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Abid
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Prodi Pendidikan Bahasa Inggris, Fakultas Sastra dan Budaya, Universitas Negeri Gorontalo, Lantai 3 Kampus 4, Kab. Bone Bolango, Provinsi Gorontalo
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Jambura Journal of English Teaching and Literature
Published by Universitas Negeri Gorontalo
ISSN : -     EISSN : 27224880     DOI : -
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
Jambura Journal of English Teaching and Literature (JJETL) is a peer-reviewed journal published by the English Education Study Program, Faculty of Letters and Culture, Universitas Negeri Gorontalo, Indonesia. It is published twice a year in April and October, with submissions accepted throughout the year. The journal seeks to provide established and early-career researchers, teachers and academia with a platform to publish research-based papers from the fields of English language teaching and literature. JJETL welcomes current analysis on: English language teaching and learning; English language testing and assessment; Curriculum design and development in ELT; Applied linguistics; Literary studies; and Translation studies.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 54 Documents
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The Character of Rip van Winkle: Representation of Disappearing Cultural Identity Magdalena Baga
Jambura Journal of English Teaching and Literature Vol 1, No 2 (2020): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (70.448 KB) | DOI: 10.37905/jetl.v1i2.8465

Abstract

Abstract ─ The purpose of this research is to explore how an ethnicity is represented in a story that has a historical setting and how this ethnic group was placed in American history. The short story of Washington Irving, "Rip Van Winkle", published in 1819, was very popular in America. This story was recycled in the form of stories for children, made into plays, etc. What Americans always remember about Rip Van Winkle character is his laziness. The story of "Rip Van Winkle" is traced through Stuart Hall's Representation theory. This theory states that representation can give meaning to an identity, and the New Historicism method is used to uncover that fictional stories are tied to the world that produced them. The result shows that Rip's character is a representation of Dutch ethnicity who felt losing their cultural identity. Rip's character in the story is a representation of Dutch New York ethnicity, and he was the main character in the story who was narrated as a lazy man. Thus, what always presents in America's memory is the lazy Dutch because of the representation of the character of Rip, but the other characters who were narrated less in the story are not remembered, even though they played a role in establishing America.
English Department Students’ Anxiety in Interacting Orally with an English Native Speaker Lecturer Wini Aprilia
Jambura Journal of English Teaching and Literature Vol 1, No 1 (2020): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.81 KB) | DOI: 10.37905/jetl.v1i1.5791

Abstract

Anxiety has a debilitating effect on the oral interaction of English Department students with English native speaker (ENS) lecturer. Thus, the present study seeks to discover the perceived factors that cause anxiety among students in interacting with ENS lecturer in the classroom. Informed by a qualitative approach, data were collected mainly using group semi-structured interviews, and analyzed using a thematic analysis approach. The study revealed that the English Department students reported four perceived factors, namely,; limited English proficiency, fear of being misunderstood, lack of self-confidence, and fear of negative evaluation. The study suggests that even though ENS has minor influence in students’ anxiety, it remains important for teacher and teacher educators to continuously encourage students to practice speaking English in and off classroom situation.
Language Learning Strategies Used by Extrovert and Introvert Students in English as a Foreign Language Speaking Classes Afriyanti Yusuf; Nonny Basalama; Indri Wirahmi Bay
Jambura Journal of English Teaching and Literature Vol 2, No 2 (2021): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.943 KB) | DOI: 10.37905/jetl.v2i2.11540

Abstract

The students in Indonesia are from different cultures, languages, and personality traits (extrovert and introvert). Therefore, recognizing students’ personality traits and their language learning strategy may be effective to help teacher design an effective teaching strategies. The study, therefore, intends to find out the typical language learning strategies used by the extrovert and introvert students in English speaking class. The participants of this study were the fourth semester students in English Department of Gorontalo State University. This research used two models of questionnaire. They were the McCroskey’s introversion scale by Richmond & McCroskey (1998) to determine the personality type for each subject and Strategy Inventory for Language Learning (SILL) by Oxford’s (1990) to see their learning strategy. The findings were explained by using the theory of language learning strategies by O’Malley and Chamot (1990). The result shows that the extrovert students used more language learning strategies highly frequently than introvert students with 12 items compared to introvert students with only 10 items. The most strategies used by extrovert students were cooperating and empathizing with others with 66.7% in always used, while the most strategy used by introvert students was note taking with 66.7% in often used.
Building Positive Classroom Interaction through Positive Discourse Adriansyah Abu Katili
Jambura Journal of English Teaching and Literature Vol 2, No 2 (2021): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.488 KB) | DOI: 10.37905/jetl.v2i2.11825

Abstract

This article discusses how to build positive classroom interaction through positive classroom discourse. This article is focused on lecturers’ utterances that consist of lecturers’ sentence construction and speech acts. The lecturers’ speech acts were discussed based on Sinclair and Coulthard’s theory of classroom speech acts and Austin’s speech acts that were developed by Searle. Both sentence construction and the lecturers’ classroom speech acts affect classroom interaction. Positive discourse builds positive classroom interaction. In terms of sentence construction, the lecturer constructed Designedly Incomplete Utterance (DIU). This was designed to drive the students to complete them. In terms of lecturers’ speech acts, the lecturers performed elicitation and the students responded to it. The lecturer’s negative speech acts were an expressive illocutionary act of anger that built the classroom negatively. The DIU and elicitation were categorized as positive discourse and the anger expression was negative.
Polysemy in Justin Bieber's Song Lyrics Rafislam Dilapanga; Indri Wirahmi Bay; Jefriyanto Saud
Jambura Journal of English Teaching and Literature Vol 3, No 1 (2022): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i1.13933

Abstract

This research aimed to discover the types of polysemy words to determine the meaning of polysemy words in twelve Justin Bieber’s song lyrics. The qualitative-descriptive method was used in this research. The data were collected by downloading the lyrics, reading and understanding the lyrics, and note-taking. The researchers used the theory of Miles and Huberman (1994) to determine the steps of analyzing data. The theory of Asher (2011) was used to classify and analyze the polysemy word into types of polysemy which were accidental polysemy (unrelated meaning) and logical polysemy (related meaning). Furthermore, the theory of Haspelmath (2001) was used to classify and analyze the word classes of polysemy words. As a result, the researchers found 20 polysemy words which were 10 words classified into accidental polysemy, and 10 words classified into logical polysemy. Those polysemy words were mostly in abstract nouns. Lastly, this research was expected to provide valuable information about polysemy for other researchers who would take polysemy as the topic of the research.
English Speaking Difficulties Encountered by Tourism Department Students’ in EFL Public Interactions: A qualitative study Ismail Koerniawan Mohammad; Hasanuddin Fatsah; Abid Abid
Jambura Journal of English Teaching and Literature Vol 3, No 1 (2022): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i1.15122

Abstract

Mastering English facilitates students’ preparation for professional job applications. In the context of tourism school, learning the language, therefore, is a must. The study reported in this article explores the difficulties in speaking English encountered by a group of Indonesian learners of English and how they anticipated their perceived difficulties. A qualitative research approach was employed for data collection and analysis. Participants were from a Tourism Department of a university in the Province of Gorontalo, Indonesia, who voluntarily agreed to join in the interview sessions. Findings showed that most participants struggled to communicate in English, particularly when interacting with foreigners. The difficulties include a lack of vocabulary and comprehension of certain accents. In addition, it was found that in anticipating those difficulties, students employed regular English use practices, gestures, and information technology assistance. The study suggests that frequent meaningful English practices in and outside the English classroom should be facilitated, and the use of relevant technological tools for fostering English language practices be promoted.
Radicalism as Issued in Online Media: A Discourse Analysis Adriansyah Abu Katili
Jambura Journal of English Teaching and Literature Vol 3, No 1 (2022): Jambura Journal of English Teaching and Literature
Publisher : Univeristas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i1.14284

Abstract

This is the discourse analysis of the text of radicalism. The analysis is aimed at how the texts issue radicalism. The data are obtained from the internet. They were analyzed by applying the theory of relevance developed by Sperber and Wilson. The research shows that the texts contain explicature, higher-level explicature, and implicature. The research shows that the texts implied the accusing Islam the religion of radicalism and that Muslims are a radical group of people.
English Phonological Process Applied in Instagram Feed Video Yuniarti Zaenab Arsala; Hanisah Hanafi; Rahman Taufiqrianto Dako
Jambura Journal of English Teaching and Literature Vol 3, No 2 (2022): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i2.16822

Abstract

This study aimed to identify and describe the phonological rules applied by the students from Instagram Feed Video in pronouncing English sound. The term of phonological rule or called phonological process is refers to the theory of Schane (1973). This study focused on four types only, which were assimilation, dissimilation, deletion, and insertion. The factors that influence the phonological rule or process were discussed during the investigation. This study employed descriptive qualitative method inquiry in describing the case of phonological rule applied in Instagram feed video whether from consonant or vowel sound. The objects of this study were students from Instagram feed videos. The data were obtained from student’s pronunciations in Instagram Feed Videos. Besides Schane’s (1973) theory, this study also utilized the other experts’ ideas as well. This study was conducted at State of Gorontalo University. The research findings showed that the phenomenon of English phonological rule or process are found in four types proposed the focus of this study which are assimilation, dissimilation, deletion, and insertion with the highest number occurrence of assimilation (13). In assimilation it is highly occur on vowel sound. The dissimilation occurs at the three positions of the word; initial, medial, and final position. In deletion, they prefer to delete one of the three adjacent consonant clusters. Meanwhile in insertion, also vowels are the most inserted to break up the strings of consonant cluster. The results revealed that the students tend to make a sound change in producing English sound due to ease their pronunciation, because some of those sound does not exist in their native language sound system, therefore they change the sound with the similar sound that available in their language sound system. The result of this study offers a significant contribution in linguistics, especially in phonology and pronunciation.
Teachers’ Role in Managing Online Listening Class during Covid-19 Pandemic: An Investigation of Students’ Perception Yosua Kuma Widjaja; Nurlaila Husain; Farid Muhamad
Jambura Journal of English Teaching and Literature Vol 3, No 2 (2022): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i2.16725

Abstract

Teachers' roles are critical in the teaching and learning process for students. This study aims to determine students' perceptions of teachers' roles in managing online listening classes. The qualitative descriptive method was used to design this study. This research focused on 2018 English Department students who have completed their listening for academic purposes. Questionnaires and interviews were used to collect data. This study showed that teachers took on the following roles when teaching: controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Teachers also got better at running online listening classes.
Pauses and Repetition on Students' Proposal Presentation Israwati Yusuf; Usman Pakaya; Indri Wirahmi Bay
Jambura Journal of English Teaching and Literature Vol 3, No 2 (2022): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v3i2.17143

Abstract

Difficulties in delivering and understanding presentations can be due to several factors, especially in the psycholinguistics aspect, and due to errors. This research aimed to investigate the types of pauses and repetition and to describe the factors affecting pauses and repetition produced by English Department students during their proposal presentations. It uses a qualitative descriptive design by applying Dardjowidjojo theories. This research was completed with two data collection instruments: audio-visual material and structured interviews. The types of pauses and repetition obtained by audio-visual material and the factors affecting the pauses and repetition gained by structured interviews. By random purposive sampling, five (5) students were selected as the participants of this research. Some aspects are found in this research the first is Pauses which are divided into silent expiration, silent respiration, fillers, and discourse markers. The second is repetition, divided into repetition of words and sentences. The data analysis showed that psychological constraints, word choice, language interference, and limited English proficiency are the factor affecting pauses and repetition. Briefly, pauses and repetitions were made by all the participants during their proposal presentation.

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