JOURNAL OF APPLIED LINGUISTICS AND LITERATURE
Journal of Applied Linguistics and Literature (JOALL) is a peer-reviewed professional journal with the editorial board of scholars mainly in applied linguistics, literature, and English language teaching (ELT). It is published by the Postgraduate Program of English Education, Universitas Bengkulu, Indonesia with the ISSN (online):2503-524X; and ISSN (print): 2502-7816.
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<![CDATA[RHETORICAL MOVES AND LINGUISTIC REALIZATIONS OF RESEARCH ARTICLE ABSTRACTS BY INDONESIAN AUTHORS IN APPLIED LINGUISTICS PUBLISHED IN INTERNATIONAL JOURNALS ]]>
<![CDATA[Husnul Hakim]]>;
<![CDATA[Safnil Arsyad]]>;
<![CDATA[Syahrial Syahrial]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.11800
<![CDATA[The existence of abstract is compulsory within a research article (RA). Abstract is a summary or brief overview that describes entire content of RA. At a glimpse, abstract tells readers what the RA is all about and at the same time, it acknowledges readers and allows them indirectly to give pre-assessment about quality of the RA. This study aims to find rhetorical moves and linguistic features; tenses and voice forms of RA abstracts by Indonesian authors in Applied Linguistics published in international journals. Using content analysis method, sixty RA abstracts were extracted from two international journals; Indonesian Journal of Applied Linguistics (IJAL) and TEFLIN journal, and examined based on their rhetorical move following five-move model by Hyland (2005) and Arsyad (2014) for fact-finding. The results reveal; 1) Move 2 (Aim/ Purpose), Move 3 (Method) and Move 4 (Finding/ Result) exist in total sixty RA abstracts, unlike Move 1 (Introduction) and Move 5 (Conclusion and Suggestion), 2) The Simple Present Tense is major tense to apply in all rhetorical moves except in Move 3 (Method) in which Past Tense is mostly used. 3) Active voice dominates rhetorical moves except in Move 3 (Method) in which Passive voice is precisely more applied. This study concludes that the use of rhetorical move models and linguistic features in RA abstracts implies the quality of RA abstracts. Indonesian authors are suggested to follow international standards and trends to achieve outstanding RA abstract.]]>
<![CDATA[PHONOLOGICAL CHANGE PROCESSES OF ENGLISH AND INDONESIAN ]]>
<![CDATA[Irma Diani]]>;
<![CDATA[Azwandi Azwandi]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.13642
<![CDATA[Phonological change is a language phenomenon that occurs because language users change the distribution of phonemes in a language. The aims of this study are to explain the phonological processes that occur in English and Indonesian and to explain the differences in phonological forms between English and Indonesian. The method used in this study is a contrasting-descriptive method by comparing two languages, namely English and Indonesian. The data were taken from the speech of students taking Indonesian and English courses at the University of Bengkulu, totaling 40 students in the first semester. The results show that five types of phonological change processes occurred in English and Indonesian, namely assimilation, metathesis, epenthesis, epithesis, and deletion. The phonological change in English often occurred when two vowel phonemes meet, such as /ea/ shift to /e/, or /i/, phoneme /y/ shift to /i/. Phoneme /e/ was pronounced when two vowel phonemes meet, such as /s/ and /n/ becomes /sen/. Phoneme /g/ is pronounced multiply when it meets the sound/ng/. Phoneme /u/ is pronounced when it meets phoneme /o/ + a consonant. Phoneme /h/ is unpronounced when it meets a vowel phoneme or more vowel phonemes in the words. Meanwhile, phonological changes in Indonesian often occurred from consonant phonemes to other consonant phonemes that have almost the same sound such as phoneme /z/ shift to /s/ and /j/. Phoneme /k/ was pronounced after phoneme /u/ and phoneme /h/ is pronounced after phoneme /a/at the end of words. Phoneme /y/ was pronounced between phonemes /i/ and /a/. Phoneme /h/ was unpronounced when it meets phonemes /a/, /i/, and /u/ in words. In conclusion, the process of phonological change that occurs in English and Indonesian is due to the influence of adjacent phoneme sounds that resemble nearby sounds.]]>
<![CDATA[GRAMMATICAL ERRORS IN THESIS ABSTRACTS WRITTEN BY THE UNDERGRADUATE STUDENTS OF MANAGEMENT STUDY PROGRAM ]]>
<![CDATA[Soraya Grabiella Dinamika]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.12443
<![CDATA[This research aims at analyzing the grammatical errors in English abstracts of the undergraduate thesis. This research takes place at two private colleges in Medan city which provide the undergraduate program of management study namely Sekolah Tinggi Ilmu Manajemen Sukma Medan and Sekolah Tinggi Ilmu Ekonomi Eka Prasetya. There are 20 abstracts taken as the data which are gathered from those colleges. This research engages with a qualitative descriptive approach. The data were analyzed by using the Error Analysis Method by Gass and Selinker. Based on the analysis, the categories of the grammatical errors found are the subject-verb agreement in the use of tense agreement and number agreement, and the use of the article ‘a/an/the’. The research findings show that the tense agreement error is 80, the number agreement error is 10, the omission of article a/an is 4, the omission of article ‘the’ is 153, the addition of article ‘a/an’ is 1, and the addition of article ‘the’ is 8. Hence, there are 300 grammatical errors found. Meanwhile, there are two sources of the grammatical errors; they are inter-language error and intra-language error. Yet, four factors cause grammatical error namely indeterminacy, inconsistency, simplification, and overgeneralization. Based on the findings, the researcher gives constructive pedagogical remediation which is directed to the EFL learners, English language instructor, and the syllabus developer.]]>
<![CDATA[A RHETORICAL ANALYSIS OF COMMENTS AND DELIVERY STRATEGY ON TED TALKS ]]>
<![CDATA[Ildi Kurniawan]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.13602
<![CDATA[The purpose of this research is to describe the comments and its delivery strategy on the speech entitled “Do Schools Kill Creativity? by Sir Ken Robinson on TED.com. The data of this research were 50 comments of the videos (2016-2020) which contained comments on speaker or talk style not relating to talk content. This research adopted the comment theory analysis by Tsou, A. et.al (2014). Coding process and content analysis was used to see delivery strategy by the speaker. The findings of the research showed that from the total of the comments, there were 38 comments on speaker delivery, then followed by comment on praise and criticism of speaker, 13 and 2 comments, respectively. There was no comment on both personal anecdote and other comments on the speaker. Also, from the comments on speaker delivery, it was revealed that the comments on the quality of delivery were attractive, sincere, knowledgeable, fluent, accurate, effective, and efficient. Finally, it was also found that both verbal and non-verbal delivery strategies were used very well by the speaker in his speech.]]>
<![CDATA[SONG AND MOTION AS METHOD IN INTRODUCING VOCABULARY IN ENGLISH (NUMBER AND COLOUR) AT EARLY CHILDHOOD ]]>
<![CDATA[Ratna Purwanti]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.11130
<![CDATA[Early childhood is the first foundation for development, one of the children development such as language skill, especially in English. With the aim that children can compete in the global world when they grow up. However, the problem that occurs in the field, the English language is rarely taught as an introduction to their language skill, due to the lack of knowledge of English learning methods in the ability to speak right for children. However, there is one kindergarten that uses song and motion method to introduce English vocabulary. This study aims to explore the description of Song and motion as a method in introducing vocabulary (number and colour) in English at one of the kindergartens in central Banjarmasin. The researcher applied a descriptive qualitative design to explore Song and motion method to introduce vocabulary in English (number and colour). This study involved 15 children in Group B. The finding from this study revealed that the song and motion method is very beneficial for children English vocabulary, children can remember the vocabulary about number and colour in English and also children happily singing while moving. This study might be used as an input for a teacher to create learning English in the classroom.]]>
<![CDATA[ONLINE INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNING DURING COVID-19 PANDEMIC: A CASE FROM A CREATIVE TEACHER ]]>
<![CDATA[Abdul Halim]]>;
<![CDATA[Sunarti Sunarti]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.12452
<![CDATA[This paper aimed at discussing online instructional strategies and learning quadrant for English language learning during COVID-19 pandemic. Therefore, the current paper reviews possible instructional strategies and learning quadrant used by a teacher in the teaching process from online platforms to ensure the educational goals are plausible to be achieved, although without having to attend classrooms regularly, especially during the COVID-19 outbreak that happens during 2019-2020. Employing qualitative design, the study involved one teacher and 34 students. The data were collected through observation and interviews with the participants. The data analysis involved data coding, data description and data assertion. The results showed that although the participants did not attend a physical classroom, the learning process with various approaches for learning and assessments were still possible to engage the students.]]>
<![CDATA[DEVELOPING SPEAKING SECTION OF BUSINESS ENGLISH MATERIALS TO TEACH CULTURE IN INTEGRATED WAY ]]>
<![CDATA[Yasmin Farani]]>;
<![CDATA[Karlina Karadila Yustisia]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.11608
<![CDATA[Teaching English Business skills does not merely teach the students to have administration and communication skills needed at the workplace for they will probably encounter and experience working together with people from different cultures and backgrounds as well. To minimize misunderstanding on those intercultural differences, they are expected not only to learn Business English skills but also gain basic knowledge of English culture through the course. This R&D research is a descriptive qualitative research which is intended to develop the Speaking Section of the existing teaching materials of Business English skills. Under the name of ESP I subject, they are taught to the 4th-semester students of Diploma Three in English Program of University of Merdeka Malang as a compulsory subject. In this study, the primary instruments are the researchers themselves and the preliminary questionnaires used serve as the secondary instrument. All the analyzed data are in the form of printed data (questionnaire’s results) and chosen videos taken from YouTube. The expected final results are in the form of written handouts consist of texts and links of selected videos appropriately related to the given topics. It is hoped that they are useful for the students as an alternative method to learn culture in an integrated way.]]>
<![CDATA[LISTENING AND SPEAKING SKILLS AS LEARNING AND TARGET NEEDS IN BUSINESS ENGLISH PROGRAM FOR TOUR GUIDE DIPLOMA STUDENTS IN KENYA. ]]>
<![CDATA[Douglas Ondara Orang'i]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.11437
<![CDATA[Any ESP course design should be hinged on elaborate needs of learners so as to come up with a course that is inclusive. This can only be achieved after conducting a needs analysis that takes into consideration the views of all relevant stakeholders. Needs analysis is an important step in any syllabus design and particularly that which touches on ESP. That notwithstanding, ESP practitioners are ignoring this very paramount step when designing a course. Consequently, this paper looked at the target and language learning needs of tour guide learners pursuing an ESP course in Kenya from the students’ perspective, teachers’ perceptions and employers’ perceptions as far as the ESP course offered to learners is concerned. This paper focuses on listening and speaking skills. The paper based its theoretical framework on Munbian (1978) Approach and Learning Centered Approach by Hutchinson and Waters (1987). A descriptive research design is adopted in the study. The data analysed in this paper is got from Orang’i (2013). This paper is an attempt to show that learners can very ably articulate their needs and that teachers too can give their perceptions on learners’ needs thanks to their experience in the field. Equally, employers as has been seen in this paper also have a say on the ESP courses offered to learners. It is shown that needs analysis is an important stage in needs analysis that should not be overlooked and when it is conducted, it should involve all the stakeholders in order to come up with needs that are encompassing.]]>
<![CDATA[NEWSPAPERS EFFECT ON STUDENTS’ WRITING ACHIEVEMENT ACROSS ENGLISH PROFICIENCY LEVELS ]]>
<![CDATA[Rizky Amelia]]>;
<![CDATA[Abdul Muthim]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.13305
<![CDATA[Exposure is one of the obvious obstacles in the process of teaching and learning English. In figuring out one prospective exposure in students’ daily life, this study investigates the effect of newspapers as a medium in enhancing students’ English achievement, especially writing skill. The objective of this study is to find out whether students assigned to read English newspapers write better than those who are not. The subjects of the study were 85 English department students who were randomly assigned to an experimental group and a control group. A quasi-experimental was employed in this study. For six executive weeks, before the students were asked to write, the students in the experimental group were assigned to read English newspapers, whereas then students in the control group were not. By using Mann-Whitney and one-way ANOVA tests, the results of this study show insignificant results (0, 273; 0,194; and 0,179). As the high proficient students also could not take the newspapers for their learning benefits, affective and intrinsic factors such as awareness and willingness had to be considered. ]]>
<![CDATA[FACTORS AFFECTING LISTENING ANXIETY OF SENIOR HIGH SCHOOL STUDENTS IN ENGLISH CLASSROOM ]]>
<![CDATA[Khairani Ade Guswita]]>;
<![CDATA[Sugirin Sugirin]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 1: February 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i1.11462
<![CDATA[In the process of listening, anxiety is a natural response that occurs to students who can divert the listening process. Thus, the purpose of this study is to find out factors affecting listening anxiety of senior high school students in the English classroom. The method used in this study was mixed method because the data obtained were in the form of qualitative and quantitative data. Participants in this study were 35 senior high school students in 2019-2020 academic year. The instrument used to collect data were questionnaire and interview. Questionnaire contained 14 questions was adopted from The Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) that was given to the students and interview was conducted with an English teacher and three students. The results of this study indicate that there are several factors that cause listening anxiety. The first, the students feel confused and anxious because they are unable to catch the words conveyed by the speaker. The second, the students feel difficult to understand the pronunciation of the speaker. The third, the students feel afraid when the speaker conveying information too quickly. The fourth, the students feel worried about the limited time in doing the listening task. The fifth, the students feel anxious because they think the other student more understand about the contents of the English recording. And the last, the students feel nervous when they do not understand the meaning of each word because they are lack of vocabulary in English. In conclusion, the students feel anxious in doing the listening task which resulted in their listening skills getting lower when learning English in the classroom]]>
