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Journal of English Language Teaching and Linguistics
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.
Arjuna Subject : -
Articles 16 Documents
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Search results for , issue "Journal of English Language Teaching and Linguistics, 7(1), April 2022" : 16 Documents clear
High School Students’ Motivation and Help-Seeking Strategies in English Language Learning Fidelis Elleny Averina; Paulus Kuswandono
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.719

Abstract

Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motivation in learning English and the extent to which it correlated with their help-seeking strategy. To reach the aforementioned aim, a correlational-method design was applied in this research. The researchers gathered the data using two types of data collection techniques, namely a close-ended questionnaire and semi-structured interview to provide triangulation. Ninety-eight students of a private senior high school in Cirebon, Indonesia were involved in this study. The findings revealed that those high school students tended to be instrumentally motivated in learning English. Furthermore, they were also reported to have positive attitudes and good initiatives to engage in help-seeking strategies whenever it was necessary. From the statistical calculation utilizing SPSS version 25, it was found that motivation and help-seeking strategy had a strong positive correlation (r=.645), which inferred that as the students had a high level of motivation; they were more inclined to engage in help-seeking strategies.
A Discourse Analysis of Grammatical Cohesion in News Item Text of "Symphony 3" XII Grade English Textbook Nurwahidah Nurwahidah; Didin Nuruddin Hidayat; Nida Husna; Alek Alek
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.764

Abstract

This study aims to (1) determine the kind of grammatical cohesion devices that were used in a news item text of a textbook (2) to examine how reference, substitution, ellipses, and conjunction were used to describe the Cohesion that was used in the news item text of an English textbook for senior high school students in the 12th grade "Symphony 3". This study is qualitative descriptive research. The analysis of data found that the grammatical cohesion devices in the news item text of the textbook are reference, conjunction, and ellipsis. References become the most common devices, followed by conjunction and ellipsis. Surprisingly, there is no substitution found in this text. Hence, substitution and ellipsis are the two most minor common forms of cohesive devices. It demonstrates that the two types of coherent devices have no use in written discourse. The news item text of the textbook is written cohesively "good" as the percentage is 61 % for the reference. In comparison, 38% for the conjunction is categorized as "fair." This textbook is considered an objective criterion of cohesiveness. It may be fascinating to analyze these in separate studies in spoken discourse, particularly spontaneous speech.
Indonesian EFL Undergraduate Students' Interest Towards Metacognitive Strategy in Reading Academic Comprehension Patrick Adtya Pratama Sinom; Paulus Kuswandono
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.728

Abstract

Academic reading comprehension is affected by many factors. This research was focused on understanding academic reading comprehension from the perspectives of interest and metacognitive strategy. This research aimed to find a correlation between students’ interests and metacognitive strategy (before and during reading academic comprehension). The research was conducted at Sanata Dharma University, Yogyakarta. There were 27 students who participated in this research. The survey design using a correlational study was applied to analyze the data from the survey-open and close-ended questionnaires. Pearson coefficient correlation was used in exposing the correctional status. The result of the current study showed that there is a positive moderate correlation between students’ interest and metacognitive strategy in reading academic comprehension. Supported by an open-ended data interpretation, this research found that both interest and metacognitive strategy are correlated especially in terms of self-motivation and self-regulation, mood, and strategy employment in reading academic comprehension. This research would have a great theoretical and practical contribution to the English language department, especially for teachers and students in terms of reading academic comprehension. 
Needs Analysis of Development of Critical Thinking Skills Assessment Instruments on Vocational School English Subjects Ryzka Cahyaningrum; Wahyu Lestari; Supriyadi Supriyadi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.686

Abstract

This study aimed to analyze the needs for developing critical thinking skills technology-based assessment instruments in English subjects for vocational school and find out the factors that can support and inhibit developing and implementing critical thinking skills technology-based assessment instruments. This study used the qualitative research method with a case study design. The subject of study was 5 teachers and 15 eleventh-grade vocational school students at Tangerang. Observations, interviews, and documentation were conducted to collect the data. After collecting the data, the researcher used triangulation to confirm the data. The data collected were analyzed to answer the research questions using several stages, namely condensation, display, and verification. The results showed that the development of technology-based assessment instruments of critical thinking skills on vocational school English subjects needs to be developed. The schools have facilitation for conducting a technology-based assessment. Students have never taken on critical thinking skills assessment. Teachers and schools did not have the development of assessment instruments of critical thinking skills so teachers have never conducted critical thinking skills assessments on English subjects. Moreover, the students still have some obstacles in English learning such as vocabulary, pronunciation, and grammar. Therefore, the teachers should help to improve students’ vocabulary, pronunciation, and grammar before conducting a critical thinking skills assessment.
Undergraduate Students’ Perceptions towards the Process of Writing Maghfiroh Agustinasari Suprapto; Amira Wahyu Anditasari; Siti Kholija Sitompul; Lestari Setyowati
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.765

Abstract

Writing process has been proven to be an effective approach to enhance students’ writing performance. The writing process consists of pre-writing, drafting, revising, and editing. The writing process aids the students in developing ideas while writing, but it was claimed that students also face challenges during the process. Therefore, this current study aimed to investigate the students’ perceptions of the writing process and the challenges. The subjects taken were the first-year students of the English Educational program at the State University of Malang, in which 31 students of IC Writing Class were chosen. The perceptions were investigated through a survey study by distributing online questionnaires via Google Form. The questionnaire was divided into four aspects; pre-writing, drafting, revising, and editing, which aimed at exploring the students’ perceptions during the writing process and its challenges. The findings of the study showed that the students experienced difficulties in the writing process. The most challenging stages they had were the pre-writing and revising stage. The students faced challenges in generating and structuring ideas, respectively. Meanwhile, the students claimed that drafting and editing were less challenging since they followed the preceding stage. Nonetheless, the students also believed that proofreading was a complex process in the editing stage. The results of this study will be beneficial for English teachers and future researchers to vary the teaching methodology and reflect a better analysis.
Exploring Intercultural Awareness among Moroccan EFL Pre-service Teachers Mouhssine Echcharfy
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.736

Abstract

With the status of English as a lingua franca and the high social mobility, one of the current goals of pre-service teacher training programs consists in preparing intercultural competent practitioners who are capable of teaching learners how to communicate effectively and appropriately in cross-cultural encounters. Thus, the scarcity of intercultural courses in such training programs may represent a serious challenge for them. In light of this, the present paper intends to explore Moroccan pre-service EFL teachers’ intercultural awareness. In view of Byram’s (1997) Model of intercultural competence, a three-point Likert scale questionnaire and a semi-structured interview were adopted. In consideration of a convenience sampling, the study included ninety (n=90) trainee teachers from different TEFL/TESOL programs and pre-service teacher training centers in Morocco. The findings revealed that pre-service EFL teachers exhibit desirable attitudes towards cultural diversity. Nevertheless, it was observed that the participants’ knowledge about the Moroccan and the American cultures is shallow. It also turned out that pre-service teachers’ lack the mediation skills, including critical cultural awareness that an intercultural speaker/intermediary needs in intercultural encounters. The study addresses several implications regarding teacher education.
Two Heads Writing Together, Is Collaborative Writing Better?: Exploring Students’ Perceptions Siti Kholija Sitompul; Amira Wahyu Anditasari
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.703

Abstract

Collaborative writing is considered an important skill in 21st-century learning, covering communication, creativity, and critical thinking. It has been proven to enhance students' writing skills. Therefore, this study aimed at investigating students' perceptions of collaborative writing. The perception was investigated through survey research by distributing a printed questionnaire to 31 students in grade ten at State Vocational School 1 of Portibi, North Sumatra. The questionnaire was a closed-ended version consisting of 11 questions, divided into meaningfulness and competence aspects. The questionnaire results were classified based on the Means scales, the Median, the Modes, and the Standard Deviation. The results showed the students' positive views (67.74%) regarding the usefulness of collaborative writing. The usefulness refers to the ease of constructing ideas, executing the writing process, understanding the concept of writing, and enhancing students' confidence. Additionally, students perceived the benefits of collaborative writing through discussion and peer review processes. They considered it as a meaningful process where they learned from their own and peers' mistakes. However, some students perceived it negatively since collaborative writing took more time than individual writing. Finding students' perceptions will be a reference for English teachers to improve the teaching writing through collaborative writing and find the strengths and weaknesses of collaboration. To acquire the usefulness and meaningfulness of collaborative writing, it was suggested that collaborative writing must be well acknowledged and designed based on students' conditions, level, and background.
Genre Analysis of Daily COVID-19 Infographic Reports in the Arabian Gulf: The Case of the Kingdom of Bahrain Mervat I. Albufalasa; Yasser A. Gomaa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.768

Abstract

Infographics are visual data that are used in public service announcements to convey particular messages to a particular group of people. During the COVID-19 pandemic, the Ministry of Health (MOH) in the Kingdom of Bahrain relied heavily on the use of infographics to communicate different types of information to all its people. The study at hand aimed to analyze the Medical Announcement Infographics (MAIs) published by the Bahraini MOH during the pandemic. Two research questions were posited. The first one investigated the schematic moves in MAIs, and the second one researched the extent to which the Bahraini Medical Announcement infographics on COVID-19 Pandemic met the contextual variables of register. The study utilized Swales’ genre-analysis model and examined the contextual variables of the MIA register and the lexicogrammatical features highlighted in Systemic Functional Linguistics in relation to the Bahraini MOH’s MAIs. The study concluded that the register variables showed variation in the lexical, structural, and illocutionary force choice-making. In addition, MAIs included both obligatory and optional moves that impacted the behavioral attitudes of the people either positively or negatively.
A Study of Yemeni Secondary School Students’ Article Errors in their English Writing Bushra Thabit Ahmed Qasem; Sabri Thabit Saleh Ahmed; Sunil V. Pawar
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.742

Abstract

This study has investigated Yemeni secondary school students’ articles errors with a reference to Labooza secondary school and AL-Samood secondary school in Radfan district. Data were collected through a writing test that targeted 100 students. The results revealed that 53.6% of students’ uses of the articles were wrong. It also showed that these errors can be subdivided into article omission errors 41.79%, article addition errors 23.88%, and article substitution errors 34.32%. These errors can be attributed to two sources, namely a- interference with students’ mother tongue (interlingual interference), constituting 39.93% and b- students’ insufficient knowledge of English articles as well as poor English teaching (intralingual), constituting 60.07%. As per these findings, these study provides some recommendations to syllabi designers, teachers and students of the Yemeni secondary schools.
Cultural Content in Moroccan EFL Textbooks and Cultural Intelligence (CQ) Development Oumaima Elghazali
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.752

Abstract

This study aims at investigating the intercultural adequacy of the cultural content of a Moroccan EFL textbook in developing students’ Cultural Intelligence (CQ). The activities of the textbook were analyzed using the model of Cultural Intelligence (CQ) to identify the adequacy of the intercultural activities in helping students develop their CQ, to detect, assimilate, reason, and act on cultural cues appropriately in situations characterized by cultural diversity. The scale of the same model, the CQ scale, was used to elicit the perspectives of 112 high school teachers regarding the intercultural adequacy of the cultural content in the textbook to compare the results of the two instruments. The results of the analysis of the textbook’s content revealed that the Cognitive CQ is the most present factor of CQ in the textbook activities, but the activities present are not sufficient to develop the students' Cognitive CQ nor the other three CQ factors as illustrated by the CQ model. The elicited perspectives of teachers support the findings of the textbook’s content analysis and suggestions for improvement are enlisted.

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