visual display. The class that is an experimental group is a class that has a lower value than the pre-test results, so the researcher wants to prove whether video media can increase that value. The data obtained from the two experimental and control groups were tested for normality and homogeneity first and then the independent sample t-test was conducted. The results show that the significance value (2-tailed) from the analysis of independent sample t-test shows that the value is smaller than 0.05 where the value obtained is 0.00 so based on statistical decision in making provisions if the value is lower than 0.05 then there is a significant difference between the post-test results of students taught by using video and audio media only through speaker facilities in the ninth grade at SMPN 27 Banjarmasin.]]>
<![CDATA[THE USE OF ENGLISH IN ONLINE ARTICLES PROMOTING SOUTH KALIMANTAN ]]>
<![CDATA[Ninuk Krismanti]]>;
<![CDATA[Agustina Lestary]]>;
<![CDATA[Imam Hendra Saputra]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 Number 1 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v1i1.7362
<![CDATA[Abstract: When compared to popular destinations like Bali or Jogjakarta, the number of tourists visiting South Kalimantan is of course lower. It takes sustainable efforts for South Kalimantan tourism board and related parties to promote this province tourism. Online English articles promoting South Kalimantan are sadly not that many in number. When English articles describing about tourist destinations and hospitality of Banjarese people are hardly found online, at least the articles are well written in order to sell the tourism of this province better. However, language barrier may cause the writers of the articles to use English incorrectly. This study is set to contribute to the promotion of South Kalimantan tourism in terms of foreign language usage. The study is descriptive research because its main objectives are to describe how English is used in articles promoting South Kalimantan and to suggest possible improvements for the misuse of English found in the articles. This research is conducted for three months, December 2017 – February 2018. The location of the research is Banjarmasin. The data of this research are collected from six websites promoting South Kalimantan. After the articles becoming the data of this study are collected, they are read carefully in order to determine the accuracy of the English used in the articles and to find the language phenomena being questioned in this research. After making the decision on the accuracy of English usage in the articles, the researchers then focus to find the misuses of English in the investigated articles. The results of the study are useful to review how English is used in online articles promoting this province. The conclusions drawn for this study are (1) the English used in online articles promoting South Kalimantan are generally accurate though several misuses of the language are still found, (2) syntactic problems in the articles do not disturb of the flow of the stories being told. Thus, the writers of the articles have been successful in promoting South Kalimantan through their writings, (3) Semantic problems in the articles are not that many though improvements are still neededrole, and how it promotes active students’ interaction. ]]>
<![CDATA[NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS ]]>
<![CDATA[Marselus Suarta Kasmiran]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 Number 2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v1i2.7367
<![CDATA[Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.]]>
<![CDATA[A CASE STUDY OF SELF-DIRECTED LEARNING USING MOVIE TO PROMOTE ORAL COMMUNICATION ]]>
<![CDATA[Mohammad Amro Mohammad Suleiman]]>;
<![CDATA[Mahendran Maniam]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 1 (2019): JETALL Volume 2 Number 1 2019 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v2i1.7372
<![CDATA[The main aim of this study is to help EFL students’ improve their oral communication proficiency out-of-class. To achieve that, video-movie was chosen as a medium for improving the subjects' oral communication proficiency. It was hoped that movie could function as a pseudo-immersion for the students, an accessible and easy alternative to being in the English native countries. Based on that, this study aim has been transformed into this research question ‘what effect does self-directed learning using movies has on the students' perceived oral communication proficiency?’. To answer that, six first year students at the faculty of English language and literature, Ajloun University in Jordan, were selected based on purposive sampling and divided equally into two groups, treatment and control, based on random assignment. The subjects in both groups were asked to take the self-assessment language test twice, once before the beginning of the case study scheme and another after. Likewise, to be interviewed twice, and to fill in the study notes during the case study scheme. Only the treatment group were given eight movies with its guides and asked to self-study with it over eight weeks. The results from the case study indicated that movie could help improve the students' oral communication proficiency with higher post-test scores than pre-test scores. Methodological triangulation from both the interviews and study notes also supports the assertion that movie improved the subjects’ oral communication proficiency. The subjects in the treatment group revealed in the post-interview that movies helped improve their listening skills and two subjects suggested that it could possibly have helped improve their speaking skills as well. Their perception in their study notes also supports the results. In conclusion, it is very likely that self-directed learning using movies has improved the students’ oral communication proficiency. This study has implications for practical applications in language teaching and learning which suggests that movie can be effective out of class. In addition, the results suggest that further larger scale investigations into students' language improvement out of class will be worth carrying out.]]>
<![CDATA[ONLINE GRAMMAR CHECKERS AND THEIR USE FOR EFL WRITING ]]>
<![CDATA[Iwan Perdana]]>;
<![CDATA[Muthia Farida]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 2 (2019): JETALL Volume 2 Number 2 2019 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v2i2.7332
<![CDATA[The presence of online grammar checkers as the result of technology advancement is inevitable to be popular among academicians and researchers. With more complete features offered to help improving writing, many utilize these tools to accomplish their work. This paper, thus, aims to present an overview of online grammar checkers and their use for EFL writing. Specifically, this paper explicates online grammar checkers and reviews some research investigating the use of these applications for writing. In addition, brief reviews about a number of online grammar checker tools comprising Grammarly, ProWritingAid, Ginger, and GrammarCheck are provided. Last, some suggestions are also offered for teachers and future researchers regarding the use of online grammar checkers.]]>
<![CDATA[TRIGGERING LEARNERS TO SPEAK: A TEACHING STRATEGY ]]>
<![CDATA[Ani Purjayanti]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 1 (2018): Jetall Volume 1 Number 1 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v1i1.7361
<![CDATA[Abstract: Speaking has been put in a high priority as far as English language mastery is concerned. It is widely used as a measurement for language achievement at not only schools but also companies. In particular cases, however, speaking is viewed as a more demanding and threatening skill compared to listening, reading, and writing as it is a product of a language learning process rather than simply language learning (NCLRC, 2004). This research was aimed to figure out classroom activities which play a vital role in the teaching-learning process as it is through these that students acquire, learn, and practice the skills. The subjects of this research were the speaking class students. This research was a descriptive qualitative. Based on the research, it was found that since speaking skills are vital for students to learn, we – teachers of English - have to make every endeavor to help students master them. Classroom activities are parts of language learning process that we can handle and design to meet the above needs. With appropriate activities within stimulating classroom environment, it is expected that we can provide triggers for our students to speak. ]]>
<![CDATA[PROMOTING LECTURER’S IELTS SCORE THROUGH SUPER INTENSIVE (SUPIN) IELTS PREPARATION PROGRAM ]]>
<![CDATA[Krisna Satria Perbowo]]>;
<![CDATA[Bita Dwi Rahmani]]>;
<![CDATA[Trisna Roy Pradipta]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 Number 2 2018 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v1i2.7366
<![CDATA[One of the efforts to improve language skills of the lecturers is by joining IELTS Preparation program organized by one of the International Education institution (IEDUC) located in Bandung. This research aims to find out whether there is a correlation between the results of the Super-IELTS Intensive program (SUPIN) lecturer final score with the real International Test score in sort of the evaluation process on that program. The subject was taken from two classes program comprising 19 lecturers as participants. The data in this study were obtained from the pre and post-test score during SUPIN program and the score on the real International test conducted by the British Council. The result of the research revealed the fact that listening test obtained the highest gain while speaking got the lowest gain during the program. The further analyzing on Variance got a significant linear regression by having 0.959 as a coefficient correlation. It means that there is a significant correlation between final score of SUPIN program (X) and International test score (Y) which contribute 92.1% toward the International test score. Meanwhile, only 7.9% was contributed by other factors. In other words, the SUPIN program is effective to increase Lecturer’s skill on doing IELTS test.]]>
