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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(3), December 2018" : 7 Documents clear

Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective Idogho, Joseph Agofure
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.

Students’ Writing Process for Project Ibunka: A Case Study of EFL Writers Elis Homsini Maolida; Gilang Mustika
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Project Ibunka is an online cross-cultural exchange program that has a text-based bulletin board discussion where the students from various cultures can write about several topics from school life to social issues and give comments to each other. In the context of this study, this program was used as a media to develop students’ writing skill. This study aims to reveal the students’ writing process in the Project. This case study involved 15 English department students who took part in the project for more than twelve weeks. The data were collected through observation and interview and they were analyzed qualitatively. The findings reveal that most students experienced all stages of writing process from pre writing, drafting, revising, editting and publishing. However, the arrangement, the way the students put the stages into practice and how they applied their strategies in each stage were various. In pre writing, for example, the students experienced different mixture of conversation, silent thinking, reading some sources, clustering, and outlining strategies. In drafting, most students focused on writing their ideas and avoided losing the ideas by mixing the language while the others did revision and editting during drafting process. In revising and editting, the students asked for feedback and utilized technologies to help them improve their writing. Eventhough all students published their writing in Project Ibunka, each student had different experience of publishing process. It shows that all writers have their own way and strategy that work for them and what works for a writer may not work for another and vice versa.

University Students’ Perceptions of the Effects of Teacher Self-Disclosure in the English Language Classroom Mohsine Jebbour
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

The purpose of this study was to elicit university students’ views about the potential effects that teacher self-disclosure may have in the English language classroom. Teacher self-disclosure—defined as the use of personal information to explain the course content to students in the classroom—was implemented in the ‘spoken English’ course in three sessions. The research method for data collection was interviewing 15 first year students attending the course. Thematic analysis was employed to develop common themes from the respondents’ answers. Results suggest that teacher self-disclosure might be used as an effective instructional practice to increase student motivation, develop a positive teacher-student relationship, enhance cognitive learning, and seek students’ attention in the learning process.

Theoretical Framework of Stance: An Introduction of A New Analytical Category, Neutral Epistemic Stance Sani Yantandu Uba; Mike Baynham
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

This paper extends Hyland’s (2005) theoretical framework of stance through the introduction of an additional analytic category of stance, neutral epistemic stance corresponding to Mushin’s (2001) factual epistemological stance. This article reviews various theoretical frameworks of stance and argues that none of these theoretical frameworks provide neutral linguistic markers of stance in academic writing. Using a corpus of twelve accounting PhD theses I conducted a textual analysis of different rhetorical sections between the theses, identifying what stance markers are used and why such stance markers are used and in what linguistic context such markers are used. This process led me to identify a new analytical category, neutral epistemic stance. This study contributes to the ongoing literature on stance in academic writing, arguing that unevaluated stance is also indicating taking up a neutral stance and can be understood as part of ‘doing objectivity’ in academic writing.

The Frequency Effect on the Acquisition of –ING Form Structure by Indonesia L2 Learners Muhammad Fahruddin Aziz; Pratomo Widodo
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Even though –ing form is acquired earlier based on the natural order hypotheses of L2 morpheme acquisition, it remains difficult for L2 learners to acquire mainly for those who are not frequently exposed to the targeted linguistic feature inputs. A number of investigations were already carried out to find out the frequency effect on the acquisition of verbs as a complement (gerund and infinitive), yet this paper was designed to identify the role of frequency on the acquisition of English –ing form structure by Indonesia L2 learners. Participants consisted of four groups from different semester (1,3,5, and 7). Each semester also indicated various language exposure experienced by L2 learners. Each group comprised 10 participants. Data were collected by employing the writing test to elicit –ing form production including interview and observation. The coding of students’ composition was carried out to determine the correct productions—which were scored to interpret frequency effect on students’ acquisition and their misconceptions in composing a sentence containing –ing forms. The findings revealed that the rate of frequency inputs of –ing form structure accessed by learners fairly contributed to students’ constructional schemas in accordance with the high score. Each word possessed various frequency inputs of distribution which then led them to any deviant production. In addition, intra-lingual errors were responsible for any misconception perceived by learners (overgeneralization, ignorance of rule restriction, and false concepts hypothesized).

The Effect of Teaching Picture-books on Iranian Elementary EFL Learners’ Vocabulary Learning Arash Hashemifardnia; Ehsan Namaziandost; Fariba Rahimi Esfahani
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Regarding the attractiveness of picture books, this study examined the impacts of teaching picture books on vocabulary learning of 40 Iranian elementary students. The participants were randomly assigned to two groups of 20; one experimental and one control. Then, their knowledge of vocabulary was assessed through administering a researcher-made vocabulary pre-test. After that, the researchers started to teach the experimental group through teaching picture-book of Starters Word List Picture Book. The words were taught to the students and they were required to match each word with its picture. The control group was instructed through their school textbook (Prospect One). The words were taught without their pictures; the words were read and simultaneously the students were wanted to repeat them and write their Persian equivalents. After the instruction ended, a vocabulary post-test was given to determine the effects of the treatment on the students’ vocabulary learning. The results of paired and independent samples t-tests indicated that the experimental group outperformed the control group on the post-test. It was also revealed that teaching through picture books resulted in better vocabulary learning.

Giving Advice and Responding to it in a Spanish Discussion among Puerto Ricans Angela Pinilla-Herrera
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(3), December 2018
Publisher : Yayasan Visi Intan Permata

Although advice is considered in many languages as a face-threatening speech act; in Spanish it is often seen as a solidarity-building tool that shows closeness among the interlocutors. This study analyzes the advice sequences in a conversation between a Puerto Rican couple in order to identify the strategies, types of sentences, and reactions that took place during the verbal exchange. Results show evidence that -contrary to building solidarity among Spanish speakers- advice can also serve as a tool for questioning, criticizing, and demeaning the interlocutor.

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