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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 8 Documents
 1 
Search results for , issue "Journal of English Language Teaching and Linguistics, 9(3), December 2024" : 8 Documents clear
From Teacher Talk to Embodied Actions: Investigating an EFL Primary School Teacher’s Classroom Interactional Competence Sugianto, Ahmad; Khoirunnisa, Sarah Fawziah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1392

Abstract

Teacher talk and embodied actions constitute an essential aspect to facilitate students’ learning and learning opportunities in EFL classroom interactions. Nevertheless, evidence has shown that the ways an EFL teacher employs teacher talk and embodied actions are still under-explored, particularly in the Indonesian EFL primary school context. Therefore, the present study is aimed at scrutinising an EFL primary school teacher's use of embodied actions along with teacher talk that leads to classroom interactional competence. Using a conversational analysis approach, the present study inspected six naturally occurring lessons conducted by a female English teacher teaching in the fifth grade. Twenty-six students were involved as the subjects. Moreover, the data of the current study were garnered using observations and included the teacher’s instructional artifacts. Findings reveal some embodied actions were used by the teacher during the classroom interactions. In this case, the teacher’s gazes were found to be directed at a particular student, a group of students, and objects in the classroom. Also, such gazes were found to be accompanied by deictic gestures, metaphoric gestures or beats that were used by the teacher to elicit responses from the students. Moreover, iconic gestures were also found in the data as the teacher was trying to introduce a new vocabulary. The present study reaches a conclusion that most of the interactional features found in conformity with the pedagogical goals for each micro-context or mode were used to support and mediate the students’ learning
Linguistic Appeals in Political Discourse: A Multimodal Discourse Analysis of 2023 Presidential Election Billboards and Posters in Nigeria Makinde, Peter Oyewole; Adejumo, Barnabas Fiyinfoluwa
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1406

Abstract

In the wake of the campaign for the 2023 Presidential election in Nigeria, several political parties were shown to rely on linguistic appeals as a tool for political discourse in their campaign. This has sparked a paradigm shift in the role of linguistics in political discourse. This study examines the linguistic strategies used in political discourse to appeal to voters through a multimodal discourse analysis of campaign posters and billboards. The study utilises a qualitative research design. Data for the study were collected from Vanguard Newspapers and Punch Newspapers. Using Kress and Van Leeuwen's multimodal framework, the study explores how political candidates' use of language, visuals, slogans, colours and other meaning-making resources enhance political discourse, as evident in their posters and billboards. Findings from the study provide valuable insights into the power of linguistics in political campaigns and the potential for language to shape public perception and influence election outcomes. Thus, the findings underscore the significance of verbal and visual multimodal modes, illustrating their effectiveness in conveying nuanced meanings associated with diverse political parties and candidates. The posters and billboards showcase party affiliations and employ diverse elements to strategically communicate messages to the public, showcasing the intricate interplay between linguistic and visual components in political discourse.
The Analysis of Students’ Grammatical Errors in Recount Text Writing Nadia, Nadia
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1424

Abstract

Writing is a skill that requires organizing ideas into clear sentences and paragraphs, relying on a strong understanding of grammar for effective communication. However, the researcher revealed that the ninth-grade students of SMP Islam Al-Azhar 48 Samarinda frequently struggle with recounting text writing, particularly with verb tense, subject-verb agreement, and singular/plural forms. Therefore, this study aims to find out the grammatical errors in the ninth-grade students’ recount texts writing. The researcher used a qualitative approach to identify grammatical errors in recount texts written by ninth-grade students at SMP Islam Al-Azhar 48 Samarinda. Data consisted of texts collected from the students' recount writings, which were then analyzed using Oshima and Hogue's theory. The subjects were selected through purposive sampling, involving 15 ninth graders who were likely to achieve excellent English scores, with further information gathered from questioning the English teachers. The results revealed the common errors in the recount texts written by the students, including missing words, verb tense, subject-verb agreement, singular/plural forms, unnecessary words, wrong word forms, wrong word order, comma splices, fragments, and errors in prepositions, conjunctions, and articles. While students demonstrated a grasp of basic English writing rules, they still exhibited various errors, primarily due to interference from their native language and the overgeneralization of grammar rules.
Contrastive Analysis of Noun-Adjective Word Order in Students' Writing: A Case Study of Common Core Classes in a Moroccan Public High School Farid, Zakaria; Jamali, Achraf
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1432

Abstract

This study explores word order patterns, specifically focusing on the noun-adjective inversion observed in the written language among EFL learners in a Moroccan public high school class. In a case study design with 102 participants, error analysis of learners’ produced language reveals a consistent and frequent deviating pattern as a result of negative transfer from L1 to L2, aligning with the interlanguage hypothesis. The findings enable Moroccan English teachers to predict and address language errors through tailored teaching strategies. Notably, a cross-sectional approach using controlled words unscrambling activity demonstrates the learners’ consistent deviation from English word order, except for instances of familiar phrases, suggesting exposure plays a key role in language accuracy. English teachers in Morocco can significantly profit from these findings by using them to anticipate, react, and modify their teaching strategies. Crucially, using well-known sentences correctly emphasizes how important repeated exposure is to language acquisition
Receptive Skill and Prosodic Deficiency of Adult with Autism: A Psycholinguistics Analysis Ihsan, Lovenia; Indah, Rohmani Nur
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1380

Abstract

Autism spectrum disorder (ASD) which affects communication skills and social interaction, is often accompanied by language comprehension challenges an appropriate prosody use. This study analyses receptive skills and prosodic deficiencies in adults with autism through a psycholinguistic approach. The method used in this study is qualitative, which is used to gain a deeper understanding of the receptive language skills and prosodic deficiencies of adults with ASD. The data in the study are utterances produced by individuals with ASD from the podcast ‘Special Book by Special Kids’ on YouTube Channel. The data sources in this study were based on the characteristics of the individuals with ASD who were interviewed. The types of receptive language skills and prosody deficits were analyzed based on Peppé and McCann's (2003) theory. The results showed that adults with ASD experienced receptive skills such as limited communication function, minimal response, word repetition, and anomalous meaning. Meanwhile, there are types of prosodic deficits, such as chunking, affect, and interaction, experienced by adults with ASD. They often experienced limitations in their communication function and receptive skills when communicating, and has difficulty in understanding, producing, or recognizing the variations in intonation, rhythm, speed, and pitch that transmit meaning in language.
AI-Assisted Writing Tools and the Perceptions of Fairness in University Writing Courses and Assessments: An Analysis through Equity Theory Issafi, Hamid; Ouladhadda, Aziz
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1441

Abstract

Nowadays, with the rapid breakthroughs in software and AI technology, the growing use of AI among university students has sparked considerable debate. In this context, the present research seeks to understand the impact of AI-assisted writing tools on students' perceptions of fairness, academic integrity, and their learning outcomes. An exploratory sequential design was used in this study, beginning with two focus groups to gather qualitative insights that informed the development of a 22-item survey. The survey was then administered to 107 students from the English departments at three institutions of Mohamed V University: FLSH, FSE, and ENS. The results indicate that AI use significantly affects students’ perceptions of fair assessment, with many viewing it as a tool that enhances work quality and academic grades. However, the use of AI is also associated with reduced motivation, lower willingness to invest effort, and diminished self-confidence. To address these challenges, participants suggested alternative assessment methods, including oral exams, tasks that emphasize critical thinking and creativity, and group work. By Analyzing these findings through the lens of Equity Theory and in light of existing research, this study offers insights into the evolving dynamics of fairness and academic integrity in the era of AI. It also offers recommendations for adapting assessment practices to maintain equity and integrity in higher education.
Improving Student’s Motivation and Learning Outcomes through Canva in English Learning at Middle Schools Pratama, Ferdian Rizki; Hikmat, Mauly Halwat
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1381

Abstract

Increasing student motivation and learning outcomes can be done by utilizing technology in the learning process. The objective of this study was to describe students' perspectives on the use of the Canva in English class. The type of research was descriptive qualitative. The subjects of the study were students of class VIII of SMP Muhammadiyah 7 Surakarta. The sampling method used purposive sampling. Data collection techniques used questionnaires, observations, and interviews. Before the instrument was used, validation was carried out by experts (supervisors), and the collected data was validated using source triangulation and triangulation of data collection methods. Data analysis used qualitative analysis. The results of the study were: (1) Teachers use Canva in English classes for three reasons. First, to display learning materials interactively. Second, to create interesting worksheets. Third, for students to do assignments with Canva; (2) Students' perspectives on Canva as a mediua in English classes showed good results. Students agreed and gave positive responses regarding Canva as a media in learning English. Students agreed that Canva is a good mediua to use in learning English. The conclusion is that the use of Canva as a learning media can increase students' learning motivation and learning outcomes. The implication of the results of this study is that teachers can use the Canva application as a learning medium.
A Critical Study of Metalinguistic Corrective Feedback in the Essays by XII Students of JNV Patan Sarkar, Soumita; Dave, Bharti Girish
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1443

Abstract

Corrective feedback (CF) is a vital aspect in the field of English language teaching, which is complex and continually evolving. English language teachers dedicate significant time and effort to provide feedback on students' writing performance. There is an ongoing debate regarding the efficacy of the teachers’ CF to improve the learners’ English writing competency. Empirical studies on CF in the Indian context are scarce. This study looks at how direct focused metalinguistic and non-metalinguistic written corrective feedback (WCF) affects the use of noun inflections in English descriptive essays written by Class XII students of Jawahar Navodaya Vidyalaya, Patan. The study involves two experimental groups and one control group of ten students each; the first group received metalinguistic WCF; the second received non-metalinguistic WCF; and the control group received no feedback. A pretest-treatment-post-test-delayed post-test format was utilized to extract the data. The findings suggest that the teacher's targeted direct metalinguistic WCF led to inconsistent improvements in the learners' written output. However, this approach has certain limitations, including issues related to time frame, scaffolding, personalized feedback, as well as sustained teacher’s monitoring, and other factors pertaining to learners’ proficiency, personality, retention, and revision.

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