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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 11 Documents
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Search results for , issue "Journal of English Language Teaching and Linguistics, 7(2), August 2022" : 11 Documents clear
Comparison of Commissive Acts between University of Oxford’s and Universitas Indonesia’s Prospectuses Fajriyati Waibah Mosambonga; Issy Yuliasri; Abdurrachman Faridi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.863

Abstract

This study aimed to compare Oxford University (OU) as a native English speaker and Universitas Indonesia (UI) as a non-native English speaker in presenting commissive acts in their university prospectus to see their similarities and differences. This study used the descriptive qualitative method. The data were an English-written prospectus from OU, The World's Best University and UI, The Best Indonesian University in 2020, based on the 2020 World University Rankings by Times Higher Education (THE). Specifically, data were taken only from forty-nine courses in Undergraduate Programs from each prospectus. Data were analyzed using six types of commissive acts instruments according to Searle, (1976), namely Promise, Threaten, Guarantee, Refuse, Volunteer, and Offer supported with (IFIDs) and Felicity Conditions. Data were analyzed by identifying the types of commissive acts, classifying, comparing, interpreting, and concluding. This study found four similarities; both only presented three types of commissive acts such as Promise, Offer, and Guarantee. Both dominant presented the Guarantee type. Both tend to present commissive acts implicitly. For Promise and Guarantee, both do not present them explicitly. Three differences were; OU presented more commissive acts (312), while UI only (193). On the Promise type, OU tends to address its readers using (you), while UI used (students). On the Offer type, OU only presented it explicitly (27) times, while UI did it explicitly (17) and implicitly (3) times. The results of this study are expected to provide additional information regarding the proper use of commissive acts to attract readers' interest.
Sexism in Indonesia’s Tenth Grade EFL Companion Textbook Ratna Afina Firstyani; Yuni Utami Asih; Bibit Suhatmady
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.828

Abstract

The present study investigates the kind of sexism reflected in the companion textbook used in Senior High School: the frequency of female and male occurrences, the female and male titles, the graphic depiction of females and men, the masculine pronoun tendency, activities, and social-domestic roles throughout the description phase. It also examines how occupational gender stereotypes are portrayed in textbooks. This analysis was conducted by applying Fairclough's three-dimensional analysis and Halliday’s Systemic Functional Linguistics. Finally, this research indicated that textbooks had a sexist mindset characterized by gender marginalization, gender subordination, gender stereotypes, cultural sexism, and sex-based work segregation. The textbooks were biased toward females by depicting females less frequently than males in pictorial representation (58.48 vs 33.97 percent); the titles Mr. and Mrs. were used inconsistently, and there were 12 instances of masculine pronoun tendency, representation of activities, and social-domestic roles that perpetuate female subordination. The research also found that there were considerably fewer images of women than males in the public domain, suggesting that women in traditional gender roles such as cooking and caring for children were far more prevalent. In terms of occupational gender stereotypes, the survey indicated that male jobs were more prevalent and diversified than female ones. In terms of social duties, men were found to have a greater selection of occupations than females.
Patriarchal Hegemony in the Novel “Women at Point Zero” by Nawal El Saadawi Istifadah Istifadah; Wahyu Indah Mala Rohmana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.838

Abstract

This study aims to describe and analyze the forms of patriarchal hegemony in the novel Woman at Point Zero by Nawal El Saadawi. The patriarchal hegemony is then correlated with the teachings of Islam, which are often seen as supporting the domination of men. It is a literary criticism that analyzes and interprets literary work. Sylvia Walby’s six structures of patriarchy theory and Gramsci’s theory were used to analyze the data. The data were taken from the written work of Woman at Point Zero English Translation published in 2007. Data were taken by identifying, classifying, and analyzing the data by decoding them with the theories. The result of this study shows the variety of gender injustice and biases in the form of physical, verbal, sexual abuse, marginalization, and exploitation of women in the work. The implication of the research is to provide concrete evidence that Islamic teaching never provokes man domination and patriarchal practices over the woman.
Boosting Students’ Speaking skill using Ted Talks YouTube Videos: Teacher Talk Theory Imroatul Karimah; Slamet Setiawan; Ahmad Munir
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.839

Abstract

Even though the importance of teaching English speaking using TED Talks to improve students’ speaking skill has been acknowledged, however, far too little attention has been paid to investigate students’ perceptions on the use of TED Talks dealing with teacher talk categories such as dealing with feelings, praising and encouraging, making joke, as well as giving direction and lecturing. This study aimed to investigate the concordance of the students’ speech ability development and the students’ interest and motivation towards the use of TED Talks to boost the students’ speaking skill. This present used both quantitative and qualitative design. The samples of the students were 27 students from grade 7E in MTsN Surabaya. For the quantitative data, the data was collected using pre-test and post-test. However, for the qualitative data, the data was gathered using interview protocol. The data was analyzed using descriptive analysis. The findings of this study found that the students improve their English speaking skill especially the pronunciation and the fluency of delivering English speech in front of their friends after the treatment using the TED Talks videos. Regarding the students’ perceptions of the use TED Talks to support teacher talks, most of the students agreed that TED Talks videos can support teacher talks related to the category of dealing with feelings, praising and encouraging, making jokes and giving direction as well as lecturing.
Ensuring Teaching Continuity: Chilean University Students’ Perception on Remote Teaching of English during COVID 19 Pandemic Chuan Chih Hsu; Chia Shih Su; Kau I Su
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.875

Abstract

The objective of our study is to know the perception of Chilean university students toward the pedagogical methodologies in online English classes during the COVID-19 pandemic. We applied a questionnaire (built by fifteen experts, validated through a pilot test of 34 students, and improved with licensed 21.0 version SPSS in terms of consistency) to 341 students from different university programs. We analyzed the responses quantitatively and qualitatively and found out that 75% of the 341 students surveyed have shown agreement with the pedagogical methodologies applied in online classes and motivation in learning due to the permanent concern and communication of the teacher in charge. Besides, the students have also yielded satisfactory learning outcomes. These results reveal that the online English teaching of Chilean higher education during the pandemic has been good and indirectly show the willingness of Chilean university teachers to receive relevant and continuous training to deliver quality education. In 2022, many countries have returned to face-to-face classes, but we believe that the pedagogical methodologies used in this research could serve as a reference for teachers or researchers worldwide who wish to incorporate into their face-to-face classes a part of online teaching and do research on online English teaching.
The Stylistics Elements of Figurative Language in Snow White and the Huntsman Movie and the Implications toward EFL Teaching Karunia Eka Nafilatul Janah; Pratiwi Retnaningdyah; Ali Mustofa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.840

Abstract

Several previous studies have proven that the stylistics elements of figurative language were found in many literary works. Besides, it is essential for the students to develop literary competence, such as the ability to analyze the elements of figurative language. Hence, this research is aimed at investigating the stylistics elements of figurative language in a movie entitled Snow White and the Huntsman as well as the implications toward English as a foreign language (EFL) teaching. The stylistics elements of figurative language in this research focused on Epizeuxis, Parallelism, Prolepsis, Simile, and Chiasmus. This research applied qualitative design of research, while the data collecting technique is documentation as the movie is used to gather the data. Then, the data were analyzed using stylistics elements of figurative language theory, which are Epizeuxis, Simile, Prolepsis, Parallelism, and Chiasmus. The results revealed that there were 26 stylistics elements of figurative language in the movie consisting of 15 Epizeuxis, 5 Prolepsis, 4 Simile, and 2 Chiasmus. Furthermore, the results also found out that the stylistics elements of figurative language have some useful implications toward EFL teaching so that the teachers can implement some stylistics elements of figurative language in the classroom through some activities for teaching and learning. Finally, future researchers who want to conduct a research that is similar to this field of research are highly encouraged to analyze more stylistics elements of figurative language, so that the results of the research can reveal more various results
Genre Analysis of English vs. Indonesian Application Letters Warsidi; Warsidi Warsidi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.857

Abstract

Genre studies in English for specific purposes (ESP) have long been widely investigated, including in academic and professional texts. In professional texts, these studies have been conducted in business letters, formal letters, newsletters in China and Australia, advertising promotional media in Indonesia, and application letters. However, application letters are still the least investigated in the Indonesian context. Furthermore, contrastive genre analysis of English and Indonesian application letters has never been investigated to date. Based on finding and comprehending this gap in the literature, the researcher is encouraged and interested in conducting the present study. The researcher involved and trained 12 English foreign language (EFL) students to analyze rhetorical moves of 63 English and 63 Indonesian application letters. However, among the 63 English application letters, 25 were written by non-native English speakers. Thus, the researcher only focused on analyzing 38 English and 63 Indonesian application letters. Then, to ensure the validity of the analysis results, the researcher reanalyzed the rhetorical moves by re-reading application letters three times using a top-down approach and identifying their linguistic signals. The results showed two rhetorical models of English and Indonesian application letters. These two models imply that they have rhetorical differences in communicating their purposes.
Investigating the Digital Citizenship Levels of ELT Students within the Scope of Remote Learning Müfit Şenel
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.845

Abstract

It is obvious that using the Internet and technological tools became a ‘must’ throughout the Covid-19 pandemic period. All students and teachers started to use all those tools intensively both in their lessons and at their homes, and this process led to the digitalization of the classrooms and courses. Therefore, information and communication technologies (ICTs) and remote learning spread to all aspects of our lives and led to the emergence of a new concept, namely ‘Digital Citizenship’, making it significant to comprehend where students’ digital competence levels are. In line with this, the objective of this research was to investigate the digital citizenship levels of the participants and how much they are knowledgeable about being conscious digital citizens. Totally, 196 students from an ELT department of a state university in Turkey participated in the study. The study was carried out with a quantitative research method in the 2021-2022 spring semester, and data were collected through the 5-point Likert type “Digital Citizenship Scale”. Responses were evaluated by SPSS v26 statistical package program and based on the findings, it was indicated that almost all dimensions of digital citizenship were met by the participants. Since there was almost no statistically significant in terms of gender, age, and grade variables, the highest dimensions were found at digital commerce and digital responsibility levels.  This current study will pay the way for educators, instructors, curriculum designers, and materials developers to review, redesign and reevaluate the existing language teaching programs. Students will also be aware of their weaknesses and strengths about digital citizenship and realize the significance of the concept of digital citizenship.
Men’s Language and Masculine Identity Construction in Sexist Jokes Emi Nursanti
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.818

Abstract

The power imbalance between men and women in society is reflected in their language use and it may be reinforced in sexist jokes. This is a sociolinguistic study on men’s language in sexist jokes on the Internet. This study is aimed at investigating men’s linguistic features and the masculine identities represented by those features. This is a descriptive qualitative study with complementary quantitative analysis. The theories of Tannen’s men language (1990) and Kiesling’s masculine identities (2007) were used as references to analyze the data. The results show that men’s identity of competing for solidarity embodied in discourses of insults, teasing, and joking is the most dominant identity represented in sexist jokes. This is in line with the main intention of sexist humor to laugh at women’s inferiority. Meanwhile, men’s dominance realized in report talk becomes the second most prevalent identity. The identities of politeness oaf, indicated by direct command, and freedom, shown by swearing and taboo words, are not influential as both do not contribute to the making of humorous expressions. These imply that context and communication purposes motivate speakers to use gender-related features. Reflecting that most of the masculine identities and the language features in sexist jokes represent men’s superiority, this kind of humor can be a way to maintain gender asymmetry in society. Besides, although humor leads to laughter and is considered healthy, sexist humor is dangerous as the expressions subordinate women. Therefore, being critical when reading the jokes and trying to avoid such jokes in communication is suggested.
Silent Learners’ Voices: Exploring the Silence Behavior in Indonesian EFL Classroom Nabella Fariza Zafarina
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.846

Abstract

Silence in an EFL classroom is inevitable, but it only becomes an issue when it discourages students from participating, speaking out, or taking an active role in the teaching and learning process. This study's goal is to determine the reasons for learners' silent behavior and expectations in the EFL classroom. Employing an explanatory sequential research design, the data are collected through questionnaires from 78 Indonesian senior high school learners and analyzed using a descriptive statistic to identify the silent learners. Moreover, interviews were given in order to elicit personal explanations for why learners choose to remain silent in EFL classes. The result of this study specifically identified five reasons for silence in EFL classrooms. Furthermore, the empirical findings gained by this study can support linguistic practitioners or educators in developing a more acute awareness and a deeper comprehension of learners' silent behavior

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