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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 9 Documents

Search results for , issue "Journal of English Language Teaching and Linguistics, 4(3), December 2019" : 9 Documents clear

Confrontation in ‘Confrontation’: A Multimodal Analysis of Bob Marley’s Lyrics Cosmas Rai Amenorvi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

This study investigates multimodally the theme of confrontation in Bob Marley’s posthumous Confrontation album. Specifically, the study analyses how the theme of confrontation is conveyed by the artwork of the album cover design. Besides, the study shows linguistically, literarily and by any other aesthetic ways how the theme of confrontation runs through the album. Findings reveal that the artwork of the album cover design speaks volumes without words and is embedded with conscious sophistication in projecting the theme of confrontation. Linguistically, Marley employs deliberate and conscious fiery lexical items inherently confrontational in projecting the theme of confrontation. Literarily, repetition, allusion, pleonasm and metaphors among others play the key role of confrontation in the Confrontation album. Finally, the name of the album, the name of each song and their numerical placement reveal the other aesthetic ways that the theme of confrontation is projected in Marley’s Confrontation, making the album not just a lyrical genius but a discourse masterpiece.

Vietnamese EFL Students’ Habits of Using Dictionaries in Translation Practice in ESP Courses Lien Thi My Tong
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

Doing translation tasks, especially in English-for-Specific-Purposes (ESP) courses, is probably demanding and challenging, which requires students’ utilization of dictionaries and other tools. Thus, this study was conducted to investigate Vietnamese English-as-a-Foreign-Language (EFL) students’ habits of dictionary consultation in ESP translation. The data were collected during a three-week period among 75 third-year EFL students from three classes at University of Languages and International Studies (ULIS), Vietnam National University (VNU) by a combination of quantitative and qualitative methods (i.e. survey questionnaires with a combination of close-ended and open-ended questions). The research highlighted the students’ positive attitudes towards dictionary use together with a high level of its frequency in translating ESP texts, their definite preference for dictionary applications for mobile phones and bilingual dictionaries as well as their prioritized lookups such as equivalents, examples, equivalent usage, and word definitions. In addition, it revealed that the students were confident in their capability of exploiting the dictionaries in ESP translation and thus had little desire for teachers’ assistance and guidance.

The Effectiveness of Local Wisdom-Based Teaching Materials in Enhancing Creative Writing Skills of Elementary School Students Santosa, Agus Budi; Basuki, Yudi; Puspita, Ari Metalin Ika
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019 (IN Press)
Publisher : Yayasan Visi Intan Permata

This study aims at describing the effectiveness of local wisdom-based teaching materials on the creative writing skills of elementary school students. The sample of the study was 2nd-grade students at SDN 1 Campurdarat, which amounted to 45 students. The research design uses quasi-experimental research in the form of a nonrandomized control group pretest-posttest design. The data were collected using the instrument of creative writing skills. The analysis was performed by different tests using the Wilcoxon formula. The results showed that there were differences before and after the use of teaching materials based on local wisdom towards students' creative writing skills. The results of evaluating creative writing on each learning from learning 1 to 6 show the students' mastery in achieving creative writing criteria.

Level of Knowledge Awareness and Use of Planning as Writing Strategy by EFL International Students in UUM English Intensive Course Mohammed Ahmed Ado; Mohammad Othman Ahmad Alsheyab
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

Malaysian English Language Curriculum makes it compulsory for every newly intake student to master and pass the English Writing Tasks (EWT) as among the basic skills in the language learning processes. However, most of the English Foreign Language (EFL) international students face difficulties with the EWT during the English Intensive Course (EIC) leading to consistent mass failures. The possible reasons of these failures could be due to the neglect of the writing strategies. Hence, the central focus of this paper is to identify and determine the EFL international students’ level of awareness and the use of planning as writing strategy before writing English essays. To this end, convenient purposive sampling strategy was used where 50 EFL (postgraduate and undergraduate) international students drawn from Universiti Utara Malaysian EIC program were selected and administered Writing Strategy Questionnaires (WSQ). The participants hailed from various countries who used and learned English as a foreign language, namely; Jordan, Iraq, Saudi Arabia, Libya, Palestine among others. The data were analyzed using SPSS. The findings revealed proportionate disparity between the EFL students that use planning strategy before starting writing English essays (usually true = 28%) with those that do not (usually not true = 28%). In terms of Revising Requirement for writing process before one start writing an essay in English, the findings revealed validity (40%) of participants’ responses at 82% cumulative. This is followed by “somewhat true” responses at 24% and 42% cumulative. These imply the EFL international students’ reasonable use of planning and having knowledge awareness of writing strategy

Intercultural Learning: A Promising Pedagogy in the New Millennium Echcharfy, Mouhssine
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019 (IN Press)
Publisher : Yayasan Visi Intan Permata

In a multicultural context, most of the common problem among individuals is that people hold an ethnocentric perspective, as they tend to idealize their own culture and ignore cultural difference. In this regard, interculturalism has come into play as it encourages ethno-relative perspective in that it stresses the importance of openness to and acceptance of different beliefs, values and customs (e.g., Coulby, 2006; Lentin & Titley, 2011; O?Cinneide, 2012; Jokikokko & Karikoski, 2016).This intercultural trend has led to the emergence of a new language pedagogy called ?Intercultural Learning? that aims at promoting intercultural competence in EFL classrooms and prepare EFL learners to meet the challenges of such a globalized world. The thrust of the argument in this paper is that culture courses should not be a place where learners are exposed only to the target culture; it should rather be a place where learners can experience cross-cultural situations, reflect on their experience, and act as intercultural speakers/mediators with the ability to communicate and interact appropriately and effectively in different intercultural situations. It offers insights into the challenges that lead to the emergence of intercultural learning. It also gives an account of the importance of culture in language learning. The paper discusses intercultural learning pedagogy, as it defines the notion of intercultural learning, discusses its principles and explains the key element of intercultural learning ?experiential learning? and how it is implemented. It also provides implications for teachers at the university level.

Measuring the Effect of Parentsâ€™ Socio-economic Status and Early Literacy Experience on Moroccan Studentsâ€™ Reading Comprehension Development: An Illustration from PIRLS 2016 Nadori, Neirouz
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019 (IN Press)
Publisher : Yayasan Visi Intan Permata

Because students? reading development is a subject to many influences, home-based factors constitute important components in this process. Parents socio-economic status (parents? occupation and educational level) as well as early literacy experience before school are strongly linked to students? reading comprehension achievement. However, less is known about home-based effects on Moroccan students? reading comprehension development. This research is concerned with investigating the relations between early literacy experience before school, parents? occupation and educational level and reading comprehension development. This study is framed within developmental systems framework. This perspective states that influences on reading achievement do not exist in isolation and that we must direct attention towards examining the interactions between the different layers of the systems (psychological and contextual factors) and the learners? developmental outcomes (reading comprehension achievement). The reading comprehension is measured based on two reading purposes; a) reading for literary experience, b) reading to acquire and use information. Data of 7805 grade 4 students participating in PIRLS 2016 (Progress in International Reading Literacy Study) is investigated. A multilevel linear regression analysis is used to model the relationship between parents? SES, early literacy experience and reading comprehension achievement. These home-based factors explain 15% of variance in reading achievement. Early literacy activities before school and parents? educational level, particularly fathers? education have a substantial impact on reading comprehension achievement. These findings have important practical implications for encouraging early literacy experience before school and enhancing parents? educational involvement

Cross-Cultural Communication: Communication Accommodation Experiences of Pattani Students with Javanese Students at IAIN Tulungagung Mohamad Jazeri; Dwi Astuti Wahyu Nurhayati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

Cultural differences between native and Indonesian culture makes foreign students in Indonesia experience a culture shock. Such case occurs on students from Pattani, South Thailand, who study in IAIN Tulungagung. To overcome that culture shock, Pattani students do communication accommodation to make them feel comfortable in a new environment, and thus can be accepted by Javanese students from Indonesia. This research was a kind of qualitative study. The data were collected by using observation and interview techniques. To find out the forms of communication accommodation performed by Pattani students, the researchers adopted communication accommodation theory by Giles. The results of this research revealed that there were two forms of communication accommodation performed by Pattani student. Firstly, convergence, was performed when Pattani students tried to level communication behavior with their speech partners. Convergence done by Pattani students can be classified into pre-convergence, convergence process, and post convergence. Secondly, divergence, is defending Pattani identity when communicating with Javanese students. Divergence accommodation were performed in two forms namely verbal and non-verbal.

Indonesian-English Code-Switching in Gogirl! Magazine: Types and Features Agatha Elma Febiyaska; Priyatno Ardi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

The present study investigates the types and features of Indonesian-English code switching in GoGirl! Magazine of March to May 2016 editions. Content analysis was employed in this study. The results of the analysis revealed that 1.355 cases of Indonesian-English code switching appeared in the magazines. The types of code-switching included alternation, insertion, and congruent lexicalization. The features of code switching in the magazines were several constituents, non-nested a b a, length and complexity, discourse particles and adverbs, peripherality, single constituent, nested a b a, content words, linear and structural equivalence, multi-constituent code-mixing, non-constituent mixing, and triggering. The researchers concluded that the mostly used type was alternation and non-nested a b a is the mostly used feature in GoGirl! Magazine.

Translation vs. Transliteration: Arabization in Scientific Texts Grami Grami
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(3), December 2019
Publisher : Yayasan Visi Intan Permata

This paper looks at the concepts of translation and transliteration in general and in scientific and academic texts in particular. In simple terms, the former refers to the process of finding equivalents in the target language (as opposed to the original language of the text), while the latter refers to writing the original word using the characters of the target language. The paper argues that translation works well in texts that explain, describe, detail, instruct and summarize while transliteration works better in concepts, processes, known procedures and proper nouns, to mention but a few. The paper suggests that the reliance on literal translation of terms and concepts can be counterproductive to the purpose of translation. Six computer science students were involved in a small-scale experiment. Tests were designed to determine which approach, Arabization or literal translation, is more efficient by measuring the time students took to complete certain tasks and whether students can trace the translated word back to its English origin. All participants were interviewed afterwards. Results showed that they preferred transliterated terms and that Arabic literal translation was not helpful. Results also showed that transliteration of scientific texts helped students understand faster and more accurately. The paper recommends a hybrid approach that employs both methods depending on what terms or processes are being translated.

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