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Journal of English Language Teaching and Linguistics

jeltl
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Published by Yayasan Visi Intan Permata

ISSN : :25031848 EISSN : 25026062 DOI : -

Core Subject : Education,

Education

JELTL (Journal of English Language Teaching and Linguistics), (eISSN: 2502-6062, pISSN:2503-1848), is an International Journal of language learning. It is a peer-reviewed journal of English Language Teaching, Languge & Linguistics, and Literature. The journal is published three times in a year; April, August, and December.

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Articles 7 Documents

Search results for , issue "Journal of English Language Teaching and Linguistics, 3(2), August 2018" : 7 Documents clear

The Rise of Misinformation in the Digital Age: Moroccan Students' Attitudes and Perceptions of Fake News Online Isam Mrah; Hicham Tizaoui
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

As today’s students spend substantial time online, there is an increasing tendency to utilize the Internet as their primary source of information. With the proliferation of user-generated content platforms and the shrinking influence of traditional gatekeeping, there is a growing abundance of misinformation available to the public that coexists alongside accurate information. In this paper, we explored the attitudes and perceptions of teenage students towards misinformation online. To this end, a web-based survey was administered to both Moroccan high school teachers and students to collect and analyze their responses regarding the issue being debated. Additionally, the present study investigated the extent to which EFL textbooks in Morocco enable learners to build skills necessary for identifying fake news. The study adopted content analysis as the primary research method for data analysis and interpretation. The results obtained are in line with the hypothesis guiding this research that a fair majority of teenage students are vulnerable to misinformation online due in large to the overwhelming information overload available at the touch of a button along with their lack of exposure to effective strategies for processing information online. Based on the findings obtained, schools are required to develop appropriate approaches to teach digital literacy skills, particularly in empowering young learners to distinguish credible sources from unreliable ones. Equally important, teachers are called upon to help students keep up with the new, fast-moving knowledge economy, which is driven by information and technology.

The Uniqueness formation of Papuan Malay in Morphologically Herlandri Eka Jayaputri; Dwiyanto Djoko Pranowo
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Indonesia has many Malay speakers and it spreads to Papua with the influence of Ambon and Indonesian becomes one of the variations in the Papuan Malay dialect. Papuan itself is the home of 275 languages that are 218 non-Austronesian or Papuan (79%) and 57 languages are Austronesian (21%) (Lewis et al. 2013 cited in Kludge, 2014). Moreover, the influence of Ambon and the North Moluccan Malay, and Indonesia played an important role especially in the formation of Papuan Malay (Paauw, 2008). Papuan Malay language is spoken by the inhabitants of the West Papua and uses as the daily language (Kludge, 2014). The formation of Papuan Malay has the uniqueness because it uses deletion some syllables but does not have the impact of the meaning. This study aims to know and explain the process of clipping word of Papuan Malay as well as their word classes. The Data come from the video of MOB Papua. Besides that, the method used in this study is a Padan method with comparing other langue. Therefore, this study appears the history and role of Papuan Malay and compare the Indonesian with Papua Malay to find the clipping word process in Papuan Malay.

Translation Analysis toward Expressions Mitigating Speech Act of Criticizing in Harper Lee’s to Kill A Mockingbird and Go Set A Watchman Luthfiyah Hanim Setyawati; Mangatur Rudolf Nababan; Djatmika Djatmika
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Using descriptive qualitative method, this paper aims to identify the forms of mitigation of criticizing speech acts in two novels entitled To Kill a Mockingbird and Go Set A Watchman, to identify translation technique used and to describe the quality of translation of expressions mitigating speech act of criticizing in those novels. Data used were linguistic units (words, phrases, clauses, or sentences) represented mitigation types of criticizing speech act. The findings indicate that there were two mitigation types of speech act criticizing, namely external and internal. Expressions mitigating speech act of criticizing from those novels mainly had an equivalent message in Source Text (ST). Translation techniques applied to translate mitigation forms in criticizing speech act imply the translator’s competence in conveying the message of Source Text. Thus, it will impact on shifting meaning or even level of politeness.

Students’ Needs and Vocabulary Development in English for Specific Purposes Course PIYADA LOW
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Vocabulary is very important for language learners. Limited knowledge of vocabulary can cause problems in language learning, especially in English for Specific Purposes (ESP). Students’ needs on English vocabulary should be invested for learning achievement. The research study was conducted with all students registering in an ESP course, English for Food and Beverage Service. The total number was 54 students: 48 females and 6 males. Three instruments were employed: first and post-activity questionnaires, task assignment, and a vocabulary test. The food lists in the questionnaires fall into five groups: herbs, spices, and food seasonings; vegetables; fruits; meat and poultry; fish and shellfish. Vocabulary list with more than 50% chosen as needed in each food group from the first questionnaire distributed at the beginning of the course were used to create a test on students’ vocabulary knowledge. Two most chosen food groups for vocabulary knowledge development were herbs, spices, and food seasonings group (98.1%) and fish and shell fish group (96.3%). Fish and shellfish list was the only group indicated as a very great problem for the students (48.1%). Vocabulary test results showed the lowest score of 0/23 while the highest score is 22/23 from fish and shellfish group list. Mean of the fish and shellfish food list is 10.80 which is the lowest mean among the five group lists on the vocabulary test. 63% of the students admitted that task assignment responded to their needs of English food vocabulary development.

Communicative Language Teaching in the Moroccan EFL Classroom AIT HATTANI, Hanae
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21st century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge-based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests, and opportunities, and perform in an atmosphere of expression, interpretation, and negotiation of meaning from psycholinguistic and socio-cultural perspectives. Communicative language teaching (CLT) refers to both processes and goals in classroom learning. It is one of the most influential theoretical developments in language education as it helps redefine the objectives of foreign and/or second language instruction. This paper looks at the phenomenon of communicative language teaching (CLT) in the Moroccan EFL curriculum. It aims to study how CLT has been interpreted and implemented in various contexts examining teachers’ attitudes. The data is gathered using semi-structured interview with EFL secondary level teachers. Based on the findings, respondents reflected positive attitudes showing that the use of CLT approach does enhance oral competency among students as well as learner-autonomy. However, teachers confirm that the EFL curriculum is barely emphasizing communication skills, which requires a curriculum reform and redesign in order to represent the 21st century requirements and values.

Enhancing EFL Learning in Cameroon’s Language Centres through Content and Language Integrated Learning Akumbu, Pius W.; Simo, Charlotte D.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

This study seeks to determine how Content and Language Integrated Learning (CLIL), already applied successfully in other parts of the world, could be adapted to teaching English as a foreign language in language centres in Cameroon. The problem identified was the fact that 43 out of 64 students leave language centres with a lot of general English but with little or no language abilities relevant to their fields of experience, whether academic or professional. The results revealed that the implementation of CLIL had a positive impact on learners’ development of diverse skills necessary for their success in academic and/or professional settings since there was a remarkable improvement in students’ performance in the experimental group (93%) as opposed to the limited (lower) performance of the control group (56.4%), providing therefore factual evidence of the effectiveness of the CLIL approach over other conventional approaches in meeting students’ needs and interests after training.

Figure of Speech in Novel of Mice and Men and Seek The Translation Quality from Two Different Gender Translator Version: What is the influenced factor? Lailatun Najakh; Mangatur Rudolf Nababan; Djatmika Djatmika
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(2), August 2018
Publisher : Yayasan Visi Intan Permata

The analysis of novel cannot be drawn away from its figures of speech. Figures of speech every author is different and that beauty of writing attracts reader’s interest. The following issue is about how this literary work can arrive closely to its original version when it is translated by two different gender of translator. Besides, translator may bring their own ideological gender background. Regarding to this issue, obviously, the quality of target text version is in a huge questioning. Further, this research used novel Of Mice and Men by John Steinbeck and pays attention to find out figure of speech found in novel Of Mice and Men, the translation techniques choose in that novel, and the impact of translation techniques to translation quality from two different gender translators. The research method of this research was descriptive qualitative with collecting data, validating data, and analyzing data in order to get result. The source of data were novel Of Mice and Men (Tikus dan Manusia) translated by Pramoedya Ananta Toer and Ariyantri E. Tarman. Data collection was using purposive sampling. This result showed that there were eight figures of speech found in novel Of Mice and Men. In terms of their translation techniques, the most applied techniques by female translators were established equivalent and male translators were also established equivalent followed by creative discursive. In addition, the chosen techniques by female translator gave higher accuracy than male translator. Meanwhile the acceptability and readability were high from both translators. However, the result didn’t find any correlation between gender ideology and the chosen techniques. The chosen techniques were more likely influenced by the translator job background. The background of male translator as the famous novelist gave his strong ideology also transferred to his work as translator. Meanwhile, the female translator worked faithfully to source text.

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