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[CODE GLOSSES OF METADISCOURSE IN STUDENTS’ ACADEMIC PRESENTATION ]]>
<![CDATA[Eva Nur Mazidah]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.11977
<![CDATA[Academic presentation is one of obligatory task for university students. As they present their academic presentation, composing and organizing their ideas are necessary to make their audience understand what they present. Code glosses as a part of metadiscourse function ‘to signal the restatement of ideational information’ (Hyland, 2005). Nineteen presenters delivered their academic presentation. Their presentations were then transcribed to analyze code glosses applied by the presenters when delivering their academic presentation. These markers are applied to elaborate, modify, define, exemplify or rephrase an intended idea or a concept to readers. The results show that there are 214 markers found indicating that students apply the markers to better modify or elaborate their ideas during their presentation.]]>
<![CDATA[Fostering Motivation and Adopting Learner-centred Teaching Strategy Through EFL Literature Circles- the case of a tertiary level, Algeria ]]>
<![CDATA[Bouazid Tayeb]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.10530
<![CDATA[AbstractThis paper examines and reports on an EFL literature course design and instruction. The researcher believed that EFL Literature Circles instruction in practice is an issue worthy of concern. A new teaching plan was designed to motivate students in practising reading literary texts and implementing activities. The plan consisted of assigning learners with various reading activities to literary genres that were done in groups and presented in the classroom. Qualitative and quantitative methods were used in this study. Based on the data obtained from classroom observations, students’ classroom presentations, focus group interview; students’ response to a questionnaire and a post-questionnaire of (30 students), the researcher found out that students developed a fairly high degree of motivation towards practising literary reading. The results of the study also indicated that the students were motivated; the course was conducive to students’ language awareness and acquisition and contributed to students’ literary growth. Learning literature through literature circles gave more freedom to learners to take risks, learn by themselves and profit from their mates without resorting to teachers in most cases. (184 words)]]>
<![CDATA[Students' perceptions toward online learning in EFL Speaking ]]>
<![CDATA[Tusino Tusino]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.12435
<![CDATA[Although there have been numerous studies on online learning in language classes, fewer studies focus on EFL speaking. This qualitative case study aimed at describing students’ perceptions toward the implementation of online learning in speaking classes. The participants were EFL students taking a speaking course in an Indonesian university. Open-response questionnaires and semi-structured interviews were employed. The results showed that students had positive attitudes toward online learning through a Zoom application. It was also found that some challenges arose toward the implementation of online learning. It is suggested that the lecturers should emphasize more on collaborative and blended learning in teaching EFL speaking.]]>
<![CDATA[THE TYPE OF STUDENTS’ MOTIVATION IN ONLINE ENGLISH LEARNING ]]>
<![CDATA[I Gusti Agung Vony Purnama]]>;
<![CDATA[I Gusti Agung Vony Purnama]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.10788
<![CDATA[Nowadays, during the pandemic of covid-19, the learning process in higher education is conducted through online learning particularly for English subject and this is a new thing both for the lecturer and students as well. This situation can affect the students’ motivation in learning particularly English as a foreign language. Based on this phenomenon, the objectives of this study was to find out the students’ motivation type in learning English in Institute of Business STIKOM Bali. The subject of this study was the students who learn English in the first semester academic year 2020/2021. The result of this study revealed that the students’ type motivation in learning English was a type of an integrative motivation rather than instrumental motivation. However, based on the mean score of both motivations, it was also on the high level of motivation. It is hoped that this finding can be used as a reference to conduct an advance research in the same area.]]>
<![CDATA[Teachers’ Difficulties in Enhancing EFL Students’ Reading Motivation ]]>
<![CDATA[lucky amatur rohmani]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.12569
<![CDATA[One of English teachers’ major concerns in teaching reading is students’ low reading motivation. Studies show that most of EFL learners are not highly enthusiastic when the teachers have them read English texts. Likewise, there have been limited efforts done by the teachers to address this problem. This study was therefore aimed to investigate the levels of students’ reading motivation, teachers’ difficulties in enhancing students’ reading motivation, and teacher effort to overcome the problems of motivating students to read. The participants were three EFL teachers and 12 students of junior secondary school in East Java. The data were collected through semi-structured interviews and observation. The result of semi-structured interview revealed that most of students had low reading motivation due to their understanding of difficult words in the reading text. Added to this, the major difficulty of teachers to enhance students’ reading motivation is related to increasing the interest, dedication and confidence of students in solving difficult vocabularies while reading English texts. This major difficulty reported by the teachers is in agreement with students’ report on their low reading motivation due to their limited vocabulary. Then, the result of observation showed that rewards had different effects on students’ reading motivation and the teachers should improve their efforts to enhance students’ reading motivation. Hence, several strategies such as reward, metacognitive reading strategy, reciprocal teaching method, reading aloud to improve students’ reading motivation were also suggested.]]>
<![CDATA[Using The Quizizz as an Assessment of Students' English Learning ]]>
<![CDATA[Aulia Putri Pertiwi]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.10859
<![CDATA[Education is becoming more advanced with increasingly sophisticated technology. The use of education-based ICT has evolved since the mid-twentieth century promoting e-learning as an alternative to facilitating student learning. The purpose of this study is to explore students' views on using the Quizizz application as an assessment tool for students' English learning. The design of this research is a qualitative approach. The sample of this research is 3 students of SMKN 1 Pakisjaya. Data was collected through observation, interviews and documentation. The results of the study showed students' perspectives on the use of Quizizz. In conclusion, the students strongly agree that the Quizizz application is a medium for learning and assessing English because this application has an attractive appearance.Keywords: Assessment, Quizizz, English Learning]]>
<![CDATA[The Use of Telegram Based E-learning for English Language Learning during The Covid 19 Pandemic ]]>
<![CDATA[Qorina Aulia Syifa]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.10890
<![CDATA[During this Covid-19 pandemic, technology is widely used, including in the world of education. All schools in the world are forced to use E-learning as their teaching. With the media, it will make learning easier during this pandemic. Researchers use the Tiktok application as a learning medium to find out how students and teachers perceive the use of Telegram with Telegram BOT in learning English. The use of telegram BOT certainly makes it easy for students to receive material and the teacher is easy to develop material in the form of video and audio with a longer duration. In this study, the researcher used a qualitative method. The researcher uses descriptive qualitative research to analyze the data, there are four activities to analyze: data reduction, word presentation and conclusion drawing. Researchers took samples from 2 students of class VII SMP IT INSAN HARAPAN. The results showed that using telegram bots made it easier for students to learn English material delivered by the teacher.]]>
<![CDATA[THE EFFECTIVENESS OF INTERCULTURAL COMMUNICATIVE LANGUAGE TEACHING (iCLT) MODEL FOR LEARNING INTERCULTURAL COMMUNICATION: A CASE STUDY ]]>
<![CDATA[Almalia Nurhidayah]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i1.11814
<![CDATA[Abstract: This study to find out the effectiveness of the effectiveness of the intercultural communicative language teaching model (iCLT) in EFL students' learning experiences of intercultural communication. This study used qualitative research as Methodology and used in-depth information using a variety of data collection, such questionnaires and interviews as research design. The research of this study was held in the second semester in the academic year of 2020/2021. The data was taken from the third grade of of English Education Department on a Private University in Cirebon. The result showed that the the implications of teaching intercultural communicative language (iCLT) on intercultural communication, it can be concluded that most of the effectiveness of the iCLT model in intercultural communication learning is very positive. They gain new learning experiences, understand their own identity in relation to others, and do not adopt a new cultural identity. Even Though, there are still the strengths and weaknesses of each teaching step (Input Notice Practice Output) in the ICLT model. And each step of teaching is part of the ICLT model which aims to accommodate them to become intercultural speakers with ICC and be able to communicate and socialize effectively. and appropriate with other people from different cultures and countries.Keywords: Intercultural Communicative Language Teaching(iCLT) Model, Intercultural Communication (IC), Teaching Step, Intercultural Communicative Competence (ICC), Intercultural. ]]>
<![CDATA[STUDENT’S VOICES ON LANGUAGE LEARNER AUTONOMY IN DISTANCE LEARNING ]]>
<![CDATA[Nurkamilah Nurkamilah]]>;
<![CDATA[Desy Qomariyatil Badriyah]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 2 (2022): JETALL VOLUME 5 NUMBER 2 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i2.13460
<![CDATA[Learner autonomy is a complex construct which becomes the focus of language learning, consisting of four dimensions which later are summed up into three, such as initiating, monitoring, and evaluating. The study aimed to know students’ perception and behaviors on learner autonomy in distance learning. The data was gathered from 187 students in the population, but only 43 returned the questionnaire. The 61 items questionnaire was analyzed and found that in the initiating category, most students perceive the learner autonomy positively and indicate the behavior of dreaming to be a good English speaker. While the monitoring category shows the item of modifying methods to find which suits them best. The third category is reflected in their being eager to find out their English proficiency by taking TOEFL tests and the like, voluntarily. While the behavior which is related to ICT or online learning is their willingness to use English to communicate with strangers on the Internet.]]>
<![CDATA[ENHANCING STUDENTS’ SPEAKING SKILL THROUGH DIGITAL STORYTELLING ]]>
<![CDATA[Eka Puteri Elyani]]>;
<![CDATA[Yusuf Al Arief]]>;
<![CDATA[Rizky Amelia]]>;
<![CDATA[Inayati Fitriyah Asrimawati]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 2 (2022): JETALL VOLUME 5 NUMBER 2 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i2.14330
<![CDATA[Abstract: Speaking is an important productive skill and students need to master this skill. However, some students are still not accustomed to speak English because of some factors, one of them is the lack of using some media that can help to speak English in the classroom. Some teachers tend to explain the materials directly then do the exercises without any media involved. Media could be the solution in students’ speaking skill. The use of media in the classroom are hoped to give the contribution to students in developing different learning styles and making the process of learning more interesting and enjoyable. Telling story digitally comes as the new frame of telling story to replace telling story traditionally. Through the use of multimedia technology, digital storytelling is a form of telling story that enables students to write their own stories using their own words and record their voices or videos based on the digital images they have. This research employs experimental study on the effectiveness of digital storytelling to teach speaking. The samples were experimental class which treated using digital storytelling and control class which treated using picture-cued storytelling. ANOVA with multifactor analysis was used to analyses the data. This study’s findings show that digital storytelling enhances students’ speaking abilities more than picture-cued storytelling. ]]>
