Journal of English Language Teaching and Linguistics
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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<![CDATA[Character Education from the Students’, Teachers’, and Schools’ Perspective ]]>
<![CDATA[Hanafi Hanafi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v6i2.545
<![CDATA[In 2016, the Indonesian Government emphasized character education by sparking a Character Strengthening Program or Program Penguatan Karakter/PPK to build and strengthen the students’ character. This program focuses on character building but it mainly highlights five main good characters which are religiosity, nationalism, integrity, independence, and cooperation. This study aims to deeply understand the perspective of students, teachers, and schools toward knowledge and value of character education and to explore the linkage among them as a complete picture. A mixed-method research was employed in this study. The data was collected from 2 junior and 2 senior high schools, which involved 4 headmasters, 12 teachers, and 212 students. Regression analysis was performed to evaluate the roles of teachers and schools in the internalization of character education among students, while the qualitative approach was employed to understand teachers’ and schools' perspectives. This study finds that based on the students’ perspective, teachers' and schools' roles are playing a significant effect on the internalization of the values of character education to them. The school and the teachers were not familiar with terms used by the governments PPK programs. Despite, the school and teacher are in synergy in developing the students’ good character with their own character development terms such as “akhlaq mulia” which is actually has similar values with the Government’s Character Strengthening Program]]>
<![CDATA[EFL Teachers’ Considerations in Developing Online Teaching Materials ]]>
<![CDATA[Ivani Noviarani]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v6i2.597
<![CDATA[The sudden necessity of studying from home forced teachers to immediately readjust their teaching materials into the online teaching materials form. However, online tools for language teaching that can be used by teachers as sources and learning media in their teaching materials vary widely. Therefore, the present study purposed at understanding experienced English as Foreign Language (EFL) teachers’ considerations in developing online teaching materials amid the COVID-19 pandemic. The data collected through qualitative case study research design. The data gathered through document analysis and interview. The data analyzed by the form proposed by Miles and Huberman (1994). The result of the study reveals that there are 3 out of 8 principles of teaching materials that teachers take into account; giving the students fresh input, facilitating students learning style and attitudes, and contain audio-visual media. There is also found 2 others principle that does not really considered as a matter in developing online teaching materials; achieve impact by requiring and facilitating learner self-investment and provide opportunities to give feedback.]]>
<![CDATA[Criteria for Selecting Instructors of English for Academic Purposes Courses: What Do Students Look for? ]]>
<![CDATA[John Harper]]>;
<![CDATA[Shang Li]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.603
<![CDATA[Seeking to provide insight into the role that English for Academic Purposes (EAP) courses play in China’s growing number of joint-venture universities (JVUs), this article reports on a study of the factors that motivate students’ selection of instructors for such courses. The study reports on three stages of the investigation: (1) a preliminary, online tapping of learners’ motives in EAP instructor selection, (2) a survey, based on the findings of Stage 1, in which past EAP students ranked qualities most and least desired of EAP instructors, (3) focus-group discussions (FGDs), based on the survey of Stage 2, in which past EAP students commented on the qualities that they most and least desired of EAP instructors. Survey results are grouped into the top three, bottom three, and middle three; survey results are analyzed in light of FGDs, with discrepancies between the two being acknowledged and interpreted. Three overarching pedagogical implications are presented: (1) the need of a sense of community in EAP courses, (2) the need of transparency in EAP courses, and (3) the perception of EAP instructors as first and foremost classroom teachers. Limitations of the study are duly noted.]]>
<![CDATA[Translation Issues and Strategies Applied in the Comic Adulthood is a Myth ]]>
<![CDATA[I Gusti Ayu Mahatma Agung]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.596
<![CDATA[This research aims to find out the translation issues in the comic book Adulthood is a Myth. The study focuses on the analysis of translation issues that might affect the translation process. In addition, it also aims to find out the strategies applied to translate the verbal message in the comic book. This study is conducted with a descriptive qualitative approach. The translation issues in the comic book were classified based on the theory proposed by Nurlaila et al. (2018). The translation strategies were analyzed by using the theory proposed by Celotti (2014). The result shows that there are eight translation issues found in this study. They are onomatopoeia, interjection, measurement unit terms, swearing expressions, speaking fluency disorder, slang words, abbreviation, and dialect. The translation strategies applied were cultural adaptation, deletion, and leaving the source language untranslated. Overall, the translator did an excellent job by choosing the proper translation strategies and using a suitable language style for the target readers. This research may serve as a reference for future studies in comic translation. Furthermore, it could also help translators in overcoming challenges in translating comic books.]]>
<![CDATA[English and Arabic Vowels: Ferreting Out the Similarity for Bridging Pronunciation Accuracy ]]>
<![CDATA[Rosalin Ismayoeng Gusdian]]>;
<![CDATA[Riski Lestiono]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.544
<![CDATA[This study aimed at exploring the similarity between Arabic and English vowel sounds that may benefit Indonesians to pronounce some English vowels. This investigation approached whether their Arabic acquisition could facilitate their learning target language, which is English. To come up with the sought-after similarities, requiring an in-depth study on the existing literatures discussing the phonetic features of those two languages was the step to take. Accordingly, an archival study was selected and employed as a qualitative research design supported by the secondary data analysis method. Several kinds of literatures as the data sources were comprising scholarly journal articles, theory books of Arabic and English phonology, and proceedings. All of the data were available online and were readily accessed through several search-engine platforms; one of which was Google Scholar. The data collection process involved identifying the data set, evaluating the data set, tabulating, and synthesizing the data. The findings have articulated that English and Arabic languages have lax/short and tensed/long vowels. The short vowels comprised /ʌ/; /ɪ/; and /ʊ/. Meanwhile, the long vowels encompassed /a:/, /i:/, and /u:/. This sort of similarity has conveyed the notion of linguistic proximity, which contributes to language transfers upon acquiring the target language.]]>
<![CDATA[Exploring Indonesian EFL Learners’ Perception of English Learning Grammar ]]>
<![CDATA[Cahya Komara]]>;
<![CDATA[Fidaniar Tiarsiwi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.564
<![CDATA[This study presents Indonesia English as Foreign Language (EFL) learners’ perception of English learning grammar in response of ‘stigma’ appeared among learners where grammar is considered as a difficult but crucial sub-skill to master. The goals of this research are specifically to figure out whether and how grammar is seen as its disreputable status as well as to explore their competence or motivation, what obstacles that learners experience while studying it, and which learning models that learners prefer to apply in their grammar learning. To achieve that aims, this study involves 500 respondents from three different levels of education; lower secondary school learners, upper secondary school learners, and university learners across country using online closes-ended and open-ended questionnaires. The data then was analyzed on the corridor of quantitative and qualitative approaches. The result of this study showed that Indonesia EFL learners truly viewed grammar as difficult but essential to learn and master. Learners had also stated that teachers’ factors and English school textbook became dominant obstacle in comprehending grammar. Last, learners were likely to choose variative models of learning, particularly technology in learning grammar.]]>
<![CDATA[International Student's Language Learning Identities in English as a Lingua Franca Context in Indonesia ]]>
<![CDATA[Komilie Situmorang]]>;
<![CDATA[Dwi Yulianto Nugroho]]>;
<![CDATA[Michael Recard Sihombing]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.561
<![CDATA[Indonesia has stipulated the implementation of the international program as one of its internationalisation's agendas. As a result, private and public universities strive to create international programs that would attract international students. This study focuses on an international program in a private university in Tangerang, which promotes English as a medium of instruction with little interference from native speakers. As many previous research have centred around study abroad in English speaking countries, this study offers a novelty of how identities are constructed in the context of English as a Lingua Franca where both local Indonesian and the international students are non-native speakers of English. Therefore, this research aims to discover how international students construct their language learning identity in English as a Lingua Franca context in Indonesia. There were eight participants from five different countries. They were interviewed using conversational narrative interview, and the data was analysed using narratives analysis. The findings were established in themes, and they indicated the positive identities constructions in many ways. These included reconstructing economic identity to religious identity, establishing Lingua Franca speakers identities, constructing global citizenship identities where all these constructions were supported by the acceptance and the zero pressure from the host. Therefore, it is concluded that zero power inequality promotes favourable language learning and identity construction during study abroad.]]>
<![CDATA[The Students’ Perceptions on Using Blended Learning for English Learning during Covid-19 Pandemic ]]>
<![CDATA[Istiqomah Istiqomah]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.550
<![CDATA[The policy of remote learning (PJJ) during the COVID-19 pandemic caused new problems for the students. The Implementation of the teaching and learning process has totally changed from face-to-face into online learning and some schools tried to integrate offline and online learning. This research objective was to see the students’ perception of the use of blended learning in English classes. The Subject of this study is Mechanical Engineering Students 4th Semester of STTR Cepu. This study uses a descriptive quantitative design. The researcher took data from a questionnaire on the students' perceptions in the use of blended learning which was consisted of 19 questions and an observation checklist to crosscheck the students’ answers in the questionnaire. Then, analyzing the data descriptively and measuring it using a Likert scale. The results of the study showed the students’ positive response toward the implementation of blended learning since it has great benefit in the teaching and learning process. The implementation of the blended learning method in English lessons required the teachers’ creativity in providing an English learning platform. This research also revealed the weaknesses of Blended Learning. The success of the implementation of blended learning depended on the availability of the facilities like internet access and network in applying that method. In addition, the knowledge of using technology was necessarily mastered by the teachers and the students.]]>
<![CDATA[Telegram as Social Networking Service (SNS) For Enhancing Students’ English: A Systematic Review ]]>
<![CDATA[Citrawati, Ni Kadek]]>;
<![CDATA[Suwastini, Ni Komang Arie]]>;
<![CDATA[Jayantini, I Gusti Agung Sri Rwa]]>;
<![CDATA[Artini, Ni Nyoman]]>;
<![CDATA[Dantes, Gede Rasben]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.531
<![CDATA[Social Networking Services (SNS) has become part of English learning, providing educators and students with free service and wide usage applicable to synchronous and asynchronous instruction. This study intended to critically review previous studies on the use of Telegram as one of the SNS platforms for enhancing students' reading, writing, speaking, and listening skills. Following George’s (2008) Literature Reviews model, 20 manuscripts were reviewed. The selection was taken from reputable International Journals indexed by Scopus quartile 1, 2, and 3, published between 2016-2020. It was revealed that Telegram is argued to have positively affect the students' four language skills in learning English. Telegram is claimed to benefit the students in terms of vocabulary, reading comprehension, content, and organization in writing, grammar, language style, pronunciation, and listening comprehension. Experts highlighted the relaxed and informal nature of Telegram as SNS to be one of the main factors that contributed positively to students' reduced anxiety and raised motivation in learning. Reflecting on those positive effects of Telegram on students' scholastics progress, the present study implies that Telegram may be an alternative for online learning and extensive learning of English.]]>
<![CDATA[English Teachers’ Perception on the Quality of Online Learning during Covid-19 ]]>
<![CDATA[Yani, Ani]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(2), August 2021 ]]>
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DOI: 10.21462/jeltl.v6i2.600
<![CDATA[The outbreak of Covid-19 has brought forth a plethora of research exploring teachers’ and students’ perceptions and expectations on online learning. While it is ambivalent whether schools should be opened in the next academic year, it becomes pertinent to learn the opinion of teachers and to explore the degree of adaptation towards implementing online learning. This article reports a case study examining Indonesian English teachers’ perception of the quality of their online courses during the Covid-19 pandemic. The data collected for this study are survey responses from 100 English teachers of primary, secondary, and higher education from 12 cities in Indonesia. The data was analyzed using both quantitative and qualitative descriptive methods. The findings revealed that the teachers generally perceived their online learning as moderately effective. The evaluation was based on the eight general standards of online course evaluation from Quality Matters. The standards evaluating the course overview, learning objectives, course technology, learner support, and accessibility were perceived to be effective. Assessment and interaction were perceived to be moderately effective, and instructional materials as ineffective. As this study investigates the quality of online learning based on the teachers’ perspective, it did not reflect the quality of the teaching-learning process as a whole.]]>
