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[Students' Perceptions in The Utilization of Zoom Video Conferencing on Speaking Ability in Distance Learning ]]>
<![CDATA[Nita Kaniadewi]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v7i3.891
<![CDATA[This research examined students’ perception of the use of Zoom Video Conferencing in successful speaking ability during the COVID-19 outbreak. This research aimed to obtain valid evidence about EFL college students’ own decent or wicked perception of the utilization of Zoom Video Conferencing for sharpening their speaking competencies. The researcher used mix methods approach convergent design with a combination between a quantitative approach and a qualitative approach. In assembling the data, the researcher involved university students in some different majors with 102 participants gathered by sharing the close-ended and open-ended questionnaires in the form of Google Forms in the research. The researcher analyzed the data from close-ended questionnaire results and open-ended questionnaire responses. The results showed that the close-ended questionnaire discovered good perceptions and positive attitudes of students in increasing speaking skills towards Zoom Video Conferencing. Therefore, Zoom Video Conferencing can be a medium in teaching activity during distance learning applications especially in improving speaking ability as it can raise students’ positive attitude and speaking ability in EFL classrooms.]]>
<![CDATA[Phonological Development in Child Language Acquisition: A Study of a Child with Speech Delay ]]>
<![CDATA[Pipit Agustina]]>;
<![CDATA[Yana Shanti Manipuspika]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v7i3.926
<![CDATA[Children acquire language through interaction with other children, their parents, and their surroundings. Acquisition of language may influence children’s success at school. The language aspect that children acquire first is phonology. In acquiring language, children whose language development is slower than their peers may experience speech delay. Thus, the present study emerges to investigate the phonological development of a three-year-old child who is diagnosed with speech delay as well as to examine the factors that support the development. Using a qualitative approach, this study was a case study that employed a single participant. The results of the study indicated that the participant’s language ability developed significantly after several months of receiving therapy. He displayed an ability to produce imitative sounds and non-imitative ones. The spontaneous utterances were also meaningful compared to what he had before the therapy. The evaluation revealed that the development of the subject was affected by the exposure to language at home. Speech simulation and screen time limitation were keys to improving his language ability]]>
<![CDATA[The Portrait of Challenges in Teaching English to Young Learners: A Case Study in an Indonesian Islamic School ]]>
<![CDATA[Canda Ayu Arum Pertiwi]]>;
<![CDATA[Mutmainnah Mustofa]]>;
<![CDATA[M Faruq Ubaidillah]]>;
<![CDATA[Sugeng Hariyanto]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v7i3.892
<![CDATA[Teaching English to students with no prior knowledge, a different first language, and varied characters is challenging. This research is a case study design that focused on the teachers’ perceptions of teaching English to young learners situated in one of the Islamic schools in Malang, Indonesia. The participants involved were six English teachers at the chosen school. A qualitative approach was employed in this study. Data were generated through interviews. Findings suggest that the participating teachers encountered multiple challenges in their teaching enactment, such as (1) non-English prior knowledge, (2) lack of motivation, (3) negative perceptions of the English language, (4) time constraints for studying English, (5) insufficient teaching and learning devices, (6) messy classroom conditions, and (7) speaking anxiety. With some help from others, teachers’ creativity, and some collaborations with other teachers, the teaching and learning process can run conditionally.]]>
<![CDATA[Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences ]]>
<![CDATA[Yoannes Yuka Krisdianata]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
Publisher : <![CDATA[Yayasan Visi Intan Permata ]]>
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DOI: 10.21462/jeltl.v7i3.930
<![CDATA[Constructing teacher identity is important for pre-service teachers, especially when taking part in teacher training practicums in school. Nonetheless, they faced many adversities, such as passive students, negative emotions, and anxiety. Therefore, pre-service teachers need to be aware of their capacity for resilience. This study aimed to discover the resilience factors pre-service teachers had in coping with the problems found in teacher training practicums in schools in constructing their teacher identity. A mixed-method study from questionnaires and semi-structured interviews was employed to gather quantitative and qualitative data. The participants reported that they faced hard times but displayed high resilient ability. It was influenced by their perseverance, ability to reflect, adaptive help-seeking, responses to the negative affect, and emotional regulation. The resilient ability supports the teacher identity construction after conducting a teaching practicum in school. Further research needs to consider the number of participants, gender, age, and the school levels where the teaching practicums are conducted to gain more perspectives on pre-service teachers’ resilience.]]>
<![CDATA[Cornered Islamic Society: A Critical Discourse Analysis on Islamophobic Memes ]]>
<![CDATA[Rizky Anugrah Putra]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
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DOI: 10.21462/jeltl.v7i3.897
<![CDATA[In the era before the internet, memes could take the form of posters containing messages, invitations, and even propaganda. Propagandists manipulated those discourses and presented them at public events such as theatres and festivals. It has evolved into computational propaganda using media and popular memes in the modern era. Muslims are effortless targets for offensive memes, which have been going on for the last decade. This prejudice has become a familiar issue for internet users and vandalizes the image of Muslims and links Muslims to all social problems that transpire in society. This study examined Islamophobic theme memes transmitted on international memetic sites. Popular Islamophobic memes were analyzed using critical discourse analysis to break down the phenomenon based on visual, textual, and social motives. The findings demonstrated that the meme creators utilized the hottest issue to induce the ill idea of demonizing Muslim society and tend to alter the information in their favour. Memes with Islamophobia discourse often included provocative sentences that satirize the teachings of Islam accompanied by words that collocate with aspects of terror, terrorism, radical, extremism, violence, and abuse. That discourse influenced opinions and damaged the image of the target meme, and this method was remarkably efficacious, as evidenced by a large amount of support obtained on anonymous sites. In addition, this meme was distributed in anonymous forums, where this forum ensured the privacy of the meme's sender without worrying that his insults in cyberspace would affect the real world.]]>
<![CDATA[Comparative Translation Analysis of Subtitle and Dubbing in “Raya and the Last Dragon” ]]>
<![CDATA[Annisa Aulia]]>;
<![CDATA[Raden Arief Nugroho]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
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DOI: 10.21462/jeltl.v7i3.953
<![CDATA[The objectives of this study are (1) to classify the translation techniques used between subtitles and dubbing (2) to identify the quality of the accuracy instrument between subtitles and dubbing (3) to compare the quality of the accuracy instrument that is more accurate to use. The source data is a movie that is limited to the translated utterances that have different translations in subtitle and dubbing versions. This study used a qualitative method with the following steps; (1) Classifying the translation techniques of subtitle and dubbing data based on Molina and Albir’s (2002) classification. (2) Tabulating the comparison of translation techniques between subtitles and dubbing. (3) Identifying the translation quality of accuracy based on the theory of Nababan et al., (4) Drawing conclusions. As a result, both subtitle and dubbing mostly used the established equivalent technique. An established equivalent has a good effect on the quality of accuracy obtained. This technique makes it easier for the audience to understand because it prioritizes the prevalence and naturalness so that the message from SL is conveyed properly. The researcher discovered that dubbing translation is more accurate than subtitle translation. Some subtitle translations are still considered less accurate. The researchers concluded that subtitles are appropriate for adolescents or adults, particularly foreign language learners. Language learners can broaden their knowledge of the language by watching films with subtitles. Meanwhile, dubbing is more appropriate for younger audiences because the language used is typically simpler to comprehend and does not contain swear words or inappropriate words.]]>
<![CDATA[Actualizing the Business English Course by Using an E-Commerce Platform ]]>
<![CDATA[Soraya Grabiella Dinamika]]>;
<![CDATA[Elitaria Bestri Agustina Siregar]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
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DOI: 10.21462/jeltl.v7i3.909
<![CDATA[The rapid development of digital technology has become a trigger for educators to create and demonstrate up-to-date yet flexible learning methods. Educators are challenged to integrate lessons with the medium of available technology. In this study, the researcher encourages students to engage in real business (buying and selling) activities by utilizing electronic commerce (e-commerce) platform to actualize the purpose of the Business English course. The descriptive qualitative method used employs questionnaires for data collection. The objectives of this study are: to find out the role of e-commerce platforms in Business English learning and the student’s course achievement. Since this learning integration is experiential to the students, the researchers adopt the concept of experiential learning by Wolfe & Byrne with several adjusted phases, grouping, designing, conducting, transaction, final report, evaluation, and feedback. Thus, the results showed that the students gave positive feedback towards the e-commerce project and the students gained a lot of course achievements such as real business experience, the ability to operate e-commerce platforms, selling, promotion, marketing knowledge, and teamwork management since the e-commerce platform was employed in the Business English course. This research might be advantageous for enhancing and evaluating the running and the upcoming Business English course. Meanwhile, this project would be a fostering supplement for the students to grow their entrepreneurial spirit in the future.]]>
<![CDATA[Digital Extensive Reading in Indonesia: A Critical Review ]]>
<![CDATA[Karunia Eka Nafilatul Janah]]>;
<![CDATA[Pratiwi Retnaningdyah]]>;
<![CDATA[Ali Mustofa]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
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DOI: 10.21462/jeltl.v7i3.918
<![CDATA[Several previous studies have revealed that extensive reading is essential for supporting the success of EFL students’ language learning. Due to the advancement of technology that has entered the language classroom, the implementation of extensive reading programs in Indonesia has shifted to digital extensive reading, where both EFL students and teachers utilize digital materials or tools through various applications or online platforms. Hence, this paper aims to critically review digital extensive reading in Indonesia to provide an overview or information regarding the implementation of digital extensive reading in Indonesia. Following George’s (2008) Literature Reviews model, twelve articles related to digital extensive reading in Indonesia that were published from 2019 to 2022 in reputable national journals were critically reviewed. It was revealed that the digital extensive reading in Indonesia was implemented variously through several digital or online platforms for extensive reading, such as Let’s Read! application, Blogging, Mobile-Assisted, Xreading, Wattpad, Webtoon, and other various online platforms, such as WhatsApp, Zoom, and Google Classroom. Last but not least, it can be concluded that the implementation of digital extensive reading through those various digital or online platforms has been proven to be useful in supporting the success of EFL students’ digital extensive reading activities as well as the success of EFL students’ language learning.]]>
<![CDATA[Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class ]]>
<![CDATA[Eka Yuni Kurniati]]>;
<![CDATA[Rahmah Fithriani]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
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DOI: 10.21462/jeltl.v7i3.852
<![CDATA[Academic writing is currently a worldwide concern. A plethora of studies on academic writing difficulties in higher education has been conducted. With the advancement of technology, the challenges of academic writing can be alleviated by using Quillbot, an artificial intelligence (AI)-powered digital tool. However, research on using Quillbot in post-graduate academic writing classrooms is still limited, and little is known about how students perceive it. This study investigates how post-graduate students view Quillbot as a digital tool for English academic writing. This study employed a qualitative case study design by involving 20 post-graduate students majoring in English education who were already familiar with Quillbot to participate. In investigating the participants' perspectives, a questionnaire and semi-structured interview were used as the instruments for data collection. The findings reveal that the post-graduate students in this study responded positively to using Quillbot to assist them in improving the quality of their writing. Furthermore, the use of Quillbot was found to have three benefits: enhancing students' positive attitudes toward writing, providing a variety of user-friendly writing features, and aiding students' language development. This study implies that AI-powered technology like Quillbot in writing, particularly in academic writing, has a significant role in creating high-quality writing for students.]]>
<![CDATA[When “Technology Saves Us”: Exploring and Theorizing Pandemic Pedagogies in Adult ELT Contexts ]]>
<![CDATA[Kisha Bryan]]>;
<![CDATA[Quanisha Charles]]>
<![CDATA[ Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(3), December 2022 ]]>
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DOI: 10.21462/jeltl.v7i3.922
<![CDATA[Educators continue to grapple with the ever-changing dynamics of COVID-19 and its effects on teaching and learning. As such, this study contributes to the limited research on the challenges and supports of English language teachers (ELTs) who work with adult learners. Much of the research on teaching during the pandemic has amplified the voices of students, K-12 teachers, and higher education faculty who teach in disciplines where courses are often already offered in online or hybrid formats. In this paper, the researchers highlight the experiences of ELTs in global settings during the onset of the pandemic, when school closure was a necessity and emergency remote teaching was seemingly the only alternative. Utilizing qualitative methodology, data was collected via questionnaires. The researchers provide a thematic analysis of teacher participants’ coping strategies, fears, hopes, challenges, and successes of what is termed ‘pandemic pedagogies for ELT’. The findings suggest that despite the ability for technology to save us, there is a need for more effective ways of responding to and caring for the English language teaching communities amid a global pandemic.]]>
