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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 7 Documents
 1 
Search results for , issue "Journal of English Language Teaching and Linguistics, 9(1), April 2024" : 7 Documents clear
The Students’ Engagement in Foreign Language Learning through ICT Incorporation Purnawati, Purnawati; Rafli, Zainal; Setiadi, Syamsi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1281

Abstract

In this 21st century, the incorporation of Information and Communication Technology (ICT) has become a prominent practice in various educational domains, including the learning of languages in the classroom. However, there are a small number of teachers who are not familiar with incorporating ICT in their classrooms due to numerous causes. By the given situation, this study aims to identify the disparities in students' engagement between English as a Foreign Language (EFL) classrooms that utilize Information and Communication Technology (ICT) and those that do not. Additionally, it seeks to determine the predominant and higher forms of engagement in these two types of EFL classrooms. A descriptive qualitative approach was applied in this research. To obtain the data, the authors examined the level of student involvement during teaching and learning activities in two types of classrooms: those that employed ICT (Information and Communication Technology) and those that did not. Subsequently, the acquired data was scrutinized and categorized based on the parameters of students' involvement (behavioral, cognitive, and emotional). The results indicate that both classrooms are primarily characterized by students' behavioral involvement. The class that included ICT in its teaching and learning process experienced a 9.5% increase in students' cognitive engagement. The implication of this research is to encourage teachers to incorporate ICT in the classroom so that the students’ three engagement types can be achieved better proportionally.
Features of Legal Language and Its Translation Analysis in Indonesian-English “Settlement Termination Agreement” Muhaya, Raskia Ella; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1205

Abstract

Translation procedures and translation quality assessment can be used to assist translators when translating to get more accurate results. This paper aims to find out what legal language features and procedures of translation are and determine the quality of the resulting translation. The data sources used are words, phrases, and sentences that contain legal linguistic features such as archaisms, technical terms, phrasal verbs, doublets, and word reciprocity. This research is a qualitative descriptive study and was compiled based on the translation procedure framework of 17 Newmark (1988) followed by an assessment of the quality of the translation by Nababan (2012). From the analysis, the most frequently used legal language features are technical terms and archaisms. Meanwhile, the most widely used procedure in settlement agreement documents is literal translation with a total of 18 data and a percentage of 23.3%. The second order is naturalization with a total of 15 and a percentage of 19.4%. These two procedures are most often used by translators in translating settlement agreement documents. The use of literal translation procedures dominates. This, of course, affects the quality of the translation of this document. Based on the evaluation of the quality of the translation carried out, the level of accuracy and acceptability is 89%, and the readability is 78%. So, it can be concluded that the results of the translation of this settlement termination agreement document can be declared valid because it is translated in accordance with the applicable legal system based on the target language.
Lexical Density and Politeness Strategies in EFL Writings Haji, Ghada
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1283

Abstract

This study adopts a corpus-based analytical approach to assess lexical density and politeness strategies performance in the writings of English as a Foreign Language (EFL) graduate students. The data consists of 30 job application letters produced by university students enrolled in Master One, IT Management. AntConc tool was used to compute the lexical density relying on Ure’s (1971) method. Besides, Brown and Levinson’s (1987) coding scheme of politeness was employed to trace the pragmatic strategies used by non-native English speakers in the target language. The findings revealed that the participants’ letters are commonly categorized as Not Dense, indicating a low language proficiency. As for the performance of politeness strategies, the results suggest that students lacked awareness regarding the use of some necessary positive and negative strategies and insufficient attention has been paid to the pragmatic aspect of their texts. The linguistic and pedagogical implications of this paper will be significantly pertinent to EFL and ESL academic writing instructors, curriculum designers, and language teaching researchers.
Analysis of Micro Translation Strategies Used by the Main Character in Subtitle Conversation Movie “Guardians of the Galaxy Vol 2” Astiningsih, Diffa Aulia; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1202

Abstract

The aim of this research is to identify the micro-strategies and quality of translation used by the translator in the subtitle conversation of the main character in the movie “Guardians of the Galaxy Vol 2”. The data sources used are words, phrases, and sentences found in the main character's utterances. The method employed in this study's method of translation was descriptive and qualitative in character of Schjoldager et al. (2008) followed by a quality assessment of the translation by Nababan, et al. (2012) with the following steps: 1) find the data analyzed in the film; 2) classify the micro-strategies and quality; 3) find the conclusions. There are some reasons for using these micro-strategies and qualities: 1) more detailed and specific; 2) more accurate in assessing the quality of the translation. The objectives of this study are: 1) to analyze and classify the data based on the category of micro-strategies; 2) identify the quality of the translation; 3) to find out what type of translation is used most often and what is the quality of the translation as a whole. As a result, the direct translation strategy is the one that translators utilize the most frequently, which reaches 77 data with a percentage of (42.55%). This strategy makes it easier for the target language because this translation emphasizes the translation of the words, so all source language information is conveyed correctly. The researcher also found that the direct translation technique has a higher percentage of translation quality than other translation techniques. The researcher concludes that direct translation is a translation that is more efficient to use for a translation because the target language quickly understands it.
Investigating the Role of Cooperative Learning in Fostering Moroccan ESP Students’ Learning Attitudes Ait Hattani, Hanae
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1286

Abstract

Cooperative learning (CL) is a teaching and learning approach that has been sufficiently studied to be accepted as an effective method of language education, English language in particular. In all levels of education, students in cooperative situations achieved greater academic, social, and psychological benefits. Nowadays, learners are expected to be more actively involved in the teaching and learning process, especially when they work together to achieve a specific target or objective. This study investigates teaching English for Specific Purposes within the paradigm of a cooperative learning approach. It comes as an attempt to investigate the impact of cooperative learning on improving students’ learning skills and attitudes in the ESP instructional context. Through a survey questionnaire, this inquiry aimed at shedding light on learners’ perceptions towards’ their cooperative learning experience. Based on attitudinal results, the majority of respondents positively perceived the use of cooperative learning as an approach that provides them with a learning environment conducive to social interaction, peer tutoring, skills’ development, and knowledge retention. Eventually, according to the study results, cooperative learning has benefits that go outside of the classroom and learning environment. Long-term benefits of cooperative learning include the opportunity for students to practice skills that may have a progressive impact on their lives in addition to helping them acquire new knowledge.
Testing the Cognitive Retroactive Transfer Hypothesis: Evidence from Moroccan University Readers Atouf, Noureddine; Harrizi, Meriem
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1268

Abstract

The extant study extrapolates the principles of the Cognitive Retroactive Transfer hypothesis, a theory of reading transfer between languages recently introduced to the literature, in an academic context. Forty-five freshmen are recruited from the English Department at the School of Arts and Humanities Ben M’sik (Hassan II University of Casablanca). The study employs a quasi-experimental design which involves two main phases: pre-intervention and post-intervention. The participants are selectively allocated to an experimental group (n=25) and a control group (n=20). The experiment measures the transferability of improved metalinguistic awareness from English (the foreign language “FL”) to Arabic (the first language “L1”). To this end, a battery of reading tests is administered in both languages before and after the intervention. Upon completing the pretest phase, the experimental group receives a three-month training, targeting core metalinguistic skills. To compare pretest and posttest scores, a multivariate analysis of variance (MANOVA) is conducted to check the groups’ overall differences across the set of reading skills before using Simple Group Contrasts (k-matrix) as a follow-up test to analyze the groups’ performance on each reading skill. The results show a positive effect of the intervention on the experimental group’s performance over all the skills except orthographic knowledge posttest scores which level off. The findings give more prominence to the CRT hypothesis which has been solely tested in children bilingual settings. The unchanged orthographic knowledge scores suggest the essential role of explicit print exposure and practice in developing spelling skills in another language. The ongoing research paper calls for adopting fine-grain and level-fitting pedagogical approaches to address reading difficulties at university levels.
The Use of Google Translate in the Translation Class at English Education Study Program Pattimura University Afiliani, Afiliani; Tanasale, Inggrit O.; Rijoly, Helena M.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(1), April 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i1.1299

Abstract

This research aimed to discover how students used Google Translate (GT), their refinement efforts, and their perceptions towards using GT in The Translation Class. The research participants were students in The Translation Class of the English Education Study Program at Pattimura University in the academic year 2022/2023. An explanatory sequential mixed method design was used in this study. The qualitative data were obtained from observation and interview and analyzed using thematic analysis. Meanwhile, the quantitative data was obtained from a questionnaire and analyzed using descriptive statistics. The results showed that students mostly used GT to facilitate translation tasks, especially for assignments, learning materials, and new vocabulary. In the classroom, GT was allowed for assignments but prohibited during exams, while students were free to use it at home. Students usually try to translate independently before using GT. They recognized the limitations of GT and made efforts to confirm and improve the translation. Despite these shortcomings, students maintained positive perceptions regarding the usefulness of GT in the Translation Classroom. These findings highlight differences in students' attitudes and perceptions towards GT and its role in translation classrooms.

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