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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 10 Documents

Search results for , issue "Journal of English Language Teaching and Linguistics, 4(2), August 2019" : 10 Documents clear

Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy Yuni Putri Utami; Sugirin Sugirin
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The current curriculum school reform in Indonesia supported the students to be a critical thinker in the sense that the students become a centered of teaching instruction in the school life. This changing becomes a new demand for the teacher as an educator to facilitate their learners with teaching aids practices that adjust learners to be actively participate in the classroom. Thus, this study used Directed Reading Thinking Activities (DRTA) to reveal the effectiveness of this strategy on the students’ reading comprehension teaching. A quasi-experimental research design with pretest and posttest was used in this study. Two classes were randomly selected as the sample of this research. They are class 8C which used Directed Reading Activities (DRA) as the control group, while class 8H becomes the experimental group which used Directed Reading Thinking Activities (DRTA). Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed: 1) there were no significant differences of posttest score among the students taught by using DRTA and those taught by using DRA strategy in reading comprehension teaching, 2) there were significant effects of using DRTA in reading comprehension teaching for grade eight students. DRTA strategy was believed to give more contribution (82%) than DRA strategy which contributed only 77%. In conclusion, DRTA was effective strategy in reading comprehension teaching.

Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of Anitha Thalib Mbau; Bambang Sugeng
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sources and activities to support the development of students’ critical literacy. After that, it describes some challenges for implementing critical literacy in ELT in the Indonesian context briefly. Finally, it offers conclusions on the important points of the topic.

Reflection of Translation Strategies and Translation Norms in the Translation of Persian into English tourism-related websites Sina Shams; Reza Gholami
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The importance of tourism for the economies of the countries is indisputable. In line with this, websites introducing touristy landmarks as well as presenting general information as regards a country play an important role. It is well agreed that translating such websites would be a daunting task and evaluating them is then a need. To fulfil this, the current research was established to address in general the translation of Persian into English tourism-related websites. Toury’s Model was adopted to investigate the corpus of the study. The results proved that the most dominant strategy on the tourism related websites was omission, followed by manipulation of segmentation and euphemism. Also it was found that website translators used different strategies in transferring tourism words and sentences. The findings of this research showed that there are deficiencies in terms of norms and strategies. Further professional work is needed to boost the quality of the tourism related websites in the studied areas.

Educational Technology and Teacher-Student Technology Competency: a Pathway to Teaching English with Technology Ismail Anas
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

This article presents a pathway to teaching English with technology which focuses on the elaboration of three essential approaches; they are 1) the technology tools (TT), 2) the teacher technology competency (TTC), and 3) the student technology competency (STC). Although EFL teachers have wide access to the high-end technology tools, however, their application in instruction will not be successful without being supported by the teacher professional use and student acceptance of the technology. Preparing the EFL teachers for teaching English with technology requires a continuing evaluation regarding the readiness of the technology tools, TTC, and STC. These three approaches should be taken into account seriously to transform TEFL into technology in instruction. The implications for research, teachers, students, practice, curriculum developers, and EFL teacher educator will also be discussed.

Two Uses of Gender in Conversation: A Membership Categorization Analysis Najib Bouhout
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

Discourse analysts have for a long time focused on the study of gender differences in language. Recent approaches, however, eschew that concern in favor of studying the performative aspects of gender. In line with this, Membership Categorization analysis offers the additional advantage of studying societal members’ gender categorization in conversation, the way it shapes the course of conversation, and its import, and consequences, for the conduct of participants in interaction. Membership Categorization Analysis is used here to spot some practical uses of gender by interactants in mundane talk among friends. More specifically, the article analyses two conversational instances where interactants deploy the categories ‘men’ and ‘manly practices’ to realize particular actions in conversation (suggestion and blame attribution). One finding is that gender categorization does pragmatic actions in interaction. In addition, the article argues that the relevance of gender, as one textual given among many, must be analytically demonstrated empirically in the conduct of interactants rather than invoked for the theoretical concerns of the discourse analyst.

Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents Ryan Oktarini; Sugirin Sugirin
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development for adolescents; (2) to find out the most effective technique for teaching reading skill for adolescents. This study was a quasi-experimental research with two experimental groups and one control group. The three variables used were PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The sample of this study were grade X Science 1, X Social 1 and X Social 2 who had homogenous reading level who were selected by using Cluster Random Sampling. The quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach 15.9% while the improvement using PQ4R was 19.25% 9 and using conventional technique was 9.28%. Therefore, it can be concluded that CSR was the most effective technique for teaching reading skills for adolescents compared to PQ4R and conventional techniques

Graphic Organizer as Strategy to Teach Extensive Reading on Non-Fiction for EFL Learners Astried Damayanti
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The research was conducted based on the teaching and learning Extensive Reading on Non-fiction for second-semester students of English Language Education Department of STKIP PGRI Trenggalek. The research was aimed to apply graphic organizer appropriate with the type of non-fiction passage. The graphic organizers utilized in the research were Keep-in-Time Sequence String for Chronological Order passage, Venn Diagram for Compare and Contrast passage and Character Traits for Description passage. The research was also intended to know the students’ comprehension of the passage after the utilization of graphic organizer and their response toward the use of a graphic organizer in learning extensive reading. The students’ comprehension was evaluated by summarization. They were assigned to summarize each passage based on the graphic organized arranged in the previous activity. Meanwhile, the attitude scale was used to know the students’ response during the utilization of graphic organizer in learning extensive reading. The score of the summarization revealed that the students’ reading comprehension was good. The average of their summarization was 81.67. Based on the result of the attitude scale, the students gave a good response toward the utilization of graphic organizer in learning extensive reading.

YouTube as a Learning Media to Improve the Student’s Speaking Ability in 21st Century Yuli Nurmala Sari; Margana Margana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

The development of students' skills, especially in speaking, is considered important to get more attention because speaking skill is included as one of the productive skills that requires a lot of practice rather than only learning the theory. In mastering speaking skill, it is regarded necessary to not only understand what others are talking about but also to respond and communicate effectively with others. Thus, a maximum use of instructional media, especially YouTube, is considered necessary in enhancing the development of students’ speaking skill as a crucial capability to be possessed in the 21st century. The purpose of this study is mainly to describe YouTube's maximum use in terms of practice as well as disclose the benefits of using YouTube as a media learning.

Supplementing Coursebooks--How, Why, and to What Effect: A Case Study Harper, John
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

This article reports on a case study of one instructor?s use of supplementary materials in an English as a Foreign Language course in China. Starting with the notion that no coursebook can be perfect and that supplementary materials therefore should form part of an English course, the study employed qualitative research methods to analyze the types of supplements used, the instructor?s rationale behind his use of the supplements, and the students? interpretations of the supplements. Class observations, semi-structured interviews with the teacher, and focus-group discussions with students allowed for the triangulation of data. Findings indicated that the instructor provided a variety of types of supplementary materials in order to cater to different learner needs (specifically, affective needs, language-learning needs, course-content needs). While findings also indicated that learners generally appreciated the instructor?s use of supplementary materials, significant mismatches between instructor goals and learner interpretations suggested that the purpose of the supplements was not always clearly defined. The article addresses these mismatches and provides suggestions for their future avoidance.

External Factors Causing Students’ Difficulties in Listening Kartika Pratiwi; Erna Andriyanti
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

To become a good speaker, one has to be a good listener because naturally people cannot speak properly before listening first. Listening is an important requirement, and also a basic competence to be a good speaker in English. Listening is not an easy process since one who listens must be able to distinguish between sounds, understand the vocabulary and grammatical structures, as well as interpret the meaning at the same time. Listening in English requires focus and attention yet, in fact, many students tend to have several difficulties to focus in listening practice. The article aims to show the external factors affecting the students’ difficulty within each process of listening comprehension. The external factors include the speaker, the context of material, and the physical setting. By adopting qualitative design, it is found that the external factors have the higher potential to influence the students’ focus negatively than the students’ physical condition and behavior which are known as internal factors. Moreover, through several findings based on the library research, it is revealed that the external factors are linked to each process of listening. Suggestions with the effective ways to resolve the difficulties in listening are provided.

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Contact Name
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Journal Mail Official
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Kota samarinda,

Kalimantan timur

INDONESIA