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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 282 Documents
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The Graphic Organizers (GOs) in the Development of Communicative Skills in Class Presentation Dedi Aprianto; Ikang Murapi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i2.421

Abstract

This study aims at uncovering on how a language skill could properly be embedded to import another skill’s impact. The effectiveness of GOs with patterned structures and their functions can facilitate English spoken proficiency in class presentation. In order to obtain the formulated research purpose, non-participation observation had been carried out in support with video-recording. The positive effectiveness of GOs could be varying towards certain English proficiency levels; however, the negative impacts produced by the elementary learners indicate the psychological problems and the technical problems. GOs could worthily be as recommended ELL media, since they can effectively stimulate EFL intermediate learners’ intrinsic elements of learning achievement. Those therefore could effectively scaffold the intermediate learners through questioning technique in form of guided-Graphic Organizers (GOs). GOs could dynamically be incorporated into multimodal ways; by re-writing, chronological overview, and note-taking which would be employed by the upper intermediate learners. There are three situations which must be required for advanced learners; experiences-associated learning, topic-based selection, and the comprehensive understanding of GOs concepts and the topics of reading passages. Thereby, GOs can be regarded as marvelous strategies that can positively contribute to induce EFL learners’ psychological achievements and effectively promote English speaking performance.
The Application of Scanning Strategy in Teaching Students’ Reading Comprehension of Narrative Text Cahya Komara; Sarah Marianda Dewi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i1.516

Abstract

This research investigates the application of scanning strategy in teaching ninth-grade EFL students’ reading comprehension of narrative text. The aim is to know whether the use of scanning strategy gives tremendous effect to the ninth-grade students’ reading comprehension of narrative text or not. The researchers proposed scanning because it is potential and powerful strategy to lift students’ better narrative text reading understanding. To prove that, the quantitative method is used in this study by conducting quasi-experimental design which involved two classes of ninth-grade students at one private secondary school in Bekasi. The experimented class was around 34 students as well as the controlled class which was around 34 students. The researchers used pre-test and post-test reading narrative text instruments within 20 questions that were asked by the WH-question pattern to collect the data. After the data have been collected, the researchers fulfilled the standard pre-requisite analysis of Normality and Homogeneity before the hypothesis statistic test. At the end, the hypothesis statistic findings showed that tobserved was known by score 6.905 while ttable was obtained 1.996 in the level of 5% significance. Because of tobserved was higher than ttable, itcan be concluded that the application of scanning strategy is effective in teaching the ninth-grade students’ reading comprehension of narrative text at one private secondary school in Bekasi.
Pragmatic Strategy of Indonesian English Teachers in Questioning Hieronimus Canggung Darong
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i2.398

Abstract

This study was an attempt to examine pragmatic strategies and questioning types employed by English teachers in classroom interactions. Delivering the functions of questions by their types is insufficient to manage the flow of interaction. As such, the teachers need a certain pragmatic strategy. Data were gathered from three Indonesian English teachers. Purposefully selected teachers were observed, audio-recorded, and analyzed by using Gricean cooperative principle and politeness principle following the principle of Conservation Analysis (CA). The conservation analysis revealed that the use of external devices- adjunct to the head acts or enquirers (grounder, sweetener, and disarmer) and internal modifiers (syntactic interrogative downgraders and lexical consultative downgraders) were mostly used by the teachers in employing questions to mitigate the illocutionary act of questioning as a request. In addition, the teachers intentionally violated the maxim for the sake of managing the flow of conservation. Subsequently, this study mirrors previous research findings that display questions as the most frequent strategies used to extend the talk and to invite learner response. Instead of analyzing questions that conventionally associate those with speech act theory, social aspects of interpersonal normativity (being responsible and autonomous) might be of benefit in sharing social-communicative intentions in order to extend the classroom talk.
Future English Teachers’ Perspective towards the Implementation of E-Learning in Covid-19 Pandemic Era Reza Pustika
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(3), December 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i3.448

Abstract

This research was conducted to investigate the future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. There were 60 respondents involved in this research. A survey method was carried out in this research. The data of this research was collected by distributing a questionnaire. The questionnaire was formulated based on the theories about the pros and cons of the e-learning implementation. Descriptive analysis was done to analyzed this research data. The data of this research was transformed into percentage. The result of this research showed that the future English teachers find e-learning is beneficial for them, but still have some lacks to overcome. Besides, the subjects of this research are aware of things they need to prepare before they conduct e-learning, and they also suggest the stakeholders in Indonesia to improve the technology development to support the e-learning implementation.
Encouraging Autonomous English Learning in Overcrowded Online Class of Elementary School during Pandemic Misbachuddin Akbar Putra
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i1.493

Abstract

During the Covid-19 pandemic, most schools have been closed by the government to prevent Coronavirus spread. It mandates students to learn and teachers to teach from home. This condition is also illustrated in the English classes for the first, second, and third grades of SDN Sedatigede 1. With more than 80 students in one class, it can be assumed that each English session is overcrowded. A pupil may have a slim chance to learn with a teacher’s guidance in an overcrowded class. Therefore, this analysis attempts to discover a way for students to learn a language independently using language learning program accessible on the internet. This research then reveals three language learning services believed to be suitable for elementary school students. From these results, this study provides solutions for the teachers to motivate their students to apply these resources for learning English autonomously and with minimal teacher guidance. Further research is required to find autonomous learning ways in offline media for students with no access to the internet and proper ways for teachers to fulfil their role as a motivator in this pandemic era.
Classroom Interaction In English Speaking Class (A Study at SMA Santu Fransiskus Ruteng, Flores) Gabriel Fredi Daar
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(3), December 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i3.437

Abstract

Classroom interaction emphasizes on the effectiveness of the students participation in the dialogue, and finally improving the ability of speaking. It involves all participants; teacher, learners and learning sources. There are some different purpose of using speaking. Each purpose implies knowledge of the rules that account for how spoken language reflects the context in which the speech occurs (Richard and Renandya, 2002:201). The study aims at finding out how classroom interaction employed in speaking class at SMA Santu Fransiskus Ruteng, Flores.  It’s used mixed method combining the use of descriptive quantitative and qualitative study design with phenomenological approach. It’s used random sampling, with 45 students taken as the samples. Meanwhile, employing a qualitative research design and phenomenological approach, the data for this study are mostly collected through interview completed by observation and documentation. For the purpose of deep interview, the participants are 1 English teacher and 4 students taken purposively. The study showed that 1) there is one aspect of classroom interaction mostly categorized as high level of implementation; Response and Asks Questions (28=62.2%). Data of interviewed confirmed that students needs appreciation for learning progress or achievement they may make. It encourages them to be more active and participative. 2) Feelings acceptance, praises or encouragement, and  ideas use or acceptance implementation (40=88.9%) and giving directions, criticisms or authority justification (38=84.4%) were mostly in the category of medium level. Meanwhile, initiation was mostly in the category of low level (24=53.3%). Data of interview confirmed that low initiation is caused by students learning habit. Most students do the activities of learning English when English teacher fosters them to learn. It’s in the form of quiz, assignment, mid test or final test. Leaning is merely conducted to improve and increase English score. Other activities such as memorizing vocabularies, writing stories, answering questions based on the passages, building up sentences and other classroom activities designed are done under teacher’s control and design. In the next phase, students find it difficult to accomplish complex tasks. They are only able to accomplish simple tasks. Learning autonomy which is oriented to build up speaking ability hardly ever done.  To this extend, English teacher pay more attention to the topic chosen in teaching learning processes. It determines whether the students initiate interaction or not.
Attitudes of Young Moroccans towards the Use of Code-switching in their Facebook Interactions Khawla Khoumssi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(3), December 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i3.417

Abstract

Code-switching is part of the daily speech of a huge number of Moroccans. The insertion of French words and expressions in the Moroccan individuals’ verbal interactions gives the impression that they are modern, educated and belonging to a higher social class. This kind of language is very common among young Moroccans, and considered as a sophisticated way of communicating, especially in social networking sites, mainly Facebook. However, there is a controversy over the use of code-switching all over the world, as some consider it a sign of first language attrition and others, on the other side, perceive it as a conscious act performed by bilingual speakers to serve different communication intents. The main purpose behind this research is to holistically investigate, through survey questionnaire, the phenomenon of code-switching among young Moroccans in Facebook, since it is highly frequent among this category, trying to trace their attitudes towards this linguistic phenomenon, and whether they consider it as a communicative strategy or a sign of Moroccan language attrition. It also attempts to find out whether demographic variables such as, ‘age’, ‘level of education’ and ‘type of school’ can be considered among factors that might influence the way young Moroccan Facebook users perceive CS. Findings achieved from statistical analysis of data also showed that socio-demographic variables mainly age, level of education, type of school, are responsible for variations at the level of attitudes of young Moroccan Facebook users.
The Aftermaths of EFL Online Classroom During A Year of Covid-19 Pandemic: Perception and Score Novinda Rosayanti; Tusi Hardiana
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i1.506

Abstract

It has been a year that Indonesia experienced covid-19 pandemic. This situation stands as primary reason of English Foreign Language (EFL) online classroom still being implemented for all levels of education. This case possibly leads to positive and negative impacts for both teachers and students. Hence, this study aims to investigate EFL online classroom implementation throughout a year of Covid-19 pandemic in terms of; the EFL teachers’ and students’ perceptions, and how do the students’ score. Quantitative was applied as the approach in this study. In addition, the six EFL teachers and sixty students of senior high schools in Riau were chosen purposively to be involved as the research subjects. The data were collected in two techniques and instruments; survey with close-ended questionnaire and document analysis on the students’ score. The findings revealed that the teachers and students had higher percentage of positive perception on EFL online classroom implementation. Lastly, the score confirmed that all the students passed the criteria minimum of English subject determined by the school in EFL online classroom implementation throughout covid-19 pandemic.
Learning through Watching: Using Animation Movie to Improve Students’ Writing Ability Dea Silvani
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(2), August 2020
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v5i2.418

Abstract

Writing is often considered as a complicated skill to master. In order to be able to write effectively, there are several aspects to consider, which often make students face some problems in composing a written text. Thus, the use of the appropriate instructional media is necessary to help students overcome those problems, and enhance their writing ability. This classroom action research aims to investigate the improvement of students’ writing skill through the use of animation movie as the instructional media. The participants of this research were two observers and 38 second grade senior high school students. This research used observation as the technique of collecting the qualitative data about the teaching and learning process, which then analyzed by using thematic analysis. Meanwhile, writing tests were used to obtain the quantitative data about the students’ scores on the test given at the end of the cycles. Descriptive statistics are used to analyse the quantitative data obtained in  this study. The research result showed that their average scores increased from the pre-test (75.68), to the post test in cycle 1 (78.71) and the post- test in cycle 2 (83.55). It indicated that their writing skill was also increased. Therefore, the use of animation movie in English class can improve the second grade senior high school students’ writing skill.
Chants in EFL Vocabulary Instruction with Young Learners: Potential, Composition and Application Cindy Cedeño; Luis Santos
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i1.500

Abstract

Songs and chants in EFL education are both artistic and pedagogical acts belonging to the same family of musical expressions, whose practical use in the classroom is not unfamiliar among teachers. Nevertheless, little effort has been made to distinguish between each other. In this sense, the popularity of songs in the context of EFL/ESL education is well-manifested in research, especially in the context of young learners’ teaching, yet little has been said regarding chants on formal studies. The nature of chants entails a less complex musical composition, which lends itself to favoring language development both receptively and productively. While both singing and chanting as pedagogical resources are found positive in learning a new language in aspects such as phonological awareness, pronunciation, word retrieval, and other linguistic functions; it seems that chanting works exceptionally well for stimulating young learners’ vocabulary retention, which is a capacity associated with long-term memory. The ease and novelty of conveying language in an unconventional fashion allowed by chanting, afford for simplified and fun repetitions and production of the target language, which may represent the virtues responsible for its positive impact on the young learners’ vocabulary learning. Practical recommendations for composing chants and guiding teaching activities based on them are explained.

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