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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(2), August 2024" : 7 Documents clear
Exploring the Interplay of Metacognitive Awareness and Reading Proficiency: A Study among Moroccan University EFL Students El Madani, El Mehdi; Larouz, Mohammed; Fagroud, Mustapha; Saadallah, Zayneb; Barebzi, Jamal
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1322

Abstract

In recent years, there has been a considerable interest in metacognition and language learning research. An ever-increasing body of literature shares the consensus that metacognitive knowledge plays a critical role in the process of language learning. While metacognitive knowledge encapsulates being cognizant of one’s own language level and the learning strategies available to improve this level, the absence of such an awareness brings about serious challenges that hinder the process of language learning. In light of such a hiatus, the present study attempts to examine the relationship between EFL university students’ reading proficiency in English and their metacognitive awareness of reading strategies. In order to achieve this objective, Data were collected using three language proficiency tests in reading and Metacognitive Awareness of Reading Strategies Inventory (MARSI). 94 third-year university students enrolled in the Department of English Studies at the School of Arts and Humanities in Meknes formed the sample of this investigation. With reference to data analysis, the study employed Pearson product-moment correlation and Simple Linear Regression as statistical tools to analyze the generated data. The findings of the investigated relationship showed that there was a strong positive correlation between participants’ English reading proficiency and their reading metacognitive awareness, with a r-value of 0.810. It was also revealed reading metacognitive awareness predicted 65% of reading comprehension ability. Finally, the findings of the present study have brought about crucial contributions, in terms of both theory and practice, to the existing body of literature on metacognition and language learning. The results of this endeavour have also triggered various pedagogical and methodological implications and recommendations for language teachers, syllabus designers, higher education departments of English studies, and future research.
Teaching for Social Justice in English Language Classrooms: A Qualitative Analysis of Pedagogical Designs Raton, John Robin H; Bagares, Rob Cris A; Soberano, Carlo G.
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1305

Abstract

Teaching for Social Justice (TSJ) is a teaching approach aimed at promoting equity and justice in language classrooms, aligned with the Philippine K to 12 Curriculum Guide (Kiger & Varpio, 2020). This integrated approach seeks to develop social awareness and critical thinking skills among learners by interrogating issues about (in)justice and indoctrination (Spitzman & Balconi, 2019). This research aims to locate the teaching of social justice in English as a Second Language (ESL) Classrooms by analyzing the 25 pedagogical designs (referring to lesson plans) of Filipino ESL teachers crafted in years 2019-2023 in a secondary school in Antipolo City, Philippines. The six-steps thematic analysis model of Kiger and Varpio (2020) complemented by the nine-question rubric developed by Spitzman and Balconi (2019) was employed to locate the integration of the teaching of social justice in the lesson plans. Peer debriefing was performed to ensure the credibility of the result. The qualitative analysis found three main themes: (1) Facilitating Expression and Constructing Identity, (2) Acknowledging Interculturalism and Diversity, and (3) Promoting Action, each of which is pedagogically organized in a plan. These themes are discursively present in the motivation, discussion, and assessment sections of the lesson plan. Findings revealed that Filipino ESL teachers’ teaching for social justice leans more toward multicultural and culturally responsive education. The study recommends the future researchers to further study TSJ in terms of confirming the consistency of teachers’ pedagogical design and action in the ESL classroom
Translation Analysis of Morphological Process and Translation Techniques on Subtitle the Barbie Life in the Dreamhouse Series DwiAna, Nike; Nugroho, Raden Arief
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1325

Abstract

The aim of this research is to describe and identify the translation techniques, and morphological processes used, by translators in subtitle conversations of characters in web-series that translators use in subtitle conversations of main characters in films. This research focuses on translation and is qualitative in nature. Statements that have morphological elements and are the results of conversations with informants are the type of data used in this research. Utilizing the Morphology process by Yule (1996), data analysis is carried out simultaneously with the data collection process. The researcher concluded that translation techniques by Molina & Albir (2002) were used in the process of transforming the Source Language into the Target Language; In total, there are five morphological processes and 16 of the 18 translation techniques are used. Among the translation techniques, Linguistic Amplification is 16.46%, Literal Translation is 11.39%, for Borrowing (Pure and Naturalization), followed by Equivalence Determination, Generalization, and Variation with the same amount, namely 10.13%, Substitution 6.33%, Amplification followed by Linguistic Compression, and Particularization 5.06%, Compensation and Transposition also have the same results with 2.53%, Adaptation followed by Description, Discursive Creation, and Modulation with 1.27%. Affixation, there is a Suffix of 35.71%, and a Prefix of 7.14%. Non-Affixation includes Compounding 28.57%, Borrowing 14.29%, Acronyms 7.14%, and Clipping 7.14% all of which are morphological processes. Translation techniques and the Morphology process are appropriate strategies to be used as the first choice in analyzing the results of this research because they can produce significant contributions in a practical context. Based on the research findings, several practical implications can be identified, including the results of this research can help develop an understanding of the phenomenon under study. for a translator or related parties, providing guidance and recommendations to a translator in developing policy strategies or best practices in relevant fields. The researcher also concluded that translation techniques and morphological processes can be interrelated with the meaning conveyed.
Misunderstanding of Islam in Ayaan Hirsi Ali’s Speech Based on Islamic Perspective: A Semiotic Analysis Sari, Diana Eka; Siwi, Aninda Aji
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1311

Abstract

Islam is often misunderstood as a bad religion in the West. This prejudice increased rapidly after the terror act that brought down the WTC towers in New York by radical Muslims on September 11, 2001. This prejudice developed to give birth to Islamophobia which is still spreading in the West, including in speeches. One of the speeches containing misunderstandings and prejudice against Islam is Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration which considers Islam to be a bad and radical religion. This research aims to refute misunderstandings of Islam in Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration so that bad thoughts about Islam can change and the phenomenon of Islamophobia can be reduced. This research is a qualitative descriptive method using the semiotic theory of Ferdinand de Saussure and also Islamic perspective to refute Ayaan's misunderstandings about Islam in the analysis. The results of this research show several of Ayaan's misunderstandings about Islam which are contrary to the Islamic perspective, such as whatever the Prophet Muhammad did during his lifetime must also be done by his people in the present, the Prophet Muhammad was a cruel person, all Madaniyah verses like a war manual because it only contains war, Muslim men indoctrinated to be selfish, Muslim women restrained, Muslim men are selfish, Islamic law is bad for everyone, and Islamic law is a cult of death because it only contains massacres and sacrifice of life.
Indonesian EFL Students’ Elastic Language in Discussing Horror Movies Kinasih, Putri Rindu; Lacey, Jazlyn
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1342

Abstract

To create an exchange of information is the goal of communication. Surprisingly, we rarely express ourselves clearly, precisely, and explicitly when we write or speak. This research is a conversational analysis (CA) that studies eight students from the 5th semester of the English Department of a private university. The 21’23”- conversation about the Indonesian horror movie is analyzed based on the classification of four lexical categories and categories of EL’s pragmatic function elastic language proposed by Zhang (2015). This research aims to identify the implied messages conveyed by women and men as they talk about Indonesian horror movies. The study showed that approximate stretchers are the most used kind of elastic language. And, men and women use approximate stretchers at similar rates. The same number of approximate stretchers opposes the claim that women are less assertive. Then, women tend to use more intensifiers, which enhances interaction in communication. The last finding of this study was that women employed more epistemic stretchers than men. Additionally, this research finds that both men and women used elastic language for just-right elastic function mainly. Because approximation is frequently sufficient in this situation, approximate stretchers are usually chosen for just-right elastic terms.
The Application of Word Formation in Students’ Essay Writing: Morphology Jelimun, Maria Olga
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1312

Abstract

The purpose of this study was to determine the most prevalent word formations used by students when writing essays. This study utilized a descriptive qualitative method. Five second-year English department students enrolled in an Academic Writing class at UNIKA St. Paulus Ruteng participated in this study. The information was gathered from the exposition composing task. To analyze the data, the researchers used Miles and Huberman’s model, following several stages, namely data reduction, data presentation, and conclusion drawing. According to the findings, the students used 128 processes that fall under five different kinds of word-formations. Affixation, acronyms, blending, compounding, and clipping are all possible subcategories. The understudies applied less mixing and cutting word-arrangement processes. The application of the word-formation procedure also encountered some difficulties. It was unclear to some students how to form blending and clipping. It is hoped that this study will make a significant contribution to our understanding of word formation. Teaching and learning word-based lexical studies in general and word-formations in particular will benefit from the findings of this study.
Enhancing Critical Thinking through AI-Assisted Collaborative Task-Based Learning: A Case Study of Prospective Teachers in Japan Sako, Takayoshi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1319

Abstract

This study explores the potential of integrating generative AI into collaborative task-based language learning to foster critical thinking (CT) skills in computer-assisted learning environments. Employing a mixed-methods approach, the research examines the experiences of 18 pre-service teachers engaging in AI-assisted collaborative activities. Quantitative analysis of the Critical Thinking Disposition Scale and qualitative analysis using the modified grounded theory approach (M-GTA) reveal that AI tools can alleviate collaboration challenges by bridging perceptual gaps, clarifying objectives, and promoting deeper understanding. The findings suggest that AI-assisted collaborative learning enhances students’ intellectual autonomy, creativity, and digital literacy skills. However, the effectiveness of AI tools in fostering collaboration depends on their proper application, the supportive role of educators, and the careful design of evaluation criteria. The study emphasizes the importance of balancing the use of AI tools with authentic language production and highlights the crucial role of educators in moderating discussions and providing guidance where AI tools may have limitations. While the findings offer valuable insights, the study acknowledges its limitations and recommends future research to explore the impact of AI-assisted collaborative learning on CT with larger and more diverse samples.

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