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[Variation of Acehnese Monophthong /ʌ/ in Western Acehnese Dialect ]]>
<![CDATA[Tanzir Masykar]]>;
<![CDATA[Roni Agusmaniza]]>;
<![CDATA[Tabsyir Masykar]]>;
<![CDATA[Huang Shan]]>;
<![CDATA[Febri Nurrahmi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v6i3.655
<![CDATA[Acehnese has many dialects, one of which is the western Acehnese dialect. Western Acehnese dialects considerably vary when compared to northern dialects. Many studies on Acehnese vowels focused on describing vowels in the Pase dialect. Little attention has been given to other dialects and let alone, vowel variation within those dialects. The current study aims to investigate vowel variation produced by Acehnese in Aceh Barat for the words commonly produced as /ʌ/ in the northern dialect. Six language consultants are recorded reading five Acehnese words containing /ʌ/ vowel in a carrier sentence. Two phonetically trained Acehnese listeners identify the vowel produced based on APA symbols. Formant frequencies of F1 and F2 are generated using Praat software and projected into vowel plots. The findings show that the vowel /ʌ/ is realized as /ə/, /ɛ/, and /ɔ/ by the people in Aceh Barat. Both impression and instrumental analysis seem to agree in terms of vowels realized. The occurrence of the vowel seems to be word-specific instead of location-specific. The word göt is realized as /ə/, /ɛ/, and /ɔ/ while peugöt is only realized as /ə/ and /ɔ/ despite occurring between the same consonants. F2 frequencies are used to produce /ə/ and /ɔ/ in the word pöt, böh, and röt.]]>
<![CDATA[Documentaries as Multimodal Texts to Promote Reading in the Virtual Language Classroom: An Experimental Study ]]>
<![CDATA[N.W.S.C Wijewantha]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.611
<![CDATA[As education today is immensely reliant on distant and virtual learning methods, addressing the individual learning styles of the students is a challenging task particularly in second language teaching. Therefore, this study examines the use of documentaries as multimodal texts in the virtual language classroom to promote reading. 50 first year undergraduates enrolled in the BSc. degree program at a Sri Lankan national university were selected for the study and they were randomly divided into two groups; experimental and control. The virtual application used in the study was Google Classroom and a subtitled documentary was shared among the students of experimental group whereas the controlled group was given access to the transcript of the same documentary. After allocating adequate reading time for both groups, a test paper was simultaneously assigned using the same platform. While the students’ scores were analyzed to evaluate the effectiveness of the two reading approaches, a questionnaire was virtually distributed among the participants of the experimental group to gather their perspective on the use of documentary. The findings revealed that, using documentaries as digital multimodal texts is a successful language acquisition method which enhances the students’ comprehension and enthusiasm in learning the language. Further, using documentary was identified as a novel experience in the virtual classroom. Hence, the study recommends the incorporation of digital texts in virtual language teaching as a multimodal approach.]]>
<![CDATA[Willingness to Communicate: The Predictive Roles of the L2 Motivational Self-System and Self-Efficacy ]]>
<![CDATA[Farnaz Esmkhani Youvalari]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.606
<![CDATA[Research on communication emphasizes the psychological variables that play a great role in predicting a predisposition for engaging or avoiding communicative behavior. As a quantitative correlational study, this research was conducted with a convenient sample of 94 Iranian EFL learners to investigate to what degree the L2 motivational self-system and self-efficacy beliefs of language learners could predict second language willingness to communicate (WTC). A Likert scale highly reliable questionnaire containing 35 items was put to use to collect data on dimensions of the L2 motivational self-system, self-efficacy beliefs and L2 WTC. After the combined predictive ability of these variables, as a model, on WTC was measured, the study aimed at finding the unique contribution of each variable on WTC. Also, the researcher aimed at investigating whether gender would moderate each of the relationships between the explanatory variables and WTC. A set of multiple regression analyses indicated that the ideal L2 self, the ought-to L2 self, the L2 learning experience, and self-efficacy, as a whole model, was able to predict 41.6% of the variation in WTC. It was found that the ideal L2 self was the strongest predictor of WTC, followed by self-efficacy beliefs, which uniquely explained 38.7% and 16.8% of the variation in WTC scores, respectively. Additionally, it was observed that gender did not have the ability to statistically moderate any of the aforementioned relationships. The findings of this academic endeavor are discussed in relation to the potential theoretical and practical implications it has for the field of English language teaching.]]>
<![CDATA[Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment ]]>
<![CDATA[Ariyanti, Ariyanti]]>;
<![CDATA[Anam, Syafi'ul]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.698
<![CDATA[The issue of plagiarism and EFL students’ difficulties in writing course appeared to be still the challenging task for teachers. Various efforts in order to increase students’ competence in producing a decent writing production are still fascinating until the present time. Therefore, the aim of this research is to examine whether the use of Technology-Enhance Paraphrasing Tool (TEPT) can improve EFL students’ writing performance. Additionally, the way the students react emotionally towards the use of TEPT in writing class, especially in paraphrasing activities was also measured to by the use of Foreign Language Enjoyment (FLE) questionnaire. Paired sample t-test was employed to 48 students from English Department at one of Private Universities in Samarinda, East Kalimantan, Indonesia. The findings showed that there was a significant effect towards the use of TEPT in writing class to improve EFL students writing achievement. In addition, all of the students performed positive emotions during the implementations of TEPT in writing class where the results from FLE questionnaire indicated that the students enjoy and being motivated in joining the writing class. Pedagogical implication of the research also discussed further in this article.]]>
<![CDATA[Urban and Rural Area Graduate Students’ Perceptions toward Synchronous English Learning amidst Covid-19 Pandemic ]]>
<![CDATA[Puteri Anugrah Septianingsih]]>;
<![CDATA[Setia Erliza]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.641
<![CDATA[Teachers and students are forced to change the learning system from face-to-face into virtual learning through synchronous and asynchronous. This transformation perhaps raises various perceptions both urban and rural area students since they have sundry backgrounds and conditions. Therefore, this study aims to investigate the EFL urban and rural area graduate students’ perceptions towards synchronous learning amidst covid-19 pandemic. The respondents of this study were 30 EFL graduate students at English Department in State University of Malang, including 17 urban area students and 13 rural area students who were from 1st semester and 3rd semester. This study was conducted by using survey research design. Furthermore, the data of this study were collected by distributing questionnaire in the form of Google Forms with the combination of close and open ended questions. The findings were urban and rural area students had no significantly different perceptions towards synchronous learning. There were only some different perceptions in terms of learning motivation, learning style, and suitability of the course goal. In addition, the urban and rural area students perceive positive responses to synchronous learning, then synchronous learning can be classified as the effective online learning during this pandemic. However, their common problem was from the slow-speed internet connection. Thus, they feel that synchronous learning is not as effective as face to face learning.]]>
<![CDATA[A Case Study of Academic Vocabulary in a Novice Student’s Writing at a UK University ]]>
<![CDATA[Dana Therova]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.609
<![CDATA[Mastering appropriate writing style is one of the challenges frequently experienced by novice student writers entering higher education. Developing academic writing skills is, however, crucial for students new to academic settings since written assignments constitute the main form of assessment in tertiary education. Novice student writers thus need to acquire the writing conventions used in academic settings to achieve success in high-stakes assessment. Underlying success in academic writing is the usage of academic vocabulary regarded as a key feature of academic writing style. Through textual analysis accompanied by interview data utilising the ‘talk around text’ technique, this corpus-based case study reports on the deployment of academic vocabulary in four genres of assessed academic writing produced by one international foundation-level student at a UK university. The findings reveal a small number of newly acquired academic vocabulary items deployed in each written assignment with all new academic words having been acquired from reading materials. In addition, the important role that the topic and genre play in student written production becomes apparent. These findings have potentially important pedagogical implication for contexts catering for novice student writers entering tertiary education, such as foundation programmes or pre-sessional courses.]]>
<![CDATA[Translation Techniques of Medical Terms Found in Covid-19 Guidebook ]]>
<![CDATA[Ismi Ovianti Restiana]]>;
<![CDATA[Raden Arief Nugroho]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.663
<![CDATA[This study was conducted to find and analyze the use of translation techniques used by translators in translating various medical terms contained in the COVID-19 guidebook based on the theory from Rask (2008). The categories of medical terms used in this study are medical terms, epidemiological terms, and organizational terms. This study uses the descriptive qualitative method. The data were obtained through classifying and describing the medical terms in the COVID-19 guidebook according to the types of translation techniques based on Molina & Albir (2002). The findings show the type of translation technique, that has been found in this study, which gets a percentage of 63,54% as the highest frequency reaching 739 is Established Equivalence in all categories. Interestingly, it can be seen that translators are very concerned about the use of grammatical structures in the source language. Since the grammatical structure in the source language is different from the target language, translators also tend to use a more common language taken from the dictionary but equivalent to the target language.]]>
<![CDATA[Can Code Switching Indicate Personal Branding?: A Case Study of Higher Education Students in Indonesia ]]>
<![CDATA[Rahmah, Mila Afidah]]>;
<![CDATA[Indhiarti, Tantri Refa]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.644
<![CDATA[The goal of this research is to have a better understanding of how students can grow into their own personal brands by switching their languages. The study takes a qualitative approach, and the data were gathered through interviews via Google Forms. The interviewees were all current Brawijaya University students from departments of English Education and English Literature. There are fifty students telling their experiences while comitting code switching and how they obtained the stereotype. According to the findings, the primary goal of developing a personal brand is to gain confidence, where a personal brand will help them stand out among their competitors. It is also discovered that code switching and personal branding are not yet being practiced to the extent that it could be due to the limited research in this area previously. However, we have discovered that people are interested in this phenomenon because it is more a matter of individuals' lack of knowledge about personal branding that is limiting them.]]>
<![CDATA[During and After Study Abroad Period: Perception and Attitudes on English Development and Maintenance ]]>
<![CDATA[Rahayu, Dwi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.616
<![CDATA[This study examines the development and maintenance of English skills from the perspective of higher education alumni during and after studying abroad. The researcher consider attitudes, more specifically how, what, and to what extent attitudes could encourage development and maintenance in the context of study abroad from the 120 respondents’ perspective. This study deploys quantitative data collection in form of a survey with both multiple choice items and open-ended questions. The numeric items were analyzed with tabulation and the open-ended questions responses were analyzed with the stages of Thematic Analysis. Foremost, the findings reveal that the respondents perceive oral production and fluency as the major skills that improved during the study abroad period, followed by an increase in vocabulary knowledge and listening skills. Most respondents regarded the improvement as an influence of high exposure to spoken English. Secondly, the majority of respondents conceive that their English keeps improving after the study abroad period. The most frequent reasons for using English are social life and entertainment purposes, which are mostly individual preferences, followed by academic purposes such as joining a course or working on journal articles. Work purpose, surprisingly, is not the main reason of using English after study abroad period. The conclusion is that study abroad benefits the respondents in developing their English and that attitude on affective domain (how we perceive a language) and conative (behaviour toward a language) help to maintain the cognitive domain (knowledge on a language) and its maintenance.]]>
<![CDATA[A Comparative Study of American and Moroccan University Students’ Perception of Academic Writing ]]>
<![CDATA[Nadia Hellalet]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(3), December 2021 ]]>
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DOI: 10.21462/jeltl.v6i3.654
<![CDATA[The study attempts to investigate native speakers’ and non-native speakers’ perceptions of writing quality. Thirty-seven American freshmen students and forty Moroccan semester two students participated in the study. An email interview was used to explore the similarities and differences between the students’ views on what makes good academic writing. Both American and Moroccan Students were asked about the different features of academic writing that can contribute to its quality. The research findings revealed that most of the American students focused on the content of the paper. They stated that it should be exciting and engaging. It should also have depth and grab the reader’s attention. Many of them mentioned the reader in their responses. They noted that writing should be easy to read and respond to the readers’ expectations. On the other hand, Moroccan students focused on the form of paper, including language and conventions. They put correct grammar and vocabulary on top of their list. Good writing style, good sentence structure, spelling, punctuation, simple language, and coordination are necessary elements. The study has pedagogical implications that can benefit writing teachers.]]>
